Psychological Corollary

A person who demonstrates effort is judged more positively than one who does not.

Lesson Objective

Students will be able to identify specific efforts that should lead to positive judgments about themselves. For example, being on time, being reliable, and exercising self-control would impress a person's boss or teacher.

Social Behaviors

This lesson shows students that successful people:

Social Vocabulary

• goofing off

Other Vocabulary

• stage crew

Suggested Lesson Plans

Introduction

• Introduce vocabulary.

Group Use of Student Workbook

• Ask students to read the cartoon in Lesson 3 and to describe what has happened to Kevin.
• Ask students to explain why, even though Kevin has more experience than John, the play director decided to give John more responsibilities.
• Have students draw (at the bottom of the worksheet page) three things they would do to be sure their boss judges them as good workers.

Follow- Up

• Ask students to describe instances other than employment in which one person might try hard while others wouldn't (studying for a test, getting to class on time, and driving a car safely).
• Ask students to describe the possible consequences of such situations as follow:
• Two people are going steady; one person is thoughtful and considerate, and the other is not.
• Two people are invited to a party; one person is a polite and considerate guest, and the other gets rowdy and starts a fight.
• Ask students why employers, teachers, and others evaluate people. Could employers make good decisions about assignments and promotions if they did not evaluate workers?

Behavior Development Activity

To encourage students to exercise self-control:

• Arrange a "scene" in which another faculty member enters the room, begins a conversation with you, gets louder and louder, and finally "explodes." This person might be encouraged ahead of time to yell, throw something, threaten you with a fist, etc. Students should have no warning that this will happen.
• Have students describe specific behaviors they observed; list these behaviors on the board.
• Besides this list, have students propose alternative means by which each faculty member could keep the situation under control. Such a list might include the following:
• Modulate voice.
• Breathe deeply before responding to an accusation.
• Walk away to avoid lashing out in anger.
• Maintain one's dignity.
• Listen to the person; then say you want to arrange a time to discuss the matter.
• Try to put yourself in the other person's shoes (i.e., use his or her perspective).
• Avoid situations that make you angry or frustrated.
• Learn the difference between valid and invalid criticism.
• Invite the faculty member back into the classroom and role-play the scene again, using alternative means of controlling the situation.
• Ask students to recall how Kevin (the worksheet character) behaved when he learned that John got his job; ask if his behavior and degree of self-control impressed the play director.
• Divide the class into pairs. Give each pair ten minutes to identify situations that typically cause each person to lose control. Examples could include
• being treated rudely by a salesperson.
• having someone step on your new shoes.
• not being given the correct change by a waitress.
• a friend not paying back the money you lent him when promised.
• missing the bus by a few seconds.
• a person giving you dirty looks.
• losing a card game.
• having the baby cry all day.
• having someone hang up (the phone) on you.
• forgetting an important item on a shopping list.
• Have pairs roleplay these situations. Have observers evaluate the types of self-control shown in the roleplays.

Review

• Ask students to identify and model three efforts that would impress a boss or anyone else who judges us (e.g., exercising self-control in frustrating situations, being punctual, and being reliable).
• Ask students to cite five methods they might use to maintain self-control in a frustrating situation (e.g., take deep breaths; count to 10, or even 20; take a short walk; modulate your voice; and look at the situation from the other person's point of view).