SIATS Examples

Each SIATS unit begins with a self evaluation questionnaire that is repeated after the exercises. The units conclude with personal projects related to the unit content.

LEARNING Unit Examples

• Students define what they do best (in and out of the classroom) and how they learn.
  • Students connect learning and their everyday life.
• Students answer what is important for them to learn.
  • The GED is included.
• Students think about what happens when they attend class regularly.
  • Students connect behavior and positive results.
• Students describe a past morning time schedule and make one for the next day.
  • Students use a sense of time.
• Students answer when it is OK for someone to tell them what to do.
  • Students affirm a positive attitude toward authority.
• Students think about what their friends think.
  • Students use an ability to think about what others think. They view the world through the eyes of someone else and prepare for developing empathy.
• Students make a plan to study.
  • Students include results and use the same thinking process as considering consequences.

WORK Unit Examples

• Students describe successful ways to get a job.
  • Students think positively.
• Students describe the best job skills that they use on a job, in class, and where they live.
  • Students relate regular tasks to learning job skills.
• Students select their best job skill and make a plan to use the skill.
  • Students define a strength and learn the steps to apply the strength in real life.
• Students identify when they are on time and how they benefit by being on time.
  • Students use a sense of time.
• Students describe when they followed instructions and how they and others were benefited.
  • Students affirm positive behavior and a usefulness to others.
• Students describe how they relate to friends.
  • Students connect relating to friends and relating to coworkers.
• Students describe when they make changes to fit different situations.
  • Students relate making changes with friends to adjustments in the workplace.

INTEGRITY Unit Examples

• Students describe when they feel good about themselves
  • Students describe whan they feel good about themselves with friends
  • awareness of feelings in relationship to others
  • Students define and affirm feeling good about themselves.
• Students select acts of integrity that are always right for everyone.
  • Students use abstract thinking skills. establish value by evaluation
• Students make plans to use an act of integrity.
  • Students make plans for intangible goals i.e., being cheerful.
  • abstract thought - using abstract as though concrete
• Students select those whom they respect and those who respect them.
  • Students affirm that they respect others and that others respect them.
  • self evalution interpersonal

COMMON SENSE Unit Examples

• Students distinguish between making excuses and taking control.
  • The exercise questions present responsibilities as opportunitites to take control.
  • attitubution
• Students define problems that would hinder them from living a long and healthy life.
  • Sex, drugs, and alcohol are viewed as the obstacles of goals.
  • defining problems before happen dealing with future
• Students describe their ideas for planning a family.
  • Having children is viewed from male and female roles.
  • re: empathy
• Students describe thoughts/statements of those who are drug free and do not drink alcohol.
  • Students verbalize what works for others.
• Students prepare an elementary school graduation speech.
  • Students act in a role of responsibility for others.
  • role of authority

MAKING DECISIONS Unit Examples

• Students answer whether they get into situations they do not like.
  • Students define the situations that they like.
  • establish a value by evalution
• Students answer whether they get under pressure and forget about consequences.
  • Students describe when they are calm under pressure.
  • awareness of emotion
• Students answer whether their temper gets them into trouble.
  • Students describe how they control their temper and what is their first step.
  • awareness of results of behavior and take control
• Students answer whether people usually talk them into anything or if they let others make their decisions.
  • Students describe what they want and the results of their choices.
  • self evalution interpersonal
• Students answer whether they usually know what they are going to do next.
  • Students describe plans they have for the next week, month, and year.
  • sense of time
• Students answer whether some people are not good for them.
  • Students describe people who are good for them.
  • role of responsibility evaluation of others in relationship to self
• Students answer whether they want to make changes that will keep them out of trouble.
  • Students describe what works best for them when they make changes.
  • awareness of behavior
• Students answer whether they could have a good life if they solved a few problems.
  • Students describe what life would be like after certain problems are solved.
  • attribution