Transcript CM 1.01 PowerPoint1x

CM OBJECTIVE 1.00
UNDERSTAND PERSONAL
SOCIAL DEVELOPMENT
CM OBJECTIVE 1.01
DEVELOP UNDERSTANDING OF YOURSELF TO BUILD AND MAINTAIN A
POSITIVE SELF-CONCEPT
CM OBJECTIVE 1.01
ESSENTIAL QUESTIONS:
WHY IS A POSITIVE SELF-CONCEPT IMPORTANT?
WHAT ARE SOME STRATEGIES TO IMPROVE YOUR SELF-CONCEPT?
WHAT IS A EMOTIONAL INTELLIGENCE (EI)?
The ability to identify, use, understand, and manage emotions in
positive ways to relieve stress, communicate effectively,
empathize with others, overcome challenges, and defuse conflict.
SELF
SOCIAL
RECOGNITION
Self-Awareness
__________________________
Social Awareness
__________________________
REGULATION
COMPONENTS OF EMOTIONAL INTELLIGENCE
Self-Management
__________________________
Relationship Management
__________________________
WHERE DOES IT BELONG?
Directions: The four areas of emotional intelligence as described by Daniel Goleman
are Self-Awareness, Self-Management, Social Awareness, and Relationship
Management.
The following phrases further describe each
skill area:
Each skill area can be further broken
down into the following terms:
• Awareness of emotions
• Self-confidence
•
Knowing your emotions
• Self-control
• Effective communication
•
Managing the emotions of others
• Positive attitude
• Empathy
•
Managing your emotions
• Organizational awareness • Teamwork
•
Knowing and understanding the emotions of others
• Recognition of others
• Service
• Accurate self-assessment
• Negotiation skills
• Achievement
• Adaptability
A. INTEREST, LIKES AND DISLIKES
• 1.Personal characteristics
• a. Self-concept – The mental image you have of yourself. It’s how you know and
understand yourself.
• b. Attitudes - An opinion or general feeling about something.
• c. Aptitudes - A natural tendency to do something well, especially one that can be
further developed; AKA your talent.
• d. Personality - The totality of qualities and traits, as of character or behavior, that
are peculiar to a specific person.
• e. Self-esteem – A feeling of self-worth and confidence. It’s how you feel about
yourself.
A. INTEREST, LIKES AND DISLIKES CONTINUED
• 2. Personal interests and preferences
• a. School courses
• b. Interest survey – The Student Interest Survey for Career Clusters is a career
guidance tool that allows students to respond to questions and identify the top
three Career Clusters of interest based on their responses.
• c. Hobbies
• d. School/work environment
• e. Job tasks
• f. Data/people/things
B. ABILITIES, STRENGTHS, SKILLS, AND TALENTS
• 1. Personal talents/abilities
• a. Verbal
• b. Numerical
• c. Clerical
• d. Manual dexterity – the ability to use
your hands skillfully
• e. Mechanical reasoning - measures
the ability to understand basic
mechanical principles of machinery,
tools, and motion.
• f. Spatial/visual – ie
B. ABILITIES, STRENGTHS, SKILLS, AND TALENTS
CONTINUED
• 2. Skills and strengths
• a. Utilization of resources
• b. Interpersonal skills – AKA social skills; Display of friendliness and sensitivity to the needs of
others through communication and listening (ie interacting with others in a positive way).
• c. Use of information
• d. Technology
• e. Basic Skills - Are those foundation skills in reading, writing, mathematics, and English as a
Second Language. In addition, it includes learning skills and study skills which are both
necessary for students to succeed at the college level.
• f. Thinking skills
• g. Personal qualities
• 3. Identify and interpret IQ (Intelligence Quotient)
MATCHING INTERESTS AND CAREERS ACTIVITY
Directions:
Perform the following steps to find the career pathway that suits your interests.
1. Read each of the 42 statements. If you agree with the statement, fill in the circle.
2. Add the number of circles filled in each column.
3. Combine the totals from both columns and input the number in the final total box.
4. Determine what three letters have the highest scores.
5. Enter those letters in the My Interest Code box.
6. Look below to match your interest code to a career pathway.
MATCHING INTERESTS AND CAREERS ACTIVITY
Homework Directions:
Write an essay discussing your Matching Interest and Careers Survey results. Explain
whether or not you agree or disagree with the results and why. If you disagree, explain
why you believe your interest is other than your results. What characteristics do you
have that matches your interest to defend your answers.
“WHAT WOULD YOU DO?” SCENARIO ACTIVITY
Directions:
Divide the class into 3 groups. Appoint 1 spokesperson for each group. Provide each
group with 1 scenario to discuss for 15 minutes. After the allotted discussion time, ask
each group’s spokesperson to summarize the group’s discussion and have each group
to role play “what might happen next.”
NOTE TO INSTRUCTOR: Handout is in Google Drive (PS1.K1).
C. PERSONAL CHARACTERISTICS AND TRAITS
• 2. Personal learning styles/learning preferences
• 1. Positive and negative personality traits
• a. Verbal-linguistic
• a. Honesty/dishonest
• b. Logical-mathematical
• b. Dependable/unreliable
• c. Visual-spatial
• c. Responsibility/irresponsible
• d. Bodily-kinesthetic
• d. Integrity/corrupt
• e. Musical
• e. Loyalty/disloyal
• f. Interpersonal - Existing or occurring
between persons.
3. Learning Styles – The way a person
takes in and processes information.
a. Tactile-Kinesthetic
b. Auditory
c. Visual
• g. Intrapersonal - Existing or occurring
within the individual self or mind.
• h. Naturalistic
LEARNING STYLE ASSESSMENT
http://www.educationplanner.org/students/selfassessments/learning-styles-quiz.shtml
• Complete 20 question Learning Style assessment to determine
the way students understand information and solve problems.
• After completing the Learning Style Assessment, divide class into
4 groups (1 group for each learning style) and complete a
Learning Styles Poster for your Learning Style and share with
class.
D. WORK VALUES /NEEDS
• VALUES: The worth, importance, or usefulness of something to somebody
Integrity, Loyalty, Security, Wisdom
• NEEDS: The basics one must have to live
Food, Water, Shelter
D. WORK VALUES /NEEDS CONTINUED…
• 1. Responsibility
• 9. Independence
• 2. Relationships
• 10. Prestige - the respect and
admiration that someone or
something gets for being successful
or important
• 3. Altruism - feelings and behavior
that show a desire to help other
people and a lack of selfishness
• 4. Compassion
• 11.Money/salary
• 5. Courage
• 12.Security
• 6. Achievement
• 13. Surroundings
• 7. Recognition
• 14. Variety
• 8. Creativity
• 15. Ethics
GENERAL APTITUDE TEST BATTERY (4 TESTS)
• http://www.practiceaptitudetests.com/
• Complete ALL 4 tests. Write results in interactive
notebook.
Create an oral presentation (in groups) arguing for or against the position of one of
the following quotes:
1. “Life is an attitude. Have a good one.” (unknown)
2. “It’s a funny thing about life. If you refuse to accept anything but the best, you
3.
very often get it.” (unknown)
4. “What good is it to want to be the best if the methods you use, bring about the
worst in you.” (unknown)
5. “In order to succeed, your desire for success must be greater than your desire for
6.
failure.” (Bill Cosby)
7. “I am convinced that life is 10% of what happens to me and 90% how I react to
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it.” (unknown)
E. ASPECTS OF SELF-CONCEPT
• 1. Respect - A feeling of admiring someone or something that is good,
valuable, important, etc.
• 2. Empathy - Understanding what others are feeling because you have
experienced it yourself or can put yourself in their shoes.
• 3. Sympathy - Acknowledging another person's emotional hardships
and providing comfort and assurance.
F. WAYS TO BUILD AND MAINTAIN POSITIVE SELF-CONCEPT
• 1. Self-observation (AKA self-assessment) - Awareness of one’s own
personality, skills, and traits.
• 2. Knowledge of oneself
• 3. Accept who you are
• 4. Set goals
G. SITUATIONS, ATTITUDES, AND BEHAVIORS AFFECT A
PERSON’S SELF-CONCEPT IN EDUCATION, WORK, AND LIFE
• 1. Flexibility - Able to change or be changed according to circumstances.
• 2. Adaptability - Capable of being modified to suit different conditions or a
different purpose.
• 3. Achievement - Something that somebody has succeeded in doing,
usually with effort.
• 4. Performance - The manner in which something or somebody functions,
operates, or behaves.
H. BEHAVIORS AND ATTITUDES AFFECT THE SELFCONCEPT OF OTHERS
• 1. Communication
• 2. Reflect on personal behaviors and attitudes towards others
• 3. Develop feedback technique
I. SELF-CONCEPT CAN AFFECT EDUCATION ACHIEVEMENT
AND /OR SUCCESS AT WORK
A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every
difficulty. Winston Churchill
If you don't like something change it; if you can't change it, change the way you think about
it. Mary Engelbreit
J. EDUCATIONAL ACHIEVEMENT AND /OR SUCCESS AT
WORK CAN AFFECT SELF-CONCEPT
A study conducted found that "academic self-concept powerfully and positively predicts both
general achievement as well as that in language arts and mathematics." Thus, if students has a
positive academic self-concept, they will perform better in school and vise versa
MULTIPLE INTELLIGENCE INVENTORY
DIRECTIONS:
• Complete the Multiple Intelligence Inventory
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict
/multiple_int/index.htm
• Students will write down their results code to share with instructor
in order to obtain class results chart.