Lesson
Chapter 3
Discovering Self-Motivation
Concept
Choosing a meaningful purpose gives our lives a direction and creates inner motivation. Many students have not defined a personally meaningful purpose for being in college, let alone for being in a particular course. Unfocused, these students are more likely to drift from rather than to academic success. By offering them the opportunity to choose personally meaningful outcomes that they would like to achieve in college or in life, we assist students to create internal motivation and thus positively impact their persistence in the face of life’s inevitable obstacles. Empowers Students to . . .
1. Design a life plan that replaces external motivation with internal motivation.
2. Create a sense of “self” founded on their unique combination of personal roles, goals, and dreams.
3. Revise or upgrade their personal goals and dreams as a result of being exposed to the variety of aspirations held by other students.
4. Persist when they encounter obstacles that stand between them and their college education (or any other major goal).
5. Develop positive, affirming self-talk and powerful visualizations that will support them in pursuing their goals and dreams in the face of both internal and external obstacles.
6. Make and keep commitments to themselves.
Remember to consider using the all-purpose exercises mentioned in the introduction, especially JOURNAL READINGS, ONE STUDENT’S STORY, POEMS, CARTOONS, FOCUS
QUESTIONS, AND CHAPTER-OPENING SUMMARIES. Remind students to use letters to label any in-class writing they do in their journals.
Case Study for Critical Thinking: Popson’s Dilemma
Purpose: To develop critical thinking skills by exploring a real-life situation that revolves around self-motivation.
Supplies and Setup: “Popson’s Dilemma” in On Course
Directions:
1. [Have students read “Popson’s Dilemma.” One way to be sure everyone has read the selection before taking the next step is to have
Discovering Self-Motivation
Concept
Choosing a meaningful purpose gives our lives a direction and creates inner motivation. Many students have not defined a personally meaningful purpose for being in college, let alone for being in a particular course. Unfocused, these students are more likely to drift from rather than to academic success. By offering them the opportunity to choose personally meaningful outcomes that they would like to achieve in college or in life, we assist students to create internal motivation and thus positively impact their persistence in the face of life’s inevitable obstacles. Empowers Students to . . .
1. Design a life plan that replaces external motivation with internal motivation.
2. Create a sense of “self” founded on their unique combination of personal roles, goals, and dreams.
3. Revise or upgrade their personal goals and dreams as a result of being exposed to the variety of aspirations held by other students.
4. Persist when they encounter obstacles that stand between them and their college education (or any other major goal).
5. Develop positive, affirming self-talk and powerful visualizations that will support them in pursuing their goals and dreams in the face of both internal and external obstacles.
6. Make and keep commitments to themselves.
Remember to consider using the all-purpose exercises mentioned in the introduction, especially JOURNAL READINGS, ONE STUDENT’S STORY, POEMS, CARTOONS, FOCUS
QUESTIONS, AND CHAPTER-OPENING SUMMARIES. Remind students to use letters to label any in-class writing they do in their journals.
Case Study for Critical Thinking: Popson’s Dilemma
Purpose: To develop critical thinking skills by exploring a real-life situation that revolves around self-motivation.
Supplies and Setup: “Popson’s Dilemma” in On Course
Directions:
1. [Have students read “Popson’s Dilemma.” One way to be sure everyone has read the selection before taking the next step is to have