On Course
Strategies for Creating Success
in College and in Life
Chapter 6
GAINING SELF-AWARENESS
Copyright © 2014 Cengage Learning. All rights reserved.
6|1
CASE STUDY IN CRITICAL THINKING
STRANGE CHOICES
• Choose the student you think made the strangest
choice and speculate why she or he made this
choice. In particular, what are the kinds of past
experiences that may have made the student
behave this way?
• Recall a course you once took in which you made
a choice that your instructor might describe as
“strange.” Explain why you made that choice.
Dive deep, exploring what really caused your
choice.
Copyright © 2014 Cengage Learning. All rights reserved.
6|2
CRITICAL THINKING: FOCUS QUESTIONS
RECOGNIZING WHEN YOU ARE OFF COURSE
• In which of your life roles are you off course?
• Do you know how you got there?
• More important, do you know how to get back on
course to your desired outcomes and
experiences?
Copyright © 2014 Cengage Learning. All rights reserved.
6|3
THE MYSTERY OF SELF-SABOTAGE
Identify each statement as a self-sabotaging behavior
or as a wise choice behavior.
 I started a study group.
 I started a study group, but I
have missed two meetings.
 I did all my homework early.
 I did all my homework early, but I
left it at home.
Copyright © 2014 Cengage Learning. All rights reserved.
Wise Choice
Self-Sabotaging
Wise Choice
Self-Sabotaging
6|4
CRITICAL THINKING: FOCUS QUESTIONS
IDENTIFYING YOUR SCRIPTS
• What habit patterns in your life get you off course?
• How did these habit patterns develop?
Copyright © 2014 Cengage Learning. All rights reserved.
6|5
Make three slips of paper.
On each slip of paper, write a self-defeating
behavior. It can be one that has affected you
or one that you've observed affecting others.
Fold each slip of paper in half.
Express the likely negative results of that
behavior.
Copyright © 2014 Cengage Learning. All rights reserved.
6|6
ANATOMY OF A SCRIPT
• Scripts are internal forces composed of habit
patterns and core beliefs. Think about your habit
patterns: something you often think, feel, or do.
 List one of your thought patterns, one of your emotional
patterns, or one of your behavioral patterns.
 Does this habit pattern tend to keep you on course or
get you off course?
 Pair up and share the habit patterns you’ve identified.
Brainstorm strategies to revise a habit pattern that gets
you off course or strengthen a habit pattern that keeps
you on course.
Copyright © 2014 Cengage Learning. All rights reserved.
6|7
HABITUAL PATTERNS
• Decide if the following sentences are thought
patterns, emotional patterns or behavioral patterns.
 I am good in math.
 I am always late to class.
 I'm too busy.
 I often feel anxious.
 I exercise regularly.
 I always screw up.
 I seldom get angry.
 I never ask for help.
Thought
Pattern
Behavioral
Pattern
Emotional
Pattern
 My tutor always frustrates me.
Copyright © 2014 Cengage Learning. All rights reserved.
6|8
CORE BELIEFS
• Core beliefs are unconscious
judgments that dictate what we
consistently think, feel and do. They
are an invisible part of a script that
contains our view of ourselves,
other people and the world.
• Complete the following sentence
stems according to your core
beliefs.
The world is_________.
People are _________.
I am ________________.
Copyright © 2014 Cengage Learning. All rights reserved.
6|9
HOW WE WROTE OUR SCRIPTS
• Think about your answers from the previous slide.
What factors have influenced your core beliefs?
When you were a child, how did others respond
to you?
When you were a child, what did significant
adults say to you?
When you were a child, what behaviors of
significant adults did you observe?
What other factors may have contributed to your
core beliefs?
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 10
HOW WE WROTE OUR SCRIPTS
• Attributions are qualities that tell us “how we are”
or “how we should be.” For example, “I’m
creative” or “Always be busy.”
Write one of your attributions.
• Injunctions are qualities that tell us “what we
are not” or “what we should not be.” For
example, “I’m not good in math” or “Don’t
stand up for yourself.”
Write one of your injunctions.
• How do you believe you developed your
attributions and injunctions?
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 11
CRITICAL THINKING: FOCUS QUESTION
REWRITING YOUR OUTDATED SCRIPTS
• How can you revise the
self-defeating scripts that
keep you from achieving
your full potential?
Jeff Morin
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 12
SELF-AWARENESS AT WORK
• The Holland Code is a tool that places you in one
of six personality types and suggests possible
careers that may appeal to you.
• Review the following career choices. Write down
the number next to the career choice that is most
appealing to you.
1.
2.
3.
4.
5.
6.
Mechanic
Chemist
Writer
Nurse
Salesperson
Accountant
1.
2.
3.
4.
5.
6.
Electrician
Detective
Musician
Counselor
Lawyer
Secretary
Copyright © 2014 Cengage Learning. All rights reserved.
1.
2.
3.
4.
5.
6.
Dental technician
Doctor
Interior decorator
Teacher
Entrepreneur
Financial planner
1.
2.
3.
4.
5.
6.
Forester
Mathematician
Inventor
Physical Therapist
Travel Agent
Computer Operator
6 | 13
SELF-AWARENESS AT WORK
Review the following chart. Find the personality type that is
most appealing to you and record its number.
Personality Type
1 Realistic
Personality Type Description
Prefers activities involving objects, tools and machines.
2 Investigative
Prefers activities involving abstract problem solving and the
exploration of physical, biological, and cultural phenomena for
the purpose of understanding and controlling them.
3 Artistic
Prefers activities involving self-expression, using words, ideas
or materials to create art forms or new concepts.
4 Social
Prefers activities involving interaction with other people to
inform, train, develop, help or enlighten them.
5 Enterprising
Prefers activities involving the persuasion and management of
others to attain organizational goals or economic gain.
6 Conventional
Prefers activities involving the application of data to bring order
out of confusion and develop a prescribed plan.
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 14
SELF-AWARENESS AT WORK
• Does the number next to your selected
career choice match the number next to
your selected personality type description?
If so, how could you use this information
to benefit you?
If not, is there a possible career choice
that you have not considered in the past?
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 15
CRITICAL THINKING: FOCUS QUESTIONS
WRITE YOUR OWN RULES
• What personal rules do
you have that dictate the
choices you make daily?
• Which of these rules help
you create high selfesteem?
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 16
THREE SUCCESS RULES
• What are the three behaviors that successful
students consistently do?
 Show up: I commit to
attending every class from
beginning to end.
 Do their best work: I
commit to doing my best
work on all assignments,
including turning them in
on time.
 Participate actively: I
commit to getting involved.
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 17
QUICK REVIEW
Scripts are internal forces composed of what?
Emotional
Patterns
Core
Beliefs
Thought
Patterns
Copyright © 2014 Cengage Learning. All rights reserved.
Behavior
Patterns
6 | 18
QUICK REVIEW
Decide if the following sentences are
thought patterns, emotional patterns, or
behavioral patterns.
I am such a lousy writer. Thought
I always get caught using my cell
Behavioral
phone in class.
I am always happy.
Emotional
I am typically late for my morning Behavioral
class.
I get frustrated in my English class. Emotional
I will never do well in college.
Thought
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 19
QUICK REVIEW
Match the following personality type to the correct
description.
CONVENTIONAL
ARTISTIC
INVESTIGATIVE
Prefers activities involving abstract problem solving and the
exploration of physical, biological, and cultural phenomena
for the purpose of understanding and controlling them.
Prefers activities involving objects, tools and machines.
Prefers activities involving interaction with other people to
inform, train, develop, help or enlighten them.
REALISTIC
Prefers activities involving self-expression, using words,
ideas or materials to create art forms or new concepts.
ENTERPRISING
Prefers activities involving the application of data to bring
order out of confusion and develop a prescribed plan.
SOCIAL
Prefers activities involving the persuasion and management
of others to attain organizational goals or economic gain.
Copyright © 2014 Cengage Learning. All rights reserved.
6 | 20
WISE CHOICES IN COLLEGE: TAKING TESTS
• What are three factors that determine how well
you score on a test?
How well have
How well do
you prepared?
you take tests?
How much have you
learned from
previous tests?
• Which factor do you believe is the most important
and why?
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 21
CHALLENGES WITH TAKING TESTS
• Make a list of common
challenges you have
experienced while taking
tests in college.
• Circle the challenge you
struggle with the most
and look for a strategy in
On Course to help you.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 22
STRATEGIES TO IMPROVE TAKING TESTS
BEFORE TAKING TESTS
How could you use the CORE learning system
before taking a test?
Collect
 Collect complete and accurate
information from all reading
assignments and class sessions.
Organize
 Organize many different kinds of
effective study materials.
Rehearse 
Evaluate
Rehearse these study materials with a
distributed study schedule.
 Evaluate to confirm your understanding
of all study materials.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 23
STRATEGIES TO IMPROVE TAKING TESTS
BEFORE TAKING TESTS
Match the following strategy with
its correct description.
 Repeat statements that revise your
beliefs about your ability to do well
on tests.
Arrive early and get
comfortable.
 Create a mental movie of yourself
taking the exam with great success.
Prepare yourself
physically and
emotionally.
 Avoid stress, get there early, and
choose a preferred place to sit.
 Get a good night’s sleep, eat well,
breathe deeply and relax.
Copyright © 2014 Cengage Learning. All rights reserved.
Visualize success.
Create a positive
affirmation about
taking tests.
6 SS | 24
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
What are some strategies you
should implement as soon as
you receive a test?
Write memory cues on
the test.
Preview the test.
Make a test-smart plan,
deciding which questions
to answer first and how
much time to spend on
remaining questions.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 25
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
In the following test situations, identify whether the
best guess would be TRUE or FALSE:
 Part of the answer is false.
FALSE
 The question contains unconditional
words (e.g., always, never, every, all).
FALSE
 The question contains conditional words
(e.g., seldom, sometimes, usually, often).
TRUE
 You studied hard, but the question contains
FALSE
words you’ve never seen before.
 You have no idea what the answer is and
are reduced to taking a pure guess.
Copyright © 2014 Cengage Learning. All rights reserved.
TRUE
6 SS | 26
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
• What strategies can you use when answering
multiple choice questions about which you are
unsure?
 Cross out answers that contain unconditional
words.
 When answers are numbers, cross out highest
and lowest.
• When answers are similar, choose one of them
as the correct answer.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 27
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
• What strategies can you use when answering fillin-the-blank questions about which you are
unsure?
 Always write something in the blank.
 Make sure the answer fits grammatically into
the sentence.
 Look for answers in other places in the test.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 28
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
• Which type of recall test question is the greatest
challenge for you?
Questions that ask for a list
Short answer questions
Essay questions
Definition questions
Math problems
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 29
STRATEGIES TO IMPROVE TAKING TESTS
WHILE TAKING TESTS
What strategies can you use to maximize your point
total on any test?
If you get stuck, move on; don’t waste time on a
question you can’t answer.
If you feel anxious, refocus. Close your eyes,
breathe deeply, say your affirmation, and try again.
Review your answers. Start with the sections that
offer the most points.
Give an answer for all questions.
Proofread before turning in your test.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 30
STRATEGIES TO IMPROVE TAKING TESTS
AFTER TAKING TESTS
• List strategies you could do after
your instructor returns a graded
test to deepen your learning.
Study the instructor’s feedback.
Correct wrong answers.
Seek help.
Seek accommodations if
needed.
Copyright © 2014 Cengage Learning. All rights reserved.
6 SS | 31