Self-Esteem II
from
America’s Teenage Video Magazine
catalog #2277
Teacher’s Guide
Video Produced by...
Salt River Productions
Published & Distributed by…
AGC/UNITED LEARNING
1560 Sherman Avenue
Suite 100
Evanston, IL 60201
1-800-323-9084
24-Hour Fax No. 847-328-6706
Website: http://www.agcunitedlearning.com
E-Mail: [email protected]
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SELF-ESTEEM II
from
America's Teenage Video Magazine
(Viewing Time: 20 minutes)
INTRODUCTION
Self-Esteem II is the revised and updated version of the bestselling
video, Self-Esteem, featuring John Foppe, a young man born without
arms.
Self-esteem is defined as the sense of feeling you are a worthwhile person; that you are likeable and lovable; that you believe in yourself.
Whether or not we have a high self-esteem is largely determined by
how we choose to respond to the world around us. If someone puts us
down, we have a choice: we can accept their negative message, or we
can reject it and say to ourselves, "That is not true. I know that I'm a
worthwhile person. I'm unique and special." We can learn to reject
rejection.
When we allow others' opinions of us to influence our self-esteem, we
are giving them power over our life.
We also have a choice when we experience loss or rejection. We can let
the loss defeat us, or we can say to ourselves, "I feel sad, but my life
will go on. I'm still a worthwhile person."
When we allow circumstances to dictate our self-esteem, we are giving
up control of our life.
A person with high self-esteem is not stuck-up or arrogant. On the
other hand, they are not overly humble or shy. A person with high
self-esteem is very comfortable with who they are. They're willing to
participate in life and cooperate with others. They don't let fear of
failure or rejection keep them from doing something.
Experts say that many of the problems facing teenagers today are a
direct result of low self-esteem. Drug and alcohol abuse, juvenile crime
and violence, eating disorders, dropouts, sexual promiscuity, and unwanted pregnancy are all rooted in low self-esteem.
This America's Teenage Video Magazine's program, Self-Esteem II,
focuses on a young man who, in spite of the fact that he was born
without arms, has been able to develop a high sense of self-esteem.
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For a description of the video content of this program, see page 3 of
this guide, Video Summary.
USES OF THIS PROGRAM
Because of the content of this program and the documentary style of
production, it can be used in many ways and in several different settings. It's recommended for…
Middle Schools through High Schools
Counseling Services
Church and Synagogue Youth Groups
Special Education/Inclusive Education
Schools and Public Libraries
INSTRUCTIONAL NOTES
Before presenting this lesson to your group, we suggest that you preview the video and review the guide and the accompanying blackline
masters in order to familiarize yourself with their content.
As you review the instructional program outlined in this guide and
the blackline masters that accompany it, you may find it necessary to
make some changes, additions, or deletions to meet the specific needs
of your group. We encourage you to do so, for only by tailoring this
program to your participants will they obtain the maximum instructional benefits afforded by the materials.
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SUGGESTED LESSON PLAN
TEACHER PREPARATION
Read all the material presented in this guide and preview the videotape. Review blackline masters 1 and 2 and, if you choose to use them,
make a sufficient number of copies for your participants.
STUDENT PREPARATION
All that is necessary for students to have to prepare for this lesson is
pen or pencil and paper.
VIDEO SUMMARY
Through a very inspirational and courageous young man, John Foppe,
teens will learn about self-esteem. In spite of the fact that John was
born without arms, he has been able to develop a high sense of selfesteem.
John discusses his handicap, shares his views on life, and stresses that
self-esteem is a personal choice.
We get to know John as he drives, goes to class, attends his senior prom,
and graduates from high school. Viewers will also learn how John
copes with life's transitions as he prepares to go to college, adjusts to
living on his own, and then graduates in 3-1/2 years with a degree in
communications.
As John enters the workforce, he demonstrates the importance of selfesteem and determination in the school-to-work transition. His comments will encourage students to examine their own sense of self-worth.
STUDENT OBJECTIVES
After viewing the video and participating in the lesson activities, the
participants should be able to…
• Define self-esteem and explain why a high self-esteem is important.
• Identify and discuss the characteristics of high self-esteem.
• Identify and discuss the characteristics of low self-esteem.
• List several ways to increase their self-esteem.
• Develop a personal plan to improve self-esteem.
• Discuss how a positive self-esteem can help overcome physical handicaps, personal adversity, life transitions, and personal failures.
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VIDEO PRESENTATION
Introducing the Video: Ask your group what they know about selfesteem. Ask how self-esteem may affect how a person copes with physical handicaps; failure in some areas, such as making the team, getting
a date, achieving a good grade, etc.? Ask how a high self-esteem helps
with life's transitions, such as moving from middle school to junior
high to high school, or from high school to college? Have your participants imagine what it would be like to be born with a severe disability,
such as being blind or deaf, having no arms or legs, etc. Would life be
worth living? How do you think living with such a disability would
affect your self-esteem?
Tell the participants they are about to see a video featuring a young
man by the name of John Foppe who was born without arms. Ask
them to observe how John copes with the challenges of life.
Show the Video: The viewing time is 20 minutes.
FOLLOW-UP DISCUSSION
After viewing the video, lead a discussion with your participants based
on the following:
• Define self-esteem.
Answers should include: A sense of feeling you are a worthwhile
person; that you are likeable and lovable; that you belong; that you believe
in yourself.
• Why do you think John Foppe has such a high self-esteem?
Answers will vary but may include: His inner strength to overcome
physical adversity through faith, attitude, and hard work; viewing
positive self-esteem as a choice; finding ways to build his self-esteem, i.e.
going to Haiti; getting to know himself, etc.
• What symptoms of low self-esteem do you observe in others?
Answers will vary but may include: Drug and alcohol abuse, sexual
promiscuity, dropping out of school, crime and violent acts, eating
disorders, etc.
• Who determines your self-esteem? If it's someone besides yourself, then who gave that person power over your self-esteem?
Answers: 1) You do. 2) May include: It's your choice. You can choose
to accept negative messages and/or intimidation, or you can choose
to reject it and believe in yourself. Focus on what you have going
for you, not what others want you to think.
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• Ask volunteers to give examples of times when they experienced
rejection. Make a list for all to see. Take each example and have
the group come up with ways to "reject rejection."
Answers will vary.
• Ask your group to identify and then briefly discuss the characteristics of high self-esteem. Write their responses on the chalkboard
or use another means for all to see.
APPLICATIONS
• Have volunteers contribute negative things they say to themselves.
Make a list on the chalkboard or other means for all to see.
Have each person write on a piece of paper examples of how they
might turn some of the negative messages around and give themselves a pep talk instead.
• Looking for Excuses: Write the following so that all can see…
Don't use physical or self-inflicted emotional
handicaps as an excuse. It's how you choose to
deal with challenges that builds courage and
shapes character.
Allow time for the group to think about this statement. Ask them to
explain what the statement means to them, or assign it as an out-ofclass written response activity.
If you choose to have the participants write their responses, collect
their papers. After reviewing the papers, read a few good examples
for the entire group and lead a discussion centered around those
individual responses.
Answers will vary depending on the makeup of your group. Encourage
participants to focus on what they have rather on what they don't have.
FOLLOW-UP ACTIVITIES
Blackline Masters
1.Self-Evaluation Checklist:
Distribute copies to each participant. Allow time to answer any questions they may have about this activity. Then, have them complete
the activity and keep it for reference.
2.Increasing Your Self-Esteem:
Distribute copies to each participant and have them read the 10 specific ways to increase your self-esteem.
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Using the Self-Evaluation Checklist, have each person develop a
written plan of action for overcoming any items they checked off
under the heading Characteristics of Low Self-Esteem.
It is recommended that you do not collect the papers but simply monitor the group to see that all participants are completing their activity.
The purpose is to give each person an opportunity to develop their
plan for building high self-esteem.
Allow time for anyone who would like to meet privately with you to
discuss their plan or any concerns they may have. Refer students
you feel need professional help to appropriate counselors.
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OTHER RECOMMENDED RESOURCES
Listed below are other programs dealing with self-esteem that are available from United Learning, Inc.
• "I Want To Fit In: It's A Basic Human Need." Grades 7-12. ©1995.
Features John Foppe as the host.
• "Are You Satisfied?" Grades 9-Adult. ©1989. Features Mike Ditka.
• "Do Right!" Grades 9-Adult. ©1988. Features Lou Holtz.
• "MUSH: Alaskan Grit and the Winning Spirit" Grades 6-Adult.
©1991. Features Susan Butcher.
• "It's Your Choice" Grades 9-Adult. ©1993. Features Rocky Blier.
HOW TO CONTACT JOHN FOPPE
John Foppe is available for keynote addresses and seminars. You can
contact him from either source given below:
Zig Ziglar Corporation
3330 Earhart, Suite 204
Carrollton, TX 75006
1-800-526-0306
John Foppe
c/o John Foppe Seminars
P.O. Box 94
Breese, IL 62230
618-526-2011
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Name__________________________________________
SELF-ESTEEM II
SELF-EVALUATION CHECKLIST
Directions: Read each of the Characteristics Of High Self-Esteem listed below. Place a checkmark in
front of all the items you feel apply to you. Do the same with the list for Characteristics Of Low SelfEsteem. When you've completed this activity, turn it over and wait for further instructions.
CHARACTERISTICS OF HIGH SELF-ESTEEM
•____An overall good feeling about yourself.
•____A sense that you are worthy of love and respect.
•____Confidence in your abilities.
•____A willingness to cooperate and contribute.
•____Not needing to be the center of attention.
•____Taking proper care of your body.
•____Taking proper care of your mind.
•____A willingness to help others.
•____Being tolerant of other people's opinions and attitudes.
CHARACTERISTICS OF LOW SELF-ESTEEM
•____Refusing to try something because you might fail.
•____Always being negative.
•____Not taking care of your mind and body.
•____Always wanting to be the center of attention
•____Being painfully shy.
•____An "I don't care" attitude about things that are important.
•____Feeling that you are not as good as others.
•____Feeling that you are better than others.
•____Feeling a lot of undirected anger and frustration.
•____Always worrying about what other people might think about you.
©1995 Salt River Productions
From America's Teenage Video Magazine
Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
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Name__________________________________________
SELF-ESTEEM II
INCREASING YOUR SELF-ESTEEM
Directions: Read the list below of ten specific ways to increase your self-esteem. Using the
Self-Evaluation Checklist you've completed on blackline master 1 as a reference, develop a
written plan of action to overcome those characteristics of low self-esteem which you have
checked off. Use a separate sheet of paper to write your plan of action. You may choose to use
some of the ways to increase you self-esteem listed below or create your own. In the event you
feel it's appropriate to discuss this activity or the subject of self-esteem with your teacher or
group leader, please let him or her know so you can meet in private.
TEN SPECIFIC WAYS TO INCREASE YOUR SELF-ESTEEM
1.
2.
Decide that you want to have high self-esteem.
When someone gives you a negative message about yourself, consciously reject it. Say to
yourself: "I do not accept that I am a bad person. I am a worthwhile person and I have
much to contribute to the world."
3. Take care of your body by eating healthy, well-balanced meals and getting regular
exercise. Practice good personal hygiene every day.
4. Avoid self-pity by reaching out to help others. Many groups need volunteers. Find a
cause that you believe in and donate your time and talents.
5. Realize that loss is a part of life. When you experience loss, rejection, or disappointment
say to yourself: "This is sad for me right now, but I will not allow it to ruin my life. I am a
worthwhile person in spite of this loss.
6. Express your fears and self-doubts to someone you can trust. Talking about problems is
the first step to dealing with them.
7. Help others build self-esteem by being a good listener and encouraging them in their
efforts to build self-esteem.
8. Try something you've never done before. If you've always been told you're not athletic,
take up a sport or join an intramural team. If you've always thought you're not artistic,
sign up for an art class. Whatever you try, give it your best effort. Do not allow fear to
immobilize you. Even if you do not excel at it, you'll increase your self-esteem by trying.
9. Decide what your ideals are and then live according them.
10. Realize that you have the power to feel good about yourself now.
©1995 Salt River Productions
From America's Teenage Video Magazine
Distributed by AGC/United Learning.
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]