Psychological Corollary

A person who achieves success through his or her own efforts feels proud, competent, and self-confident and is willing to attempt new challenges.

Lesson Objective

Students will identify three feelings (pride, competence, and self-confidence) as results of success achieved through effort. For example, a student who successfully repairs his/her own motorbike will predictably feel proud and will be sufficiently confident to attempt repairing another bike.

Social Behaviors

This lesson shows students that successful people:

Social Vocabulary

• Proud self-confident
• competent

Suggested Lesson Plans

Introduction

• Ask students to remember a time when they were successful as part of a group. The teacher might want to have in mind a particular group experience (e.g., a successful stu-dent-planned field trip, a recent football victory, or a hometown team winning a state championship).
• Write success on the board.
• Ask students to name feelings they associate with that success (e.g., happy, glad, and proud).
• Write the words on the board.
• Underline suggested words that are roughly synonymous with this lesson's vocabulary: proud, self-esteem, competent; discuss these words and their definitions.

Group Use of Student Workbook

• Have students read the cartoon page entitled "Feeling Good."
• Review the meanings of the words proud, competent, and self-confident.
• Have students draw something that they do well and circle the word or words that describe the way they feel about their success.

Behavior Development Activity

To encourage students to appreciate their own accomplishments, to take pride in accomplishments, and to recognize what they have to offer:

• Have students write the successes they report in the Follow-up and in completing the "Feeling Good" cartoon on cards, one success per card; cards may or may not include student names.
• Make a chart on the board:

• Show that the success with the motorbike in the cartoon led the man to feel self-confident; from his self-confidence, he might do something new like start a business, take a course, or volunteer his time to a bike club.
• Present another example of a student who succeeded in getting to class on time after frequent tardiness. How would the student feel? (Successful, relieved, proud, etc.) What else might the student now be able to do? (Be on time for other appointments, get work in on time, etc.)
• Stress that while successes come in all sizes, the feelings of pride, competence, and self-confidence are the same feelings, whatever the success. We can build on our successes and do new things because of them.
• Collect the success cards of class members. Have each student illustrate one success. Have students use that success to make a chart like the one on the board, showing the student's feelings and what else the person might be able to do.
• Have students share the success charts they made. Have students discuss the "what else" question (see above) for each success. Ask for additional suggestions concerning where each success might lead.

Review

• Ask students to identify three feelings a person might have as a result of success achieved through effort (i.e., pride, competence, and self-confidence