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:

Positive Mental Attitude
Time Allocation: 20 minutes
Materials/Resources: whiteboard, markers, dice (one for each group), computers (optional)

 

WATCH THE OVERVIEW VIDEO:

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ANTICIPATORY SET IDEA:

As students walk in the classroom, ask them how they are feeling today. Is today a good day or bad day? Next, instruct them that if they are having a good day, they stand on the right side of the classroom and if they are having a bad day, they stand on the left side of the classroom. Ask a few of the students, what happened to make it a good or bad day and how their attitude has been affected.

DIRECT INSTRUCTION

 Tell students that PMA, or Positive Mental Attitude, is one's ability to maintain the belief that he or she can transform or change a tough situation into something better. This activity will help students take difficult situations and find ways to EMPOWER themselves to turn negative thinking into positive thinking.

 Pose the following questions to the class – you can either have a large group discussion or break the class up into smaller groups and have them discuss the questions and then share with the class.

     o What is a positive attitude?

     o If I have a positive attitude, what actions might I display?

     o What does a positive attitude look like to others?

     o What is a negative attitude?

     o If I have a negative attitude, what actions might I display?

     o What does a negative attitude look like to others?

 Then, tell students that developing a positive attitude starts from learning to believe in one's self. In order to believe in ourselves, we must first understand our personal strengths. In this activity, students will be considering and sharing their personal strengths.

GUIDED ACTIVITY:

 Divide the class into groups of four.

 Write the following statements on the whiteboard for the whole class to see.

     o Roll a 1: I am thankful for…

     o Roll a 2: Other people compliment me on my ability to…

     o Roll a 3: Something I would like other people to know about me is…

     o Roll a 4: I feel really good about myself when…

     o Roll a 5: I am proud of my ability to…

     o Roll a 6: Something nice I recently did for someone else was…

 Each participant will take turns rolling the dice two or three times and finish the corresponding statement .

     o NOTE: If the group knows each other well, feel free to substitute questions that ask about the positive qualities of their peers.

CHECK FOR UNDERSTANDING
 Technology Use: Create a Poll Everywhere for students to take.
 Non-Technology Use: Thumbs Up/ Thumbs Down: Student 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:

JUST A JOB

You had been recommended for this position by a dear family friend and after an impressive interview, and some humility, you were given the job! However, now that you are actually doing job … it’s not fun. You are having to work really hard and you aren’t sure why you want to continue since you know your mom will pay your bills, if necessary. You are thinking of quitting. You think to yourself, “What does it really matter anyway?” This evening, your job is to clean the supply room . You’re asking yourself – “how is this an important job?” As you are contemplating things, a new employee comes in and starts cleaning. You think to yourself, “Have at it! This is just a job.” You then pull out your phone and start playing your favorite game as you sit on a container in the supply room . The next day as you are coming in to work the manager stops you saying, “Great job cleaning the supply room yesterday . That kind of work ethic will get you my job! Thanks for having a great attitude about it, I know sometimes we don’t do the most glamourous tasks around here, but these things are important.” The manager then looks to you and asks , “Were you able to show our newest team member the ropes in cleaning up back there?”

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 impact do you think your attitude had on this situation?

3. With this situation in mind, what could be some of the long- term consequences of your attitude?

4. In your opinion, is it just a job?

5. What impact does your attitude have on others 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, “Would you want to hire someone with this kind of attitude?”
NOTE 3: Another option to foster further critical thinking is to then ask students, , “What might have been an impact to your dear family friend, who recommended you? ”

CLOSING DISCUSSION: ASK THE STUDENTS, “HOW DOES YOUR ATTITUDE AFFECT YOUR OPPORTUNITIES?"

REVIEW AND CLOSING:

 Ask students why they think that the statement for Roll #6 was included in this activity?

     o Answers should be directed toward the fact that helping others often helps people feel good about themselves. And when we feel

        good about ourselves, we often demonstrate a positive attitude that can be seen by others.

 

CORRELATION TO OBSERVATION TOOL:

The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their positive outlook on life/ positive attitude. This lesson will help them distinguish between a positive and negative attitude as well as how to turn a negative situation into a positive one through self - talk.

DIFFERENTIATED INSTRUCTION IDEAS
-Visual: Visual learners will benefit from having the questions posted on the whiteboard.
-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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