TRY WHEN IT IS DIFFICULT 2.7
Goal: To improve classroom skills
Objective(s): The student will complete a task he/she regards as difficult.
1. Stop and stay calm
2. Tell yourself "I can do this".
3. Think about choices,
a) Relaxation exercise
b) Short break
c) Ask for help.
d) Tackle it now,
4. Stick with it
5. Reward yourself
Definition: Trying when its difficult means that you keep working on a task even if it is challenging and you may doubt you will be able to succeed. It means not giving up or quitting.
Rationale: It is important that you use this skill so that you can complete assignments in school, try new activities, and feel proud of any yourself for having mastered a difficult challenge.
• Discussion: Ask the students to identify activities or situations that are hard for them, something that may get them in trouble, or something that makes them feel bad.
• Determine why the activity or situation is so hard for student to handle.
• Discuss possible consequences of not using this skill...how this skill is related to a job.
• Students may need to be taught skill of Asking For Help and/or Dealing with Frustration.
Model/Role-play with Feedback
• You are learning to tie your shoes.
• You have an algebra test, failed the last one.
• You have to give a speech.
• It's recess time, and the person you had a problem with on the bus is in your recess.
• You've been working for 20 minutes and you have only done three problems.
• You have a book report due tomorrow, and you haven't finished the book
• Your friends are playing a game and you don't know the rules.
• Your friends want you to jump rope, and it is hard for you.
• You have to print your name on the board in front of the class.
• You can't get the child you are babysitting to stop crying.
• You have to take an important message when you answer the phone.
• You need a date for prom and it is scary.
• You are on a baseball team that keeps losing
• You have to clean your room when all your friends are outside playing.
• Student writes examples of when he/she has completed difficult tasks.
• Student writes relaxation exercises.
• Student creates a game listing difficult situations on cue cards and then plays.
• Student makes individual charts or tags to record and evaluate progress.
Application with Feedback
• Homework, asking parents to rate and record use of skill steps.
• Pre-arrange situations with other staff to evaluate progress.
• Tutor another student in a difficult subject.