ÒAll About RelationshipsÓ
Sarah E. Schmit
MSUM Intern
Lincoln Choice K-8 School
Rochester, Minnesota
UNIT OVERVIEW
This unit introduces Òrelationship skillsÓ Ð communication, assertiveness and conflict resolution skills Ð that can help students get along with others and work out problems before they escalate into angry confrontations. The video, Student Workshop: Learning Relationship Skills, worksheets and activity ideas can be found in the Managing Anger Curriculum Module for Grades 5-9 by SUNBURST. Because of the amount of information in this unit, the unit has been divided into four lessons, approximately 45 minutes each. See references for an address, phone number and website for SUNBURST.
Student Workshop: All About Relationships will teach students to:
DESCRIPTION OF THE LESSONS:
Introduce the unit on relationship skills by writing the word relationships on a large piece of butcher paper. Ask students what the word means to them. Ask them who typical middle school students might have relationships with (friends, teachers, parents, coaches). After listening to several responses, write the word skills next to relationships. Encourage students to think of skills that can help them make their relationships better. List their ideas on the butcher paper and have them compare their list to the skills in the video/unit.
View Part One: Looking at Relationships
Discussion Questions during or after this segment may include: What words could you use to describe the healthy relationships in the video? Unhealthy relationships? Are unhealthy relationships the only ones that need work? What are some signs that might
Relationships -2
indicate a healthy relationship needs work? Why do you think respect in relationships was mentioned several times? Is respect important only in relationships with people we like? What about the people we donÕt like? How can we show them respect?
Activity: Activity Sheet 14: Thumbs Up, Thumbs Down
Purpose: Practice recognizing behaviors that make a relationship healthy or unhealthy.
Procedure: Divide the class into small groups to review the scenarios and rate them a Òthumbs upÓ or a Òthumbs downÓ. Discuss responses as a class
Activity: Activity Card 11: Show Some R-E-S-P-E-C-T
Purpose: Deepen students understanding of respect and what it means to show respect. Establish norms for the following lessons, including the relationships and discussions.
Procedure: As a class, brainstorm words and phrases connected with the word ÒrespectÓ. For each letter in the word respect, write a word or phrase or sentence that shares a thought or actions that is about showing respect. Have students complete the activity before the next lesson.
Note: This activity can be used in Lesson 2
as a way to connect the lessons.
Have students complete the activity in pairs.
Lesson 1 For a closing discussion ask for student volunteers to answer the question,
Summary: What are the most important messages you will take away from todayÕs lesson?
LESSON 2: Assertiveness Skills
Begin the lesson with sharing ideas from Activity Card 11: Have Some R-E-S-P-E-C-T.
Tell students this is the way the relationships in the class will be. Post studentsÕ
responses around the room as a reminder.
-OR-
Review the importance of respect in all relationships. Have students get into pairs and
complete Activity Card 11. Share ideas with the class and post around the room as a
reminder.
View Part Two: Assertiveness Skills
Discussion Questions: What does it mean to be assertive? What kind of situations
require assertiveness? How can it help a relationship to be assertive? What is the
difference between being assertive and being aggressive? How do you think people
would treat you in the future if you were assertive?
Activity: Hand out Info Sheet 8: Being Assertive
Purpose: Review the steps of being assertive
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Procedure: Go through each step reviewing how to use it. Write out the steps on a large piece of butcher paper. Keep visible in the classroom throughout the unit.
Given the amount of time and level of understanding of the students, it may be helpful to watch Part Two again. In doing so, the students can refer to the sheet as they watch the characters follow the steps.
Activity:
Activity Sheet 17: Assertive
orÉ.Aggressive?
Purpose: Recognize the difference between assertiveness and aggressiveness
Procedure: Have students work in small groups to discuss and analyze each situation. Have them explain why each personÕs behavior is assertive or aggressive.
Activity (optional): Extension of Activity Sheet 16: Assert Yourself, Asia!
Purpose: Test studentsÕ understanding of assertiveness
Procedure: Ask students to think of a time when they needed to be more assertive. Have them write about it describing the situation, what he or she did and how the student couldÕve been more assertive. This activity can be assigned as homework to discuss during Lesson Three.
Lesson 2 For a closing discussion ask for student volunteers to answer the question,
Summary: What are the most important messages you will take away from todayÕs lesson?
LESSON 3: Communication Skills
Review Lesson 2 by asking for volunteers to share their writing assignment.
View Part Three: Communication Skills
Discussion Questions: The host says that clear communication is one of the most
important skills required for good relationships. Why do you think that is true? Have
you ever been in a conflict where one person expected the other person to be a mind
reader? What are some ways to avoid that communication roadblock? What are some
examples of way we can communicate to others that we are not mind readers? Thinking
about the Straight Talk strategy, is that a strategy that can be used in any relationship?
Why or why not? How can recognizing communication roadblocks help you avoid
them?
Activity: Info Sheet 9: Straight Talk: Resolving Conflicts
Purpose: Review the steps of straight talk
Procedure: Go through each step, reviewing each step. Write out the steps on a large piece of butcher paper. Keep visible in the classroom throughout the unit.
Given the amount of time and level of understanding of the students, it might be helpful to replay Part Three so students can refer to the sheet as they watch the characters follow the steps.
Relationships - 4
Activity: Activity Sheet 20: Communication Roadblocks
Purpose: Check students understanding of different communication roadblocks and how they can apply them to real-life situations
Procedure: Students can work alone or in pairs to match communication roadblocks to problem situations. Students will then explain how each roadblock leads to conflict. Discuss responses in small groups or as a class
Lesson 3 For a closing discussion ask for student volunteers to answer the question,
Summary: What are the most important messages you will take away from todayÕs lesson?
LESSON 4:
Conflict-Resolution Skills
Review the steps of the Straight Talk strategy, referring to the large list posted in the
room. Review communication roadblocks.
View Part Three: Conflict-Resolution Skills
Discussion Questions: In the video, how did the character (Noah) let the conflict with
his coach get out of hand? What did he do wrong? What did he do to resolve the
conflict? Think of the conflict stoppers discussed in this segment? LetÕs review what
they were? Have you ever used any of them? Did they work for you? Why do you think
compromise is one of the most important conflict-resolution skills?
Activity: Role play Activity Sheet 19: Put the Brakes on Conflict!
Purpose: Check studentsÕ understanding of different quick fixes and how they can apply in real-life situations. Provides students with practice in using different quick fixes to stop conflict.
Procedure: Have students take turns demonstrating how different conflict stoppers can be used effectively in each situation. Students may be put into small groups, each assigned a scenario. To be sure each of the quick fixes are role-played (leave it to chance, laugh it off, walk away, split the difference, skip it, and apologize), it may be helpful to assign which group will use which quick fix.
Activity:
Activity Sheet 21:
ItÕs Personal: About My
Relationships
Purpose: To encourage students to think about their own relationships and how they can improve them.
Procedure: Review the sheet with the students and remind them that it is for them to apply what they have learned in the unit to their own lives.
Lesson 4 For a closing discussion ask for student volunteers to answer the question,
Summary: What
are the most important messages you will take away from this unit on
relationships? If students feel
comfortable, they might want to share some of the things from their sheet, ItÕs
Personal: About My Relationships
Relationships Ð 5
References
and Resources:
SUNBURST
101 Castleton Street
Pleasantville, NY 10570
1-800-321-7511 (Curriculum Software)
1-800-431-1934 (Guidance & Health Educational Media)
Website at www.SUNBRUST.COM