Video 13.1 – Secrets to Success

Learning Objectives

Upon completion, students will be able to…

  1. Identify Tom Thelen’s first secret to success: BE A LEARNER.
  2. Discover the positive benefits of continually learning new things.
  3. Evaluate their own level of self-esteem and self-discipline in a short report.

1. Watch Video

VIDEO RUN TIME: 2 mins, 56 seconds

SUPPLIES NEEDED: Whiteboard or chalkboard

2. Discussion Questions

What did Tom say was his first secret to success?

What are some key character traits of a lifelong learner?

Describe what it’s like to hang out with someone who isn’t growing.

Why is it so powerful to combine self-discipline with self-esteem?

Which skill do you need to focus on, self-discipline or self-esteem?

3. Group Activities

A.  On the whiteboard, write “BE A LEARNER” and then say this: Every day, each of us pours out our time and energy. And each of us can get stuck in a rut if we don’t continually learn new things. What are some ways that you guys learn new things? (Write them on the board. These could be almost anything: observing, doing, reading, listening, exploring, discovering, etc).

B.  Say this: Let’s use the metaphor of a car. If your life is a car, how do you “fill your tank” so you don’t run out of gas? How do you fill your tank emotionally, mentally, and physically?

C.  Say this: Let’s go around the room and each tell either A) A new skill you want to learn in the next year, or B) A skill you want to improve upon in the next year.

4. Individual Assignment

Write three short paragraphs on the following topics: Paragraph 1) On a scale of one to ten (with ten being the best), how would you rate your own self-esteem and why? Paragraph 2) On a scale of one to ten (with ten being the best), how would you rate your own self-discipline and why? Paragraph 3) What are some ways you can improve in self-discipline and self-esteem?

Video 13.2 – Secrets to Success

Learning Objectives

Upon completion, students will be able to…

  1. Evaluate their own level of personal responsibility toward their life and actions.
  2. Play an ice breaker game that illustrates the importance of responsibility.

1. Watch Video

VIDEO RUN TIME: 3 mins, 31 seconds

SUPPLIES NEEDED: Obstacles to place around the room for the “Blind Man’s Bluff” game (see Group Activities below). This could be anything from chairs and desks to pieces of paper.

2. Discussion Questions

What does it mean to “be an owner” of your life and actions?

Why is it so easy to be a “reflector” and shift the blame?

In your opinion, is it ever appropriate to make excuses? Why?

How does owning your life and actions develop leadership skills?

In your own words, write out a definition for Responsibility.

3. Group Activities

A.  Say this: We’re going to play a game called Blind Man’s Bluff, so find a partner and pair up in groups of two. Now, decide which of you will be the blind man. The blind person will have to go across the room with their eyes closes without running into or stepping on any of the obstacles (chairs, desks, pieces of paper, etc.) The partners will provide verbal instructions for where to go.

B.  Send all the “blind men” to the far side of the room, and have them close their eyes (blindfolds may be necessary) while the other teammates rearrange the room and put obstacles in place.

C.  Say this: Okay, the room has been re-arranged, and when I say go you must carefully navigate back to your partner. If you step on or run into an obstacle, you and your partner are out. Your partner can give as many verbal directions as necessary but cannot touch you as you walk.

D.  Give a candy prize to the winning team, and then play again with the teammates switching roles.

E.  Debrief by discussing what it feels like to be responsible and irresponsible.

4. Individual Assignment

Write a short journal entry about where you struggle with being responsible. Include an action plan to overcome your irresponsibility. Show the journal to your leader for credit.

Video 13.3 – Secrets to Success

Learning Objectives

Upon completion, students will be able to…

  1. Make a personal commitment to BE THE CHANGE on their school campus.
  2. Discover major learning objectives and “takeaways” from the Victimproof Program.
  3. Create a poster demonstrating their commitment to be “Victimproof” and to BE THE CHANGE.

1. Watch Video

VIDEO RUN TIME: 3 mins, 26 seconds

SUPPLIES NEEDED: Posterboard and art supplies.Copies of the Victimproof Pledge.Food!

2. Discussion Questions

How did Gandhi demonstrate the Be The Change principal?

How can you identify when something needs to change?

What are one or two areas where you can Be The Change?

What are some common fears that stop people from being the change?

Write out a personal commitment to Be The Change. Sign and date it.

3. Group Activities

A.  Say This: As you can see, I brought _______________________ (food item). For us to eat today. But before we eat, there are two rules: First, you cannot get the food for yourself, someone else must get it for you. And second, you cannot get food for the person who got you food. Have at it!

B.  Once everyone has their food, write “Major Takeaways” on the whiteboard. Ask each student in the group to contribute an idea to the board. What were some of the major things they learned?

C.  Pass out copies of the Victimproof Pledge (on the next page) and encourage each student to sign and keep their own copy.

D.  Get the art supplies and poster board out and have everyone make a large Victimproof Poster. Depending on group size, you may need to make more than one. Sign it, date it, and post it!

4. Individual Assignment

Write a one page report on how your life has changed by going through the Victimproof program. What will you do differently now? How will you BE THE CHANGE on your school campus?