SELF CONTROL
Theme: Avoiding/Facing Temptation Film: Finding Nemo (G) 3:45
Marlin, an overprotective clownfish, has lost his son, Nemo, and will do anything to find him and bring him home safely. In his search for his son, Marlin finds himself surrounded by three shards who are determined to break their instinctive habit of eating fish. "Fish are friends, not food." This sounds good until a drop of blood sets Bruce the shark into an uncontrollable frenzy.
This 2003 film from Buena Vista Pictures and Walt Disney Pictures is directed by Andrew Stanton, written by Andrew Stanton, Bob Peterson, and David Reynolds and produced by Graham Walters. It stars Albert Brooks, Ellen DeGeneres, Alexander Gould, Barry Humphries, Eric Bana, and Bruce Spence.
Teaser Question: What do you have trouble resisting? What do you do to avoid being tempted?
Going Deeper: Do friends help you resist temptation or are they more often the source of the temptation? How does peer pressure contribute to your ability to resist temptation? What personal qualities are necessary to resist doing the wrong thing?
Making Choices: You find a wallet with over $100 cash in it. Do you return the cash and the wallet to the owner? Do you take the cash and tell the owner you found it empty? Does it make any difference if you are alone or with others? Does it make any difference if you know the owner? Does it make any difference if you desperately need money? Are you tempted to take the cash? How would you feel if you returned the wallet without the cash? How would you feel if you returned it with the cash?
“Good habits result from resisting temptation." -Ancient Proverb
“By constant self-discipline and self-control you can develop greatness of character." —Grenville Kleiser
Marlin, an overprotective clownfish, has lost his son, Nemo, and will do anything to find him and bring him home safely. In his search for his son, Marlin finds himself surrounded by three shards who are determined to break their instinctive habit of eating fish. "Fish are friends, not food." This sounds good until a drop of blood sets Bruce the shark into an uncontrollable frenzy.
This 2003 film from Buena Vista Pictures and Walt Disney Pictures is directed by Andrew Stanton, written by Andrew Stanton, Bob Peterson, and David Reynolds and produced by Graham Walters. It stars Albert Brooks, Ellen DeGeneres, Alexander Gould, Barry Humphries, Eric Bana, and Bruce Spence.
Teaser Question: What do you have trouble resisting? What do you do to avoid being tempted?
Going Deeper: Do friends help you resist temptation or are they more often the source of the temptation? How does peer pressure contribute to your ability to resist temptation? What personal qualities are necessary to resist doing the wrong thing?
Making Choices: You find a wallet with over $100 cash in it. Do you return the cash and the wallet to the owner? Do you take the cash and tell the owner you found it empty? Does it make any difference if you are alone or with others? Does it make any difference if you know the owner? Does it make any difference if you desperately need money? Are you tempted to take the cash? How would you feel if you returned the wallet without the cash? How would you feel if you returned it with the cash?
“Good habits result from resisting temptation." -Ancient Proverb
“By constant self-discipline and self-control you can develop greatness of character." —Grenville Kleiser
Theme: Keeping Your Cool Film: The Karate Kid (PG) 2:13
Daniel moves to Southern California with his mother, but quickly finds himself the target of a group of bullies who study karate at the Cobra Kai dojo. Fortunately, Daniel befriends Mr. Miyagi, an unassuming repairman who just happens to be a martial arts master himself. Miyagi takes Daniel under his wing, training him in a more compassionate form of karate and preparing him to compete against the brutal Cobra Kai. In this scene Daniel has just won, and the Cobra Kai Sensei takes his anger out on his students, and it gets him into some trouble.
This 1984 film from Columbia Pictures is directed by John G. Avildsen, written by Robert Mark Kamen, produced by Jerry Weintraub. It stars Ralph Machhio, Noriyuki Morita, Elisabeth Shue, William Zabka, Ron Thomas, Rob Garrison, Chad McQueen, and Tony O'Dell.
Teaser Question: If someone were mean to you, what would you do? Why?
Going Deeper: Have you ever done something in anger that made things worse? What happened? How can anger get in the way of helping you achieve your purpose? Can anger ever be helpful? How? How can you keep your head when everyone around you seems to be losing theirs? (cf. Rudyard Kipling's poem "If")
Making Choices: A popular kid confronts you outside school and accuses you of stealing something of his. This is the second time he has accused you of something you didn't do, and you wonder if this kid has something against you. You deny stealing anything. Soon you are calling each other names. You feel yourself getting angry. What would be the best way to end this encounter? How many different ways are there to solve this problem?
“I think the guys who are really controlling their emotions...are going to win." -Tiger Woods
“Education is the ability to listen to almost anything without losing your temper or your self-confidence"
—Robert Frost
Daniel moves to Southern California with his mother, but quickly finds himself the target of a group of bullies who study karate at the Cobra Kai dojo. Fortunately, Daniel befriends Mr. Miyagi, an unassuming repairman who just happens to be a martial arts master himself. Miyagi takes Daniel under his wing, training him in a more compassionate form of karate and preparing him to compete against the brutal Cobra Kai. In this scene Daniel has just won, and the Cobra Kai Sensei takes his anger out on his students, and it gets him into some trouble.
This 1984 film from Columbia Pictures is directed by John G. Avildsen, written by Robert Mark Kamen, produced by Jerry Weintraub. It stars Ralph Machhio, Noriyuki Morita, Elisabeth Shue, William Zabka, Ron Thomas, Rob Garrison, Chad McQueen, and Tony O'Dell.
Teaser Question: If someone were mean to you, what would you do? Why?
Going Deeper: Have you ever done something in anger that made things worse? What happened? How can anger get in the way of helping you achieve your purpose? Can anger ever be helpful? How? How can you keep your head when everyone around you seems to be losing theirs? (cf. Rudyard Kipling's poem "If")
Making Choices: A popular kid confronts you outside school and accuses you of stealing something of his. This is the second time he has accused you of something you didn't do, and you wonder if this kid has something against you. You deny stealing anything. Soon you are calling each other names. You feel yourself getting angry. What would be the best way to end this encounter? How many different ways are there to solve this problem?
“I think the guys who are really controlling their emotions...are going to win." -Tiger Woods
“Education is the ability to listen to almost anything without losing your temper or your self-confidence"
—Robert Frost
Theme: Self-Discipline Film: Jimmy Neutron: Boy Genius (PG) 2:39
Aliens have kidnapped all the parents in Jimmy Neutron's neighborhood. Without supervision, the kids go wild.
This 2002 film from Paramount Pictures is directed by John A. Davis, Steve Oedekerk, David N. Weiss, and J. David Stern. Written by John A. Davis, Steve Odedekerk, David N. Weiss, J. David Stern, and Dan Schnieder and produced by John A. Davis, Albie Hecht, and Steve Oedekerk. It stars Megan Cavanagh, Mark DeCarlo, Debi Derryberry, Jeffrey Garcia, Bob Goen, Mary Hart, Carolyn Lawrence, Andrea Martin, Candi Milo, Rob Paulsen, Crystal Scales, Martin Short, Patrick Stewart, Jim Cummings, David L. Lander, Kimberly Brooks, Paul Greenberg, Laraine Newman, Jeanie Elias, Michael Hagiwara, John A. Davis, and Keith ALcorn.
Teaser Question: How do you behave when adults are not around? Why?
Going Deeper: When is goofing around okay? When isn't it okay? What makes a "mature" person?
Making Choices: You are with your friends and they are about to do something that your parents have expressly forbidden you to do. Your friends say that your parents are too strict and that their own parents allow them to do things your parents won't allow. What do you do if you disagree with your friends? What do you do if you disagree with your parents? Who can you trust to discuss this problem with?
“You can never conquer the mountain. You can only conquer yourself." --Jim Whittaker
“A man makes inferiors his superiors by heat; self-control is the rule." —Ralph Waldo Emerson
Aliens have kidnapped all the parents in Jimmy Neutron's neighborhood. Without supervision, the kids go wild.
This 2002 film from Paramount Pictures is directed by John A. Davis, Steve Oedekerk, David N. Weiss, and J. David Stern. Written by John A. Davis, Steve Odedekerk, David N. Weiss, J. David Stern, and Dan Schnieder and produced by John A. Davis, Albie Hecht, and Steve Oedekerk. It stars Megan Cavanagh, Mark DeCarlo, Debi Derryberry, Jeffrey Garcia, Bob Goen, Mary Hart, Carolyn Lawrence, Andrea Martin, Candi Milo, Rob Paulsen, Crystal Scales, Martin Short, Patrick Stewart, Jim Cummings, David L. Lander, Kimberly Brooks, Paul Greenberg, Laraine Newman, Jeanie Elias, Michael Hagiwara, John A. Davis, and Keith ALcorn.
Teaser Question: How do you behave when adults are not around? Why?
Going Deeper: When is goofing around okay? When isn't it okay? What makes a "mature" person?
Making Choices: You are with your friends and they are about to do something that your parents have expressly forbidden you to do. Your friends say that your parents are too strict and that their own parents allow them to do things your parents won't allow. What do you do if you disagree with your friends? What do you do if you disagree with your parents? Who can you trust to discuss this problem with?
“You can never conquer the mountain. You can only conquer yourself." --Jim Whittaker
“A man makes inferiors his superiors by heat; self-control is the rule." —Ralph Waldo Emerson
Theme: Letting Go Film: Seabiscuit (PG-13) 5:24
When an opposing rider fouls Red, Seabiscuit's jockey, Red focuses all hi energy on getting back at the offending jockey. Refusing to let go of what happened, totally lost in his anger, Red fails to see another horse come up from behind. The result is that Red loses the race, Later, Seabiscuit's trainer and owner confront Red only to find him unable to move past that foul.
This 2003 film from Universal Pictures and DreamWorks is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand and produced by Kathleen Kennedy, Frank Marshall, Gary Ross and Jane Sindell. It stars Tobey Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens and William H. Macy.
Teaser Question: Is it okay to be angry? Why? Why not?
Going Deeper: Why do people get angry? Some people say that we only get angry when we feel that we may partly be to blame from the problem. Others say that fear leads to anger. Do you agree or disagree? Do you ever feel "out of control" when you are angry? What is this like? What is this like? What are some ways you can manage your anger so that it works in everyone's best interest? Who can help you with this?
Making Choices: Your friend is having a temper tantrum. What do you do? You are righteously angry. What is an appropriate way to express your feelings?
“Hold yourself responsible for a higher standard than anybody else expects of you. Never excuse yourself. Never pity yourself. Be a hard master to yourself-and be lenient to everybody else." -Henry Ward Beecher
“He who angers you, conquers you." —Elizabeth Kinney
Moving Students to Reflection & Action:
Keeping a journal:
As an in-class activity, have your students write two entries into their journal under the heading of Self-Control answering the following questions:
1. Of all the examples of self-control demonstrated in the clips? which one was your favorite? Why?
2. Write about a time when you have shown self-control in your life. What were the consequences?
3. Write about a time when you were not able to demonstrate self-contro? What were the consequences?
Activity 1: Pushing Buttons
Performance Objective:
To consider the different ways to respond to various eves of provocation.
Materials Needed:
Each small group of four students needs a sheet a paper with five "buttons' drawn on it. If desired, the buttons can be colored, from yellow (1) all the way to bright red (5).
Teachers Instructions:
Divide the class into several small groups, each with four members. Ask the class as a whole what it means to say that someone has "pushed our buttons." After some explanation of this, hand out one sheet of paper per small group. On each sheet of paper is drawn five buttons, one below another from the top of the page to the bottom. Space is left next to each button for group members to add information about each of the buttons.
Challenge group members to consider what kinds of things people can do to provoke them only a little bit, and then to write these things next to the first button.
Ask group members to consider what kinds of things said or done to them would constitute a slightly greater threat or provocation, and write some of these things next to the second button. In other words, a mild "Hey you!" may be easily shaken off and thus listed in the category one button area, while a direct verbal insult may raise the potential level of response and thus belong to a category two button area.
The group members should come up with increasingly annoying/offending behaviors or statements and put them next to buttons three through five.
Ask the various groups to share their insults with the rest of the class. In what ways to the groups differ in their feelings about specific types of behavior or insults? Were there differences within the groups themselves?
Ask your students to talk about what kinds of responses they associate with each button (for example, button one: "I can walk away from someone and ignore them;" button two, "I respond with a sarcastic comment, etc.")
Activity 2: Simon Says
Performance Objective:
To explore the difficulties in self-control.
Materials Needed:
None.
Teacher Instructions:
Before this activity, quietly instruct two students to mess up on purpose during the game - one early in the game and one later in the game.
Line up the class and announce that they are going to play the familiar game "Simon Says." Proceed to play the game (for example, "Simon says, 'Raise your right arm.' Simon says, 'Raise your left arm.' Lower your right arm.'"). Those who respond to commands that do not begin with the words "Simon says" are out.
At the end of the game, ask your students to explain why it is difficult at times to stop ourselves. How important was good listening in this, and in other real-life situations where self-control is needed?
Ask the two students who were instructed to mess up to identify themselves and then ask the class how much the actions of these two students influenced the responses of other students in the game. What is the connection between peer pressure and self-control?
Activity 3: Count to 10
Performance Objective:
To identify times when we were able to control ourselves.
Materials Needed:
Pen and paper
Teacher Instructions:
Divide the class into groups of three or four.
Instruct the groups to create a list describing as many ways as possible to keep from blowing up, getting upset, angry etc. (for example, to count to 10 before saying or doing anything). After about 3 minutes of brainstorming, the groups read off their lists, which is recorded on the board. Are there things that were mentioned by more than one group? Are there any ways that were listed by all the groups?
Ask the students to write down one way to keep from blowing up that was new to them, something that they would like to try for themselves. Each student should then write on a separate sheet of paper the words. "The next time I feel like I am going to blow up or get upset, I will try to __________."
Have your students return to their small groups, share what they wrote, and discuss what they intend to do the next time they feel they are about to blow up.
Other Ideas:
1. Have students write about when it might be a good thing to get upset or lose control.
2. Have your students create their own game to test self-control (for example, a staring contest, or red light/green light).
Multiple Intelligences Addressed:
Verbal-Linguistic Visual-Spatial
Intrapersonal Interpersonal
Logical-Mathematical
When an opposing rider fouls Red, Seabiscuit's jockey, Red focuses all hi energy on getting back at the offending jockey. Refusing to let go of what happened, totally lost in his anger, Red fails to see another horse come up from behind. The result is that Red loses the race, Later, Seabiscuit's trainer and owner confront Red only to find him unable to move past that foul.
This 2003 film from Universal Pictures and DreamWorks is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand and produced by Kathleen Kennedy, Frank Marshall, Gary Ross and Jane Sindell. It stars Tobey Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens and William H. Macy.
Teaser Question: Is it okay to be angry? Why? Why not?
Going Deeper: Why do people get angry? Some people say that we only get angry when we feel that we may partly be to blame from the problem. Others say that fear leads to anger. Do you agree or disagree? Do you ever feel "out of control" when you are angry? What is this like? What is this like? What are some ways you can manage your anger so that it works in everyone's best interest? Who can help you with this?
Making Choices: Your friend is having a temper tantrum. What do you do? You are righteously angry. What is an appropriate way to express your feelings?
“Hold yourself responsible for a higher standard than anybody else expects of you. Never excuse yourself. Never pity yourself. Be a hard master to yourself-and be lenient to everybody else." -Henry Ward Beecher
“He who angers you, conquers you." —Elizabeth Kinney
Moving Students to Reflection & Action:
Keeping a journal:
As an in-class activity, have your students write two entries into their journal under the heading of Self-Control answering the following questions:
1. Of all the examples of self-control demonstrated in the clips? which one was your favorite? Why?
2. Write about a time when you have shown self-control in your life. What were the consequences?
3. Write about a time when you were not able to demonstrate self-contro? What were the consequences?
Activity 1: Pushing Buttons
Performance Objective:
To consider the different ways to respond to various eves of provocation.
Materials Needed:
Each small group of four students needs a sheet a paper with five "buttons' drawn on it. If desired, the buttons can be colored, from yellow (1) all the way to bright red (5).
Teachers Instructions:
Divide the class into several small groups, each with four members. Ask the class as a whole what it means to say that someone has "pushed our buttons." After some explanation of this, hand out one sheet of paper per small group. On each sheet of paper is drawn five buttons, one below another from the top of the page to the bottom. Space is left next to each button for group members to add information about each of the buttons.
Challenge group members to consider what kinds of things people can do to provoke them only a little bit, and then to write these things next to the first button.
Ask group members to consider what kinds of things said or done to them would constitute a slightly greater threat or provocation, and write some of these things next to the second button. In other words, a mild "Hey you!" may be easily shaken off and thus listed in the category one button area, while a direct verbal insult may raise the potential level of response and thus belong to a category two button area.
The group members should come up with increasingly annoying/offending behaviors or statements and put them next to buttons three through five.
Ask the various groups to share their insults with the rest of the class. In what ways to the groups differ in their feelings about specific types of behavior or insults? Were there differences within the groups themselves?
Ask your students to talk about what kinds of responses they associate with each button (for example, button one: "I can walk away from someone and ignore them;" button two, "I respond with a sarcastic comment, etc.")
Activity 2: Simon Says
Performance Objective:
To explore the difficulties in self-control.
Materials Needed:
None.
Teacher Instructions:
Before this activity, quietly instruct two students to mess up on purpose during the game - one early in the game and one later in the game.
Line up the class and announce that they are going to play the familiar game "Simon Says." Proceed to play the game (for example, "Simon says, 'Raise your right arm.' Simon says, 'Raise your left arm.' Lower your right arm.'"). Those who respond to commands that do not begin with the words "Simon says" are out.
At the end of the game, ask your students to explain why it is difficult at times to stop ourselves. How important was good listening in this, and in other real-life situations where self-control is needed?
Ask the two students who were instructed to mess up to identify themselves and then ask the class how much the actions of these two students influenced the responses of other students in the game. What is the connection between peer pressure and self-control?
Activity 3: Count to 10
Performance Objective:
To identify times when we were able to control ourselves.
Materials Needed:
Pen and paper
Teacher Instructions:
Divide the class into groups of three or four.
Instruct the groups to create a list describing as many ways as possible to keep from blowing up, getting upset, angry etc. (for example, to count to 10 before saying or doing anything). After about 3 minutes of brainstorming, the groups read off their lists, which is recorded on the board. Are there things that were mentioned by more than one group? Are there any ways that were listed by all the groups?
Ask the students to write down one way to keep from blowing up that was new to them, something that they would like to try for themselves. Each student should then write on a separate sheet of paper the words. "The next time I feel like I am going to blow up or get upset, I will try to __________."
Have your students return to their small groups, share what they wrote, and discuss what they intend to do the next time they feel they are about to blow up.
Other Ideas:
1. Have students write about when it might be a good thing to get upset or lose control.
2. Have your students create their own game to test self-control (for example, a staring contest, or red light/green light).
Multiple Intelligences Addressed:
Verbal-Linguistic Visual-Spatial
Intrapersonal Interpersonal
Logical-Mathematical