Overview For Teachers

DISCIPLINE: The ability to follow the chain of command; demonstrate good character; to be even tempered; behave appropriately; accept unavoidable interruptions and pressure; the ability to pay attention to details; display a high level of concentration even when assigned an unpleasant task; the ability to demonstrate grit and resilience.

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PURPOSE:
Upon completion of this module, the student will understand the importance of being self-disciplined in the classroom and the workplace. In addition, the objectives listed below should be met.

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OBJECTIVES:
 Ability to recognize the importance of being disciplined in all aspects of life

 Ability to understand the importance of grit, resilience and perseverance

 Ability to demonstrate self-discipline in different situations

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OVERVIEW:
This module concentrates on teaching students to recognize and display self-discipline and how it affects their home, school and work life. The key to being disciplined is to understand what’s important, know the steps to take to complete certain tasks, as well as how to keep going when you want to give up. In addition, students will have an opportunity to gain an understanding of the importance of discipline by participating in various activities designed to stimulate thought and discussion.

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TEACHERS: WHAT ARE YOU OBSERVING?
What does discipline 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 discipline look like in class?

2. How does discipline affect other students? Example: Student activities or sports or hallway/lunchroom interactions

3. What does discipline look like within your learning?

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RELEVANCY OF DISCIPLINE: Why is this important to your students?
Discipline is important to both personal and professional development and goals. Employers say that discipline is a very important attribute in employees and is considered a leadership trait in most organizations.

 

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LESSON:

Becoming More Resilient
Time Allocation: 20 minutes
Materials/Resources: whiteboard, markers, paper, pens/ pencils , computers / tablets/ smartphones ( students - optional), computer/ projector (teacher – optional)

 

WATCH THE VIDEO:

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ANTICIPATORY SET IDEA:

 Share the following “Fill in the Blank” statements with the class and ask them for suggestions of what word belongs in the blank.

     o _______________ people have a positive image of the future and maintain a positive outlook on life.

     o _______________ people have solid goals and a desire to achieve those goals.

     o _______________ people are empathetic and compassionate, however, they don’t waste time worrying what others think of them.

 After a few students attempt to fill in the blank in the sentence, tell them that the correct answer is Resilient.

DIRECT INSTRUCTION:

 Ask the class to define the term “Resilience” in their own words.

     o If they are unsure, offer some clues or pointers to assist them.

 Tell them that resilience is our ability to adapt and bounce back when things don’t go as planned. Resilient people don’t wallow or dwell on failures; they acknowledge the situation, learn from their mistakes , and then move forward.

 Ask students to share a time when they failed and how they reacted to their failure.

     o Did they portray resilience? Why or why not?

     o How could they have changed their reaction to show resiliency?

GUIDED ACTIVITY:

 Write the following quote on the white board or project it onto the screen:

     o “ I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. Twenty -six times, I’ve been trusted to take the game

          winning shot and I missed. I’ve failed over and over again in my life. And that is why I succeed.” –Michael Jordan

 Have students find a partner and have them discuss and answer the following questions:

     o How do you think Michael Jordan kept on going when he failed so many times when he shot baskets?

     o What inner strength did he have that kept him going? o What made Michael Jordan a success when he missed so many game

        winning shots?

     o What characteristics does Michael Jordan possess in order to be resilient?

 When finished, have a few students report out what they discussed with their partner and how they answered each question.

 Lastly, have students define resiliency one more time and explain why it’s important to their partner.

CHECK FOR UNDERSTANDING:

 Technology Use: Survey: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Thumbs Up/ Thumbs Down: Student s who need further clarification will show a “thumbs down” and students who understand will show a “thumbs up.”

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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: 

CHAIN GAMES

One aspect of being disciplined that you’ve never really considered is the practice of following the chain of command. You have been having issues in class with this specific teacher for a while now ; you’ve tried talking to the teacher, but that hasn’t helped . The correct thing to do next, as you have been informed, is to meet with the principal to give her a chance to address your concerns. You don’t really know your principal; however , the school superintendent has been a friend of your dad’s for a long time. You know their family is going to be at the lake with your family this weekend and it would be so much easier to speak with him . Besides , you think that with your “family connection , ” maybe he will be on your side . While this would be the quickest and easiest course of action , you’re just not sure if it is the correct thing to do . What will you do?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What are the possible outcomes of this situation?

3. What are possible positive or negative consequences for your teacher, depending on what you decide?

4. What are possible positive or negative consequences for you, depending on your decision?

5. Will there be any impact for your dad, since he and the superintendent are friends?

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 teacher, how would you want it handled?”

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, “ ARE THERE POTENTIAL LONG -TERM RAMIFICATIONS TO YOUR DECISION ? IF SO, WHAT MIGHT THEY BE? ”

REVIEW AND CLOSING:

 On a piece of paper, students will reflect about a time that they failed. They will describe what happened and then answer the following questions. When finished, they will turn in their paper before they leave class.

     o Did you display resiliency in this situation?

     o How could being resilient change how you felt in this situation?

     o What could you have done differently in this situation to display resiliency?

     o What’s one goal you have for yourself towards becoming more resilient?

 

CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to show resilience. This lesson will give students an understanding on what resiliency is, why it’s important, and how to show it.

DIFFERENTIATED INSTRUCTION IDEAS
-Visual: Visual learners will benefit from having the important information written on the white board.

-Auditory: Auditory learners will benefit from having the directions read aloud as well as the class discussions.

-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.

-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 assist students whose current level of understanding is on a low level.

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