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SELF-DISCIPLINE:

The control of one’s own actions or feelings; self-control

Short Lessons

• Identify strategies for practicing self-discipline when in heated situations, such as counting to 10, stopping to breathe deeply several times, going for a walk, thinking about the consequences, and trying to identify what the other person is feeling. Have students give an example of when they have used these strategies.

• Discuss examples of persons who no longer have control over their own lives. Ask the students how they would feel if they were in prison or confined to a bed. Help students identify the advantages of exercising control over emotions and actions.

• Talk about athletes and how they become good enough to get their million-dollar jobs. When top athletes have these good jobs, can they quit? What happens when athletes lose self-control? Point out that self-control is a learned skill, just as athletic training is learned.

• Discuss verbal and non-verbal communication. Role-play situations in which nonverbal conflict causes problems and discuss possible ways to control nonverbal reactions.

• Ask students to identify situations in which peer pressure could overwhelm self-control. Develop a list of the kinds of pressures your students face.

• Brainstorm a list of all the excuses people use for being late. What is the wildest excuse they have ever heard? Which ones have they used? Does anyone know a dog that eats homework?

• Discuss what happens when they are part of a group and someone makes the entire group late for an event. How do they feel about that person? Ask students to provide an example of when this has happened.

• Talk about strategies for being on time. Choose a hypothetical situation, such as being on time for school, and strategize ways to be punctual.

• Discuss the benefits of going to school for 12 or more years. Does it take patience to come to school day after day? What are the rewards of getting an education?

• Collect a list of interventions that took years to develop. If possible, show slides or pictures of these interventions. Ask the students to guess how long each one took. Discuss the patience that was required to develop the interventions.

• Discuss what Benjamin Franklin meant when he said, "He that can have patience can have what he will."

For Students

• Pay close attention to every situation today and write down all of the times you see someone practicing self-control. What are the consequences?

• Pay attention to every situation today and write down all of the times you see someone lose his or her self-control. What are the consequences?

• How many opportunities do you have in one day to practice self-control? What techniques do you use most often? Keep a list of both.

• Keep a log of your food choices for several days and record whether these choices affect how you feel.

• Write several paragraphs describing an incident in which you practiced self-control, and the outcome of that incident. Be sure to use introductory sentences and supporting evidence in each paragraph.

Student activities

3. Discovering Yourself Through Self-Discipline

This poem will help students recognize that self-discipline is essential in their lives if they are to stand up to negative peer pressure. It is a primary character trait needed to reach mature adulthood.

Discussion Questions

1. What do you think the title means?

2. Name some types of negative peer pressure.

3. What does “Submit to pressure from peers and you move down to their level” mean?

4. What does “Speak up for your own beliefs and you invite them up to your level” mean?

5. Ask the students the meaning behind the statement, “When 40 million people believe in a dumb idea, it’s still a dumb idea.” Remind them of how millions of people once felt about slavery, smoking, Hitler’s ideals.

6. Ask the students the meaning behind the statement, “Simply swimming with the tide leaves you nowhere.”

7. Ask what character traits are needed to avoid “swimming with the tide,” or going along with the crowd.

8. Name some benefits if you stand up for what you believe in.

2. Practicing Self-Discipline

On the board, list some of the consequences young people may experience because they want to be liked and accepted by the “crowd.” Examples may include lying, cheating, smoking, drinking, and hurting others. On the opposite side of the list, put the benefits of practicing self-control. Examples may include: freedom from problems associated with smoking and drinking, praise and privileges from parents and teachers, good reputation, viewed as a leader among peers, staying out of trouble, etc.

REMEMBER...

Positive things

• Being self-disciplined means being able to control your actions.

• Being self-disciplined means not allowing your feelings to control your actions.

• Being self-disciplined means maintaining a routine at home and in school.

• Being self-disciplined means not giving in to negative peer pressure.

• Being self-disciplined means avoiding procrastinating and being lazy.

• Being self-disciplined means treating others as you want to be treated.

• Being self-disciplined means standing up for what you believe.

Negative things

• Being undisciplined means letting your feelings and thoughts control your actions.

• Being undisciplined means others cannot count on you to get the job done.

• Being undisciplined means constant problems at home and in school.

• Being undisciplined means not following rules and guidelines at home and in school.

• Being undisciplined means only doing what is right when someone is watching your every action.

• Being undisciplined means there is no order in your life.

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