Objective: The student will express his personal strengths as needed
during an interview or when completing an application
Language Arts Standard: Speaking, Reading & Writing
See Strengths Rubric Download
• Identify Need
* During an Interview for a Job
* Completing an application
• Introductory Activity
• Define Steps to determine self-worth. Below see a summary
of the recommendations of psychologist, Lisa York, Ph.D.
Techniques for Positive Change
*Self-Acceptance: Separate Who You Are from
What You Have Done. We will make mistakes.
*List and Reinforce Strengths: Make a list of personal strengths
and build positive self-statements about each one.
*Avoid Self-discounting Statements: Work to decrease your negative
*Replace Negative Thoughts with Positive Ones: Record negative,
critical statement you make about yourself for one week in a notebook.
Now, challenge the rationality and validity of each one. Replace
each one with its opposite self-supportive statement.
*Develop a Positive Quality through Visualization: Identify a quality
you want to possess and select someone that exemplifies this quality
Compare yourself to the Personal Qualities
we call as life skills.
Rate yourself on a scale of 1 to 10, one
being lacking and 10 being strong.
___ INTEGRITY: TO BE HONEST, SINCERE AND TO CONDUCT ONESELF ACCORDING
TO A SENSE OF WHAT’S RIGHT AND WRONG. See how many times you
can practice integrity today.
___ INITIATIVE: TO DO SOMETHING BECAUSE IT NEEDS
TO BE DONE. What can you do today to show initiative?
___ FLEXIBILITY: THE ABILITY TO CHANGE PLANS OR
COURSE OF ACTION WHEN NECESSARY. Try to be flexible when necessary.
There may be times when you need others to be flexible.
___ PERSERVERANCE: TO KEEP WORKING UNTIL THE JOB
IS DONE IN SPITE OF DIFFICULTIES. Don’t give up. Sometimes
all it takes is one more attempt.
___ ORGANIZATION: TO PLAN, ARRANGE AND IMPLEMENT
IN AN ORDERLY WAY. You can get much more done if you are organized
and have a plan.
___ SENSE OF HUMOR: TO LAUGH AND BE PLAYFUL WITHOUT
HURTING OTHERS. When appropriate laugh and get others to laugh with
you. It feels good and is good for you.
___ EFFORT: TO TRY YOUR HARDEST. Always do your
best. Your effort will be rewarded in many different ways.
___ COMMON SENSE: TO USE GOOD JUDGMENT. Think about
it first. If it seems right, it probably is and you are developing
good common sense.
___ PROBLEM SOLVING: TO SEEK SOLUTIONS EVERYDAY
AS WELL AS IN DIFFICULT SITUATIONS. Look at finding the solution
to problems and difficult situations as a challenge. Soon little
problems will no longer be difficult to handle.
___ RESPONSIBILITY: TO BE ACCOUNTABLE FOR YOUR ACTIONS.
Always do the right thing and you will not have to explain your
___ PATIENCE: TO WAIT CALMLY FOR SOMEONE OR SOMETHING.
Staying calm helps you think clearly, make good choices, and appreciate
___ FRIENDSHIP: TO MAKE AND KEEP A FRIEND THROUGH
MUTUAL TRUST AND CARING. Do something kind for a classmate today;
you may make a new friend.
___ CURIOSITY: TO DESIRE TO LEARN OR KNOW ABOUT
A FULL RANGE OF THINGS. Don’t be afraid to ask questions,
you can never learn too much.
___ COOPERATION: TO WORK TOGETHER TOWARD A COMMON
GOAL. You can get a lot more done and it’s much more fun when
___ CARING: TO FEEL CONCERN FOR OTHERS. One small
act of kindness can often make a big difference in someone’s
life. Help make that difference.
___ RESPECT: TO HAVE CONSIDERATION FOR OTHERS. Remember
to always treat others the way you would like to be treated.
___ YOUR SMILE: Do you share it with others.
If you scored below a 4 on any one of these, write
something positive you could do to improve yourself in that area.
for A Self-Evaluation
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's Name:___________________________________________
Skill Being Practiced: _____________________________
|Did the student rate several of the Life Skills with a 6 or
|Did the student identify areas for personal improvement?
|Did the student indicate a willingness to improve?
|Did the student indicate at least one other strength he had?
Other Comments: ___________________________________________________________
Extension: View "Chariot Races"
Title: The Chariot Races
Author: Live Wire Media
Audience: Students, grades 6-12 and young adults
Ordering Information: Extension Educational Resource Library
Annotated Bibliography: This realistic video presents the experiences
of youth and adults who have responded to the challenge of rebuilding
their lives after experiencing accidents that resulted in physical
disabilities. This video is best for a small group of up to 12 people
as video will make a strong impact on the audience. There is not
a lesson plan for this video but it will generate many many questions
from the audience.
|300 Fun Activities That Make Children
Feel Good about Themselves
By Barbara Sher
Self-esteem games show players that it is okay to be themselves,
because the essence of self-esteem is to know and accept who
we are just as we are now. These games reinforce positive feelings
and provide a lasting foundation for learning.
Special sections highlight:
· Knowing your strengths and abilities
· Expressing everyday feelings and reactions
· Enjoying being unique – like everyone else!
· Building relationships by being with friends and trusting
· Building confidence by getting to know your body and
||The teenage authors of The Struggle To Be Strong don't have
all the answers, but they do a hell of a job wrestling with
the questions. The wisdom they've gained is what makes this
book so powerful and so helpful to teens who are facing tough
issues as they move toward adulthood. The 30 stories offer an
abundance of lessons learned, from Younique Symone's painful
reckoning with her drug-addicted mother in "I Don't Know
What the Word Mommy Means," to Artiqua Steed's exploration
of interracial dating, to Tamara Ballard's story of becoming
tight with a girl she never thought she'd be proud to call sister.
2.4 Offer a logical sequence of information and engage the listener,
foster an acceptance of an idea.
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection,
tempo, enunciation and eye contact for effective communication.
1.2 Paraphrase a speakerís purpose and point of view and ask relevant
questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching
the message, vocabulary, voice modulation, expression and tone to
the audience and purpose.