Overview For Teachers

ATTITUDE: The ability to demonstrate a positive, optimistic outlook; take responsibility for actions; use appropriate language; avoid gossip; show politeness; smile on a regular basis; to be enthusiastic and self-confident; take direction; to be eager and motivated to complete tasks.
 

PURPOSE:
Upon completion of this module, the student will understand the importance of bringing a good attitude to the
classroom and the workplace. In addition, the objectives listed below should be met.
 

OBJECTIVES:
 Ability to recognize the difference between a positive and negative attitude
 Ability to understand and demonstrate the characteristics of a good attitude
 Ability to understand how your attitude affects your daily life and future
 

OVERVIEW:
This module concentrates on teaching students to recognize and display the proper personal attitudes and develop
realistic expectations for themselves in school and at work. The key to obtaining the proper attitude is to always strive to do the best job at every task. It is also important to recognize that attitudes are not set in stone. Students (and teachers) have the ability to change their attitudes. Positive thinking will do much to improve how students feel about themselves and their abilities. In addition, students will have an opportunity to gain an understanding of the importance of a good attitude by participating in various activities designed to stimulate thought and discussion.
 

TEACHERS: WHAT ARE YOU OBSERVING?
What does attitude look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:
1. What does positive attitude look like in class?
2. How does your attitude affect other students? Example: student activities, sports, or hallway/lunchroom
interactions
3. What does positive attitude look like within your learning?
 

RELEVANCY OF ATTITUDE Why is this important to your students?
Employers have ranked good attitude as one of the most significant employability skills needed in the workplace.
 

 

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LESSON:

Importance of Self - Confidence
Time Allocation: 20 minutes
Materials/Resources: computers/ tablets/ smartphones with internet access ( students - optional) or printed copies of 10 Ways to be more confident at Work , colorful paper or sticky notes , pens/ pencils, highlighters , tape , whiteboard, markers

 

WATCH THE OVERVIEW VIDEO:

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ANTICIPATORY SET IDEA:

 Share the following quote with the students by either writing it on the white board or reading it out loud to them.

     o “Confidence comes naturally with success but, success comes only to those who are confident.” -Unknown

 Ask students what this quote means.

DIRECT INSTRUCTION

 Ask students the following questions for a class discussion:

     o What is confidence?

     o What does it mean to be confident?

     o What’s the difference between being arrogant and being confident?

     o Why is having confidence important?

 Have student read 10 Ways to be more confident at Work online or give each student a printed copy if you prefer.

 Have students read the article independently and have them highlight or underline any important information in the article or anything that stood out to them.

GUIDED ACTIVITY:

 When students finish reading they will find a partner and share the things that they highlighted/ underlined and discuss the following question/ prompt.

     o The article talks about how to have more confidence at work . How can the same information be applied to the school setting ? On

       a piece of paper, brainstorm ways to have more confidence at school . Use any format you and your partner would like (list, web,

       table, etc .)

     o After a few minutes, have students share what they came up with on how to have more confidence at school.

 Give each student a small piece of paper or a sticky note and try to vary the colors that you hand out.

 Students will write one way to boost their self-confidence on the piece of paper , then they will hang it on the wall in the area that you designate. These pieces of paper will be a daily reminder for students and will help them be more confident.

CHECK FOR UNDERSTANDING
 Technology Use: You could create a Kahoot ( Kahoot.com) which is an interactive game that students can log into from their computers or phones and it will give you instant feedback.
 Non-Technology Use: “Take and Pass” – Students will get in groups and will have one piece of paper per group. Pose the question, “How does having self -confidence affect your life ?” One student will start and will write their response on the piece of paper. When they finish, they will pass it to the person on their right and they will then write down their response. Students will continue to write down their responses and pass the piece o f paper until time is up. When time is up, students will debrief and will then share their responses with the class.

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ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS:

ALL IN ATTITUDE

People have been telling you from an early age that your attitude is everything. You understand that, but sometimes you just get so frustrated with people . Staying positive is not always easy and your shift at work has been particularly challenging today. As you are getting ready to leave your manager comes to you and asks if you can stay late this evening. In your mind, your initial reaction is “ NO WAY ” and you want to laugh an d respond that way to her… luckily, you have a filter and pause before speaking! As you think about it , you know you have options on how to handle this situation. You also consider that she truly needs help and that is why she is asking you. Since you are available to stay, should you have an “all -in” attitude , be a good team player, and help her out? Or should you figure out a way to get out of this one, realizing it will be all in the attitude of how you respond.

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)
1. How many of you have already been faced with this scenario, or a similar one, in real life?
2. What could be potential positive or negative consequences for you depending on your decision?

3. What are possible positive or negative consequences for your manager? Your company?

4. Have you ever needed help from someone and if so, how does that impact your decision in this situation?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY
ANSWERED THE QUESTIONS.
NOTE 1: To help facilitate discussion, share any personal experiences you may have encountered with this same
sort of issue.
NOTE 2: Another option to foster further critical thinking is to then ask students, “ If you were the manager and needed help, w hat would you do?”
NOTE 3: Another option to foster further critical thinking is to then ask students, “What values do you think are
in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS, “HOW DOES YOUR ATTITUDE AFFECT YOUR DECISIONS AND
ULTIMATELY YOUR BEHAVIOR?”

REVIEW AND CLOSING:

 Show students the following video

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 As they watch, have them write down the three tips to boost confidence.

 When the video is over, have three different students share one of the confidence boosting tips that was mentioned in the video.

 

CORRELATION TO OBSERVATION TOOL:

The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their self- confidence. This lesson will give students the opportunity to define what self -confidence is, how it’s different than arrogance and how to have more self -confidence at work and at school.

DIFFERENTIATED INSTRUCTION IDEAS
-Visual: Visual learners will benefit from reading the article and watching the video clip.
-Auditory: Auditory learners will benefit from all the group and class discussions.
-Kinesthetic: Kinesthetic learners would benefit from taking notes of important aspects. 
-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.
-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.
-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help.

 

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