What It's Not and What It Is
Self-Discipline is a little hard to define because it varies by personal experiences. This activity uses discussion and analysis to define self-discipline through examples and non-examples.
The learner will:
- define self-discipline by examples and non-examples.
Chart paper and markers
At home and in the community, look for examples of people using self-discipline. Be ready to talk about how self-discipline is observed and measured.
Instructions
Anticipatory Set:
Have participants look at their Self-Discipline Survey from the previous lesson. Discuss why the traits that get the lowest rating are NOT the same for everyone. For some, resisting eating a whole bag of potato chips takes a lot of discipline, while for others it's hard to keep a bedroom tidy. For some people the description of self-discipline is not something they or their family value. It is helpful to talk about the importance of empathy and sensitivity in this conversation.
Optional: Make a list of wild excuses for fun. You've heard of "The dog ate my homework." What other wild excuses can there be?
On charts around the room, there are different headings. Put the group into four sub-groups that rotate from chart to chart to add their ideas to the ideas of the previous groups. Chart Headings:
- Examples of self-discipline
- Non-examples of self-discipline
- Feelings that accompany sticking with a goal vs not sticking with a goal
- Tools to help myself stay with something hard
Display the charts after eveyone has rotated around. Discuss the observations.
This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.