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Lesson 1: Know Your Limits

Psychological Corollary

A person should understand his or her limitations and capabilities before starting a new task.

Lesson Objectives

Students will identify consequences of not recognizing their limitations before starting a project. For example, a person who is unable to understand directions could waste time and money and end up being very frustrated in trying to refinish furniture.

Social Behaviors

This lesson shows students that successful people:

  • set realistic goals
  • Understand their own limitations
  • identify and analyze their own problems
  • desire success

Other Vocabulary

  • Cheese cloth ventilated
  • saturate excess

Suggested Lesson Plan

Introduction

On the board, write a list of tasks (e.g., changing the oil in a car, changing a tire, fixing a broken TV, and baking a cake). Ask students to decide which tasks each thinks he or she could do.

  • Ask students what might happen in each case if a person attempted the task but was unable to do it.
  • Introduce vocabulary.

Group Use of Student Workbook

  • Have students read the cartoon, "Know Your Limits"; have students complete the last frame.
  • Discuss students' choices in the last frame by asking:
  • Why do you think the character can or cannot do this project?
  • Do you think he can do it with help?
  • Have students read the directions for using Maxwax and complete the questions that follow the cartoon. Discuss students' responses.
  • Ask students how they compare with the character in the cartoon.
  • Would they have tried to find out if they could do the task?
  • Would they just have proceeded to finish the cabinet?

Follow - Up

  • Ask students to prepare a list of what a person would need to succeed at this task (e.g., understand directions, have supplies, and have a place to work).
  • Ask students to determine what their limitations would be.
    • Which steps could you do alone?
    • With what would you need help?
    • Should you attempt this task or not?
  • Ask students to brainstorm the consequences, both practical and emotional - of trying to finish a cabinet if you either aren't prepared or can't do it on your own; for example, you would probably
    • ruin the cabinet or end up spending lots of money to fix the problem.
    • get very frustrated.
    • feel bad about yourself because you failed.

Behavior Development Activity

To encourage students to set realistic goals:

  • Review the consequences of setting unrealistic goals (e.g., frustration, failing at the task and feeling bad about yourself, and additional cost).
  • Have students list criteria for deciding whether or not a goal is realistic; for example, evaluate
    • what has to be done.
    • your past experiences and how they relate to the task.
    • how much you can do alone.
    • what you will need help with if help is available.
  • Give students the following situation:
    • In order to save money, you decide to do your own car maintenance and repair work. Here's what you'll have to do:
      • Change oil.
      • Install sound system.
      • Rotate tires.
      • Replace brakes.
      • Rebuild carburetor.
    • Which of these tasks would be realistic for you to attempt, based on your abilities and past experience?
  • Discuss alternatives for handling tasks that are too difficult (e.g., asking a friend for help and hiring someone to do some jobs).

Review

  • Ask students to give three reasons why a person should understand his or her own limitations before beginning a task (e.g., avoiding failure and frustration, feeling bad about oneself, and additional costs).
  • Ask students to identify three things that could help them determine if a task were realistic for them (e.g., whether or not they had ever done anything like it before, whether or not they would need help with it, and what would be involved in doing the task).

Homework (Optional)

Ask students to set one realistic goal for themselves and justify why it is reasonable (in writing or on video) by answering these questions about the goal:

  • Exactly what will you have to do to reach this goal?
  • From your past experience, what will help you reach this goal?
  • How much independent work could you do to reach this goal?
  • With which tasks will you need help?
  • Can you get the help you need when you need it?