1. 6 | 1 Copyright © 2014 Cengage Learning. All rights reserved. Strategies for Creating Success in College and in Life On Course Chapter 6 GAINING SELF-AWARENESS

2. 6 | 2 Copyright © 2014 Cengage Learning. All rights reserved. C ASE S TUDY IN C RITICAL T HINKING S TRANGE C HOICES Choose the student you think made the strangest choice and speculate why she or he made this choice. In particular, what are the kinds of past experiences that may have made the student behave this way? Recall a course you once took in which you made a choice that your instructor might describe as “strange.” Explain why you made that choice. Dive deep, exploring what really caused your choice.

3. 6 | 3 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS R ECOGNIZING W HEN Y OU A RE O FF C OURSE In which of your life roles are you off course? Do you know how you got there? More important, do you know how to get back on course to your desired outcomes and experiences?

4. 6 | 4 Copyright © 2014 Cengage Learning. All rights reserved. T HE M YSTERY OF S ELF -S ABOTAGE  I started a study group.  I started a study group, but I have missed two meetings.  I did all my homework early.  I did all my homework early, but I left it at home. Wise Choice Self-Sabotaging Wise Choice Self-Sabotaging Identify each statement as a self-sabotaging behavior or as a wise choice behavior.

5. 6 | 5 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS I DENTIFYING Y OUR S CRIPTS What habit patterns in your life get you off course? How did these habit patterns develop?

6. 6 | 6 Copyright © 2014 Cengage Learning. All rights reserved. Make three slips of paper. On each slip of paper, write a self-defeating behavior. It can be one that has affected you or one that you've observed affecting others. Fold each slip of paper in half. Express the likely negative results of that behavior.

7. 6 | 7 Copyright © 2014 Cengage Learning. All rights reserved. A NATOMY OF A S CRIPT Scripts are internal forces composed of habit patterns and core beliefs. Think about your habit patterns: something you often think, feel, or do.  List one of your thought patterns, one of your emotional patterns, or one of your behavioral patterns.  Does this habit pattern tend to keep you on course or get you off course?  Pair up and share the habit patterns you’ve identified. Brainstorm strategies to revise a habit pattern that gets you off course or strengthen a habit pattern that keeps you on course.

8. 6 | 8 Copyright © 2014 Cengage Learning. All rights reserved. H ABITUAL P ATTERNS  I am good in math.  I am always late to class.  I'm too busy.  I often feel anxious.  I exercise regularly.  I always screw up.  I seldom get angry.  I never ask for help.  My tutor always frustrates me. Thought Pattern Behavioral Pattern Emotional Pattern Decide if the following sentences are thought patterns, emotional patterns or behavioral patterns.

9. 6 | 9 Copyright © 2014 Cengage Learning. All rights reserved. C ORE B ELIEFS Core beliefs are unconscious judgments that dictate what we consistently think, feel and do. They are an invisible part of a script that contains our view of ourselves, other people and the world. Complete the following sentence stems according to your core beliefs.  The world is_________.  People are _________.  I am ________________.

10. 6 | 10 Copyright © 2014 Cengage Learning. All rights reserved. H OW W E W ROTE O UR S CRIPTS Think about your answers from the previous slide. What factors have influenced your core beliefs?  When you were a child, how did others respond to you?  When you were a child, what did significant adults say to you?  When you were a child, what behaviors of significant adults did you observe?  What other factors may have contributed to your core beliefs?

11. 6 | 11 Copyright © 2014 Cengage Learning. All rights reserved. H OW W E W ROTE O UR S CRIPTS Attributions are qualities that tell us “how we are” or “how we should be.” For example, “I’m creative” or “Always be busy.”  Write one of your attributions. Injunctions are qualities that tell us “what we are not” or “what we should not be.” For example, “I’m not good in math” or “Don’t stand up for yourself.”  Write one of your injunctions. How do you believe you developed your attributions and injunctions?

12. 6 | 12 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTION R EWRITING Y OUR O UTDATED S CRIPTS How can you revise the self-defeating scripts that keep you from achieving your full potential? Jeff Morin

13. 6 | 13 Copyright © 2014 Cengage Learning. All rights reserved. S ELF -A WARENESS A T W ORK The Holland Code is a tool that places you in one of six personality types and suggests possible careers that may appeal to you. Review the following career choices. Write down the number next to the career choice that is most appealing to you. 1.Mechanic 2.Chemist 3.Writer 4.Nurse 5.Salesperson 6.Accountant 1.Electrician 2.Detective 3.Musician 4.Counselor 5.Lawyer 6.Secretary 1.Dental technician 2.Doctor 3.Interior decorator 4.Teacher 5.Entrepreneur 6.Financial planner 1.Forester 2.Mathematician 3.Inventor 4.Physical Therapist 5.Travel Agent 6.Computer Operator

14. 6 | 14 Copyright © 2014 Cengage Learning. All rights reserved. S ELF -A WARENESS A T W ORK Review the following chart. Find the personality type that is most appealing to you and record its number. Personality TypePersonality Type Description 1RealisticPrefers activities involving objects, tools and machines. 2InvestigativePrefers activities involving abstract problem solving and the exploration of physical, biological, and cultural phenomena for the purpose of understanding and controlling them. 3ArtisticPrefers activities involving self-expression, using words, ideas or materials to create art forms or new concepts. 4SocialPrefers activities involving interaction with other people to inform, train, develop, help or enlighten them. 5EnterprisingPrefers activities involving the persuasion and management of others to attain organizational goals or economic gain. 6ConventionalPrefers activities involving the application of data to bring order out of confusion and develop a prescribed plan.

15. 6 | 15 Copyright © 2014 Cengage Learning. All rights reserved. S ELF -A WARENESS A T W ORK Does the number next to your selected career choice match the number next to your selected personality type description?  If so, how could you use this information to benefit you?  If not, is there a possible career choice that you have not considered in the past?

16. 6 | 16 Copyright © 2014 Cengage Learning. All rights reserved. C RITICAL T HINKING : F OCUS Q UESTIONS W RITE Y OUR O WN R ULES What personal rules do you have that dictate the choices you make daily? Which of these rules help you create high self- esteem?

17. 6 | 17 Copyright © 2014 Cengage Learning. All rights reserved. T HREE S UCCESS R ULES  Show up: I commit to attending every class from beginning to end.  Do their best work: I commit to doing my best work on all assignments, including turning them in on time.  Participate actively: I commit to getting involved. What are the three behaviors that successful students consistently do?

18. 6 | 18 Copyright © 2014 Cengage Learning. All rights reserved. Scripts are internal forces composed of what? Q UICK R EVIEW Emotional Patterns Core Beliefs Behavior Patterns Thought Patterns

19. 6 | 19 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW Decide if the following sentences are thought patterns, emotional patterns, or behavioral patterns.  I am such a lousy writer.  I always get caught using my cell phone in class.  I am always happy.  I am typically late for my morning class.  I get frustrated in my English class.  I will never do well in college. Thought Behavioral Emotional Behavioral Emotional Thought

20. 6 | 20 Copyright © 2014 Cengage Learning. All rights reserved. Q UICK R EVIEW Prefers activities involving abstract problem solving and the exploration of physical, biological, and cultural phenomena for the purpose of understanding and controlling them. Prefers activities involving self-expression, using words, ideas or materials to create art forms or new concepts. Prefers activities involving interaction with other people to inform, train, develop, help or enlighten them. Prefers activities involving the persuasion and management of others to attain organizational goals or economic gain. Match the following personality type to the correct description. Prefers activities involving objects, tools and machines. Prefers activities involving the application of data to bring order out of confusion and develop a prescribed plan. C ONVENTIONAL I NVESTIGATIVE A RTISTIC E NTERPRISING S OCIAL R EALISTIC

21. 6 SS | 21 Copyright © 2014 Cengage Learning. All rights reserved. W ISE C HOICES IN C OLLEGE : T AKING T ESTS What are three factors that determine how well you score on a test? Which factor do you believe is the most important and why? How well have you prepared? How well do you take tests? How much have you learned from previous tests?

22. 6 SS | 22 Copyright © 2014 Cengage Learning. All rights reserved. C HALLENGES WITH T AKING T ESTS Make a list of common challenges you have experienced while taking tests in college. Circle the challenge you struggle with the most and look for a strategy in On Course to help you.

23. 6 SS | 23 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS B EFORE T AKING T ESTS How could you use the CORE learning system before taking a test?  Collect complete and accurate information from all reading assignments and class sessions.  Organize many different kinds of effective study materials.  Rehearse these study materials with a distributed study schedule.  Evaluate to confirm your understanding of all study materials. C ollect O rganize R ehearse E valuate

24. 6 SS | 24 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS B EFORE T AKING T ESTS Match the following strategy with its correct description.  Repeat statements that revise your beliefs about your ability to do well on tests.  Create a mental movie of yourself taking the exam with great success.  Avoid stress, get there early, and choose a preferred place to sit.  Get a good night’s sleep, eat well, breathe deeply and relax. Prepare yourself physically and emotionally. Arrive early and get comfortable. Visualize success. Create a positive affirmation about taking tests.

25. 6 SS | 25 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS What are some strategies you should implement as soon as you receive a test?  Write memory cues on the test.  Preview the test.  Make a test-smart plan, deciding which questions to answer first and how much time to spend on remaining questions.

26. 6 SS | 26 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS  Part of the answer is false.  The question contains unconditional words (e.g., always, never, every, all).  The question contains conditional words (e.g., seldom, sometimes, usually, often).  You studied hard, but the question contains words you’ve never seen before.  You have no idea what the answer is and are reduced to taking a pure guess. FALSE TRUE FALSE TRUE In the following test situations, identify whether the best guess would be TRUE or FALSE:

27. 6 SS | 27 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS  Cross out answers that contain unconditional words.  When answers are numbers, cross out highest and lowest. When answers are similar, choose one of them as the correct answer. What strategies can you use when answering multiple choice questions about which you are unsure?

28. 6 SS | 28 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS  Always write something in the blank.  Make sure the answer fits grammatically into the sentence.  Look for answers in other places in the test. What strategies can you use when answering fill- in-the-blank questions about which you are unsure?

29. 6 SS | 29 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS Which type of recall test question is the greatest challenge for you?  Questions that ask for a list  Short answer questions  Essay questions  Definition questions  Math problems

30. 6 SS | 30 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS W HILE T AKING T ESTS What strategies can you use to maximize your point total on any test?  If you get stuck, move on; don’t waste time on a question you can’t answer.  If you feel anxious, refocus. Close your eyes, breathe deeply, say your affirmation, and try again.  Review your answers. Start with the sections that offer the most points.  Give an answer for all questions.  Proofread before turning in your test.

31. 6 SS | 31 Copyright © 2014 Cengage Learning. All rights reserved. S TRATEGIES TO I MPROVE T AKING T ESTS A FTER T AKING T ESTS List strategies you could do after your instructor returns a graded test to deepen your learning.  Study the instructor’s feedback.  Correct wrong answers.  Seek help.  Seek accommodations if needed.