Make a chart on the board with three columns: \u201cAt work\u201d, \u201cAt home\u201d, and \u201cAt
school\u201d. Then ask: \u201cWhat causes you to have a bad attitude in each of these
areas?\u201d Students should give responses under each of the three categories.
Write the student responses on the board. Toward the end of the 5 minutes, ask
this question: \u201c According to your responses, who controls your attitude, you or
people around you?\u201d

Each group should have one sheet of paper titled, \u201cPeople with good attitudes\u201d, on which they write the word, \u201cATTITUDE\u201d, going down the left side. For the first part of this activity, student groups will think of all the characteristics of a person with a good attitude within 3 minutes. They should write those characteristics in sentences that begin with each letter of the word ATTITUDE, as in this example:

do they allow to give them a bad attitude?
3. How can you have a good attitude, even when things aren\u2019t going your way?
4. Does a good attitude depend on the amount of luck you\u2019ve had recently? Why?
5. If you could, what circumstances would you like to change in your life to help you

have a better attitude?
6. People with good attitudes enjoy life more than people with bad attitudes. Why?
7. If a friend has a bad attitude about everything, what are three things you can do to

Ask groups to share selected answers to the questions listed above with the rest
of the class. Highlight questions #6, #7, and #8 in particular, to reinforce the
thought that a bad attitude causes more problems than it\u2019s worth, hurts other
people, and takes away personal control of one\u2019s life.