Unit 1 Development of the self in society: Self- concept formation and self-motivation
Learner’s Book page 8
Unit overview •
• Then, we help learners identify their own strengths and develop a strategy to extend their personal potential by setting goals.
In the first unit, we discuss self-concept formation and the factors that influence it, find out how self-motivated learners are, and analyse strategies to extend personal potential.
Additional resources • Life skills books such as: All about Me: Self-Awareness, Self-Concept, and Life Skills for Kids by Susanna Palomares, Innerchoice Publishing; Lifted: A Young Person’s Guide to Self-Motivation & Success by Sylvia Crudup and James Bethea, Tate Publishing and Enterprises; Successful Self-Motivation by F Coombes, Hodder & Stoughton Publishers
• Websites such as
www.kidshealth.org;
www.bbc.co.uk/health/kids
Teaching guidelines • This unit builds on the concept of self-image and strategies to enhance self-image covered in Grade 7. Learners will consider factors that influence their self- motivation and self-concept.
• Remind learners that there are ways we can improve how we see ourselves. • Setting goals provides learners with direction, long-term vision and short-term
motivation. Goals also build self-confidence by helping learners to grow as individuals and extending their personal potential.
Activity 1
Identify factors that influence self-concept formation Learner’s Book page 8
Background information
The purpose of this activity is to help learners identify some of the factors that influence how they see themselves.
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• Explain that we all have a mental picture of who we are, what we look like, what we are good at and what our weaknesses are. We develop this picture over time, starting when we are very young. The term self-concept is used to refer to a person’s mental picture of himself or herself. A lot of our self-concept is based on interactions we have with other people, our life experiences as well as outside influences such as the media.
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