2 | 1 Copyright © Cengage Learning. All rights reserved. HUM-102 FIRST YEAR EXPERIENCE Section 05 Day 5

2 | 2 Copyright © Cengage Learning. All rights reserved. Introduction On Course Journals –Part 1 Technical issues 2 MIA, 2 I can’t read, 1 wrong assignment, 2 uploaded 3 files instead of one 6 got the process right –Part 2 due in one week Passport activities –Progress? –2 Students made entries. Comments provided Change to syllabus –I will not be here on September 26 –A member of the library staff will be here to help you learn about resources available through the library system –There will be a assignment due prior to September 26 to help you get ready for this session. Details to come. Accepting personal Responsibility

2 | 3 Copyright © Cengage Learning. All rights reserved. Completing OnCourse Journals Complete as instructed in text Type answers in one Microsoft Word Document –Acceptable extension are *.docx, *.doc or *.rtf Upload (attach) the one Word Document Do not type entries here! Attach file S ubmit

2 | 4 Copyright © Cengage Learning. All rights reserved. Blackboard Login name and password Help with Blackboard is available from Blake Library staff All assignments will be administered from BlackBoard

2 | 5 Copyright © Cengage Learning. All rights reserved. iQuest Opportunity ENVIRONMENTAL SPEAKER SERIES KICKOFF “Toward a theory of sustainability: An exercise in perspective stakeholder engagement.” Professor Mark Anderson Senior Instructor and Coordinator Ecology and Environmental Sciences University of Maine Friday September 16, 11 a.m. Nadeau Teleconference Center

Strategies for Creating Success in College and in Life On Course Chapter 2 ACCEPTING PERSONAL RESPONSIBILITY

2 | 7 Copyright © Cengage Learning. All rights reserved. CHOICES OF SUCCESSFUL STUDENTS: ACCEPTING PERSONAL RESPONSIBILITY

2 | 8 Copyright © Cengage Learning. All rights reserved. MASTERING CREATOR LANGUAGE FOCUS QUESTION How can you create greater success by changing your vocabulary?

2 | 9 Copyright © Cengage Learning. All rights reserved. CHANGING VICTIM LANGUAGE Victim’s Language –Blame self or others –Complain –Make excuses Victim’s Results –Waste time and energy –Seldom achieve desired outcomes & experiences

2 | 10 Copyright © Cengage Learning. All rights reserved. Victim Statements –If I weren’t so stupid, I wouldn’t have to take this dumb class again. (Blame self) –I would make the team if the coach was fair. (Blame others) –My teacher won’t accept my paper late. I never get a break from anybody. (Complain) –I didn’t have enough time to do the assignment. (Excuse) CHANGING VICTIM LANGUAGE

2 | 11 Copyright © Cengage Learning. All rights reserved. CHANGING VICTIM LANGUAGE All of these statements are about blaming, complaining and making excuses. None is about taking ownership or action!

2 | 12 Copyright © Cengage Learning. All rights reserved. CHANGING VICTIM LANGUAGE –If I weren’t so stupid, I wouldn’t have to take this dumb class again. –I know I didn’t spend nearly enough time studying last semester. I’m going to study this subject from 3:30 to 4:30 every day. I’ll also go to the tutoring center for two hours on Tuesdays and Thursdays.

2 | 13 Copyright © Cengage Learning. All rights reserved. CHANGING VICTIM LANGUAGE –I would make the team if the coach was fair. –I’m going to increase my strength, speed and skills so I can earn a position on the team.

2 | 14 Copyright © Cengage Learning. All rights reserved. SUMMARY Choose words that support your success: Change Victim language into Creator language. By taking ownership and action, Creators escape the negative trap of Victim thinking and move closer to creating their desired outcomes and experiences. They get On Course!

2 | 15 Copyright © Cengage Learning. All rights reserved. I got cheated on this grade! I'm going to meet with my teacher to find out exactly what I need to change. I know I’ll do lousy this term because my schedule is so messed up. People on my study team are lazy and worthless. I’m quitting. I didn’t understand the tutor I saw today. I’ll go back tomorrow and see if I can find a different tutor who explains things in a way that makes more sense to me. APPLYING THE CONCEPT: IDENTIFYING VICTIM & CREATOR STATEMENTS

2 | 16 Copyright © Cengage Learning. All rights reserved. ONE STUDENT'S STORY: Alexsandr Kanevskiy In what ways are you similar to Alexsandr when he began college? In what ways are you different? What choices did Alexsandr make that changed his outcomes and experiences? Does Alexsandr’s story suggest different choices you could make to achieve greater success in college?

2 | 17 Copyright © Cengage Learning. All rights reserved. MAKING WISE DECISIONS FOCUS QUESTIONS How can you improve the quality of the decisions you make? How can you take full responsibility for the outcomes and experiences in your life?

2 | 18 Copyright © Cengage Learning. All rights reserved. THE WISE CHOICE PROCESS 1.What’s my present situation? (Identify the problem or difficulty.) 2.How would I like my situation to be? (Define my desired outcomes and experiences.) 3.What are my possible choices? (Without evaluating, make a list of options.)

2 | 19 Copyright © Cengage Learning. All rights reserved. THE WISE CHOICE PROCESS 4.What’s the likely outcome of each possible choice? (Missing information? Stop and get more!) 5.Which choice(s) will I commit to doing? (Make a promise to myself.) 6.When and how will I evaluate my plan? (Assess my results.)

2 | 20 Copyright © Cengage Learning. All rights reserved. THE WISE CHOICE PROCESS EXAMPLE 1.What’s my present situation? I don’t have the $900 it will cost to get my car fixed, so I have to take the bus or ask people for rides wherever I go. 2.How would I like my situation to be? I own a safe, reliable car so I can conveniently go where I want when I want.

2 | 21 Copyright © Cengage Learning. All rights reserved. 1.Work extra hours at my job. 2.Make out a tighter budget; stop eating at restaurants. 3.Ask Chuck to give me a ride to campus. 4.Ask for a raise. 3. What are my Possible choices? 1.Earn more money but have less time to study. 2.Save money and have more time to study. 3.Save bus money and maybe develop a new friendship. 4.Might get more money for same amount of time, especially if I do jobs that others don't like to do. 4. What’s the likely outcome of each choice?

2 | 22 Copyright © Cengage Learning. All rights reserved. THE WISE CHOICE PROCESS 5.Which choice(s) will I commit to doing? By February 1st, I will develop a budget that will cut $ off my monthly bills (including not eating at restaurants), I will ask my supervisor for a raise, and I will ask Chuck for a ride to campus until I get my car fixed. I will put all extra money into a savings account. 6.When and how will I evaluate my plan? By July 15th, I'll have at least $900 in my savings account and get my car fixed.

2 | 23 Copyright © Cengage Learning. All rights reserved. BELIEVING IN YOURSELF: CHANGE YOUR INNER CONVERSATION FOCUS QUESTION How can you raise your self-esteem by changing your self-talk?

2 | 24 Copyright © Cengage Learning. All rights reserved. STINKIN’ THINKIN’ “ You mainly make yourself needlessly and neurotically miserable by strongly holding absolutist irrational Beliefs, especially by rigidly believing unconditional shoulds, oughts, and musts. ” - Albert Ellis, psychologist What do you think Ellis mean by “ absolutist irrational Beliefs ” ? Examples?

2 | 25 Copyright © Cengage Learning. All rights reserved. Examples of Inner Critic’s STINKIN’ THINKIN’ I ’ m dumb. I’m a failure. I ’ m worthless. I can’t learn math. I ’ m a lousy parent. No one will like me. I can ’ t remember stuff. If I ask a question, I’ll look like a jerk.

2 | 26 Copyright © Cengage Learning. All rights reserved. Examples of Inner Defender’s STINKIN’ THINKIN’ People are always mean to me. People don’t treat me right; they’re rotten. People don’t agree with my ideas because they’re too stupid to understand them. Life isn’t fair; I never get an even break. Teachers always have their favorites and those students get all the breaks. No one knows what they’re doing. Life stinks.

2 | 27 Copyright © Cengage Learning. All rights reserved. A + B = C Activating Event + Beliefs = Consequences

2 | 28 Copyright © Cengage Learning. All rights reserved. Belief Student #1 My instructor thinks I’m dumb. I’ll never get a college degree. I’m a failure in life. Belief Student #2 My instructor won’t help me. Teachers don’t care about students. Belief Student #3 I’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow. Activating Event: Instructor wasn’t there for my appointment.

2 | 29 Copyright © Cengage Learning. All rights reserved. Student # 1 Got depressed, and watched television all evening. Student # 2 Got angry and spent the night telling friends how horrible the instructor is. Student # 3 Studied for another class. Planned to call the instructor the next day to see what happened and set up a new appointment. Which student’s consequences moved him closer to positive outcomes and experiences? Consequences:

2 | 30 Copyright © Cengage Learning. All rights reserved. Activating Event Instructor didn’t show up for a scheduled conference. Belief I’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow. Consequence Studied for another class. Planned to call the instructor the next day to see what happened and set up a new appointment. A + B = C Activating Event + Beliefs = Consequences

2 | 31 Copyright © Cengage Learning. All rights reserved. REFUTING IRRATIONAL BELIEFS Offer evidence that your judgments are incorrect Offer a positive explanation of the problem. Question the importance of the problem. If judgments are true, offer a plan to improve the situation.

2 | 32 Copyright © Cengage Learning. All rights reserved. JOURNAL ENTRY 7: WARM-UP Write a sentence expressing a recent problem or event that upset you. EXAMPLE: I got into a big argument with my roommate, Amber, over keeping our apartment cleaned up. It escalated into a yelling and name-calling match and I finally just stormed out of the room.

2 | 33 Copyright © Cengage Learning. All rights reserved. Write a list of three or more criticisms your Inner Critic (IC) might level against you as a result of this situation. Have your Inner Guide (IG) dispute each one immediately.

2 | 34 Copyright © Cengage Learning. All rights reserved. I’m such a stupid hothead; I’m always flying off the handle and making a mess of things. I'm not stupid at all, and I maintain really good control of myself. People at work tell me they can't believe how patient I am with customers. EXAMPLE

2 | 35 Copyright © Cengage Learning. All rights reserved. Note that you only need to use one method of disputing (not all four). In this case, the Inner Guide disputes the self-criticism by showing specific evidence that the judgment is irrational and wrong: "Other people at work say..."

2 | 36 Copyright © Cengage Learning. All rights reserved. Write a list of three or more criticisms your Inner Defender (ID) might level against someone else as a result of this situation. Have your Inner Guide (IG) dispute each one immediately.

2 | 37 Copyright © Cengage Learning. All rights reserved. If Amber weren't so lazy, I wouldn't have to nag her all the time about cleaning the place up. This problem is all her fault. Amber really isn't lazy; she works two part-time jobs and she's taking 18 hours this semester. I'm going to apologize and suggest we make out a cleaning plan that fits her work hours. EXAMPLE

2 | 38 Copyright © Cengage Learning. All rights reserved. Notice that the Inner Guide moves from judgment to empathy and finally to a plan that will solve the problem (not just create hard feelings).

2 | 39 Copyright © Cengage Learning. All rights reserved. ONE STUDENT'S STORY: Dominic Grasseth What thoughts did Dominic change? What old classroom behaviors did Dominic also change? What choices could you make about your thoughts or classroom behaviors that would help you achieve your desired outcomes and experiences?

2 | 40 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE: READING Reading an assignment in college requires a greater degree of involvement and effort than reading a magazine or newspaper; you need to become an active reader. What do you think are some of the choices of an active reader?

2 | 41 Copyright © Cengage Learning. All rights reserved. REVIEW What are the four components of the CORE Learning System? Collecting Organizing Rehearsing Evaluating

2 | 42 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE: READING What do you Collect through Reading? Key Concepts Important Ideas Supporting Details

2 | 43 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE: READING What is the key concept of Chapter Two? Accepting Personal Responsibility What are the important ideas? Adopting the Creator Role Mastering Creator Language Making Wise Decisions

2 | 44 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE: READING Self-Talk Inner Critic Inner Defender Inner Guide The Language of Responsibility Ownership & a Plan What are the supporting details for “ Mastering Creator Language?"

2 | 45 Copyright © Cengage Learning. All rights reserved. WISE CHOICES IN COLLEGE: READING Review the strategies presented for Before Reading, While Reading, and After Reading. Next to each strategy, write how often you use it: "Always," "Usually," "Seldom" or "Never." From the strategies that you marked "Seldom" or "Never,“ choose one that might help you become a more active reader. Be prepared to explain your choice.

2 | 46 Copyright © Cengage Learning. All rights reserved. Adopting the Creator Role Making Wise Decisions Mastering Creator Language KEY CHOICES FOR ACCEPTING SELF-RESPONSIBILITY

2 | 47 Copyright © Cengage Learning. All rights reserved. TICKET OUT What do you like most about the notion of accepting self-responsibility? Explain briefly.

2 | 48 Copyright © Cengage Learning. All rights reserved. End Chapter Two For next week: Finish Journal entries in Chapter 2 Read Chapter 3 Read pages in Omnivore's Dilemma