Self-Awareness

Activity 1: My Life Career Journey

Foundational Objective: Awareness and understanding of the life career concept.

Learning Objectives:

The student will:

• have an awareness of the life career concept.
• develop and share a personal life career model.

C.E.L.s: COM, CCT, IL, PSVS

Materials:

• pen or pencil
• overhead "My Life Career"
• paper
• student journals
• coloured pencil

Time: One class period.

Activity:

1. Review the life career concept (use the overhead No. 1 "My Life Career"). Refer to the background information in Grade 6, Self-awareness Goal, Activity 1. Emphasize the holistic view.

2. Have students visualize their life career as a journey and to reflect where their journey has taken them since Grade 6. Explain to the students that their life career will be a journey of learning and growing, and that they can shape their own destiny.

3. Have students construct their life career model. Have students share their models in pairs.

4. Have students imagine what they would like their life career model to look like 10 years in the future. Have students construct a future life career model.

5. Have students write a story of their lives. They should divide their lives into chapters. Title the story and each chapter of their lives. (A future chapter may be included). Students may wish to share their stories in small groups.

Additional Activities:

Have students design a personal "Life Career" poster.

Have students construct a collage of their lives.

Evaluation:

Students will have developed a greater understanding of the life career concept by constructing a personal and future life career models. A self-assessment rating scale could be used as an evaluation tool. See Appendix C for sample forms.

My Life Career

Activity 2: Increasing My Self Confidence

Foundational Objectives:

Awareness of self and understanding of the values of a positive self-concept.
Awareness of the value of knowledge, skills, and attitudes needed to interact successfully with others.
Awareness and understanding of the life career concept.

Learning Objectives:

The student will:

1. identify life events that have been meaningful.
2. describe individual skills required to fulfill different life roles.
3. identify personality characteristics in self and others.
4. examine personal strengths and abilities.
5. plan a strategy to help them increase their self confidence.

C.E.L.s: COM, CCT, IL, PSVS, NUM

Materials:

• paper
• handout No. 1 "General Assessment"
• pen or pencil
• handout No. 2 "Good Features"
• student journals
• handout No. 3 "Success Analysis"

Time: Two class periods.

Background Information:

Self-confidence is a characteristic that influences both the occupation that students select and their success in their life career. Students who feel self-confident will select an occupation on the basis of their interests and abilities and will not limit their options because of a fear of failure. Once in an occupation, they will be willing to take reasonable risks and will not be defeated or discouraged by small setbacks. One of the main purposes of life career preparation should be to help students realize the important role that self-confidence plays in occupational success, and to encourage them to undertake activities which will build their own self-confidence.

Activity:

1. Discuss the importance of feeling good about oneself ... at school and on the job.

2. Have students fill out the "General Assessment" activity handout.

3. Form small groups and have students discuss their activity sheets.

4. What discoveries did they make? Which strengths seem to enhance a personal career interest?

5. Distribute the "Good Features" activity handout and ask students to circle the features they feel they have and write in their journals why they believe they have this feature. Students can add other "good features" they think they have.

6. Distribute a second copy of the "Good Features" activity handout and ask each student to write down the name of a member of the group that they think has each of the features listed on the activity sheet and give a reason why they think the person has this feature. Each student should remain anonymous when filling out the second activity sheet.

7. Collect the second activity sheet and read aloud the names only of the persons named to have certain features. Each student can make a checkmark next to that characteristic each time he/she is named as having it. Share with peer or in a small group.

8. Have students discuss if they checked a given feature and how they feel about having had others attribute a certain feature to them.

9. Have students fill out the "Success Analysis" activity sheet. (Be sure to have them fill out the section for why they were successful.) Have students discuss their successes in small groups. Feedback can be given by group members as to why they feel others have been successful.

10. Have students develop a plan as to how they can improve their self confidence and help other members of the class improve theirs. Plans may be shared in small groups on a volunteer basis.

11. Based on the "Assessment", "Good Features" and "Success Analysis" activities, what conclusions did you arrive at about yourself? How might your values and traits relate to an occupation? Have students respond to these questions in their journals.

Additional Activities:

Other activities which may be used to emphasize the importance of self-confidence or to boost self-confidence include:

• Have students start a personal list of the things they like about themselves. The list could include personality characteristics, physical attributes, and skills and abilities.
• Ask students to keep track over a 24-hour period of all the positive comments they receive from others.
• Lead students in a guided imagery activity in which they visualize themselves as capable, effective, successful. Students should focus on every detail of how they look and act.
• Have students rehearse acting the way that a self-confident person acts. They should stand tall, use appropriate eye contact, speak clearly and with conviction, and walk with a spring in their step. The rehearsals can be videotaped if desired.

Evaluation:

See Appendix C for sample group work assessment forms.

Resources:

For printing and copying this template Requires Acrobat Reader (click on the table title)

Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 9 Module: Self-Awareness
Handout No. 1 "General Assessment"

Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 9 Module: Self-Awareness
Handout No. 2 "Good Features"

For printing and copying this template Requires Acrobat Reader (click on the table title)

Success Analysis

Name: ___________________________________ Date: ____________________

Age 1 - 7 1. 2. 3. Age 7 - 12 1. 2. 3. Age 12 - Present 1. 2. 3.

List Three Successes

Reasons Why

Most Successful Experience

One Success During the Past Week

Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.

Grade 9 Module: Self-Awareness
Handout No. 3 "Success Analysis"

Activity 3: What Values Are Important to Me?

Foundational Objective: Awareness of self and understanding the value of a positive self-concept.

Learning Objectives:

The student will:

• understand the meaning and importance of values.
• explore personal value system and how it relates to school and occupational goals.

C.E.L.s: COM, CCT, IL, PSVS, NUM

Materials:

• student journals
• handout No. 4 "Ranking Values"
• pen or pencil

Time: One class period.

Background Information:

A major step in successful career planning is identifying personal values and goals -- understanding what is important to you, where you want to go and what you want to be in life. Individuals with a clear idea of their own values and goals will be more able to pursue careers which reflect those values and lead to their goals. With this understanding, there is a greater chance that they will select jobs that are meaningful and relevant to them.

Values may be defined as those qualities that the individual, society, or both consider important as guides for living. They are basic to decision making, important in interpersonal relations, and vital in the formation of life goals.

The home has the primary responsibility for the development of values in children. However, teachers and counsellors can also help students develop an appropriate system of values which will enhance their well-being and the well-being of society.

Activity:

1. Discuss the meaning and importance of values.

2. Distribute handout No. 4 "Ranking Values". In small groups, share the responses.

3. Discuss how values relate to school and future occupational plans. Have students make a list of values that are important at school and on the job. Share responses with a peer or the class.

4. Have students complete the following statements in their journals:
   I learned that ...
   I was surprised that ...
   I think that I understand my values better because ...

Resources:

Understanding the common essential learnings: A handbook for teachers, Chapter 6: Personal and Social Values and Skills, Saskatchewan Education, Training and Employment, 1988.

For printing and copying this template Requires Acrobat Reader (click on the table title)

Grade 9 Module: Self-Awareness
Handout No. 4 "Ranking Values"

Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.

Grade 9 Module: Self-Awareness
Handout No. 4 "Ranking Values"