1. Topic-
|
| Communication styles and effective ways of communicating and handling
conflict with peers and family. Taking Charge |
| |
|
2. Content-
|
| The adolescent brain, different communication styles, as well as
Rosalind Wiseman's SEAL steps for problem solving in a positive way. |
| |
|
3. Goals: Aims/Outcomes-
|
1. To understand the changes that are going on in their brain's
and why they are quick to react and have mood swings
2. To teach effective communication.
3. To learn a positive conflict resolution process.
|
| |
|
|
4. Objectives-
|
1. To teach a brief understanding of the adolescent brain
2. To teach the difference between passive, aggressive, and assertive
communication and to help the students identify their style.
3. To learn and apply the SEAL steps |
| |
|
5. Materials and Aids-
|
| Smart Board, "The Child's Developing Brain," copies of the SEAL
steps for each student, a scenario to go through the SEAL steps together,
three different scenarios for groups of 3-4 to apply the SEAL steps
to |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Watch "The Child's Developing Brain" on the smartboard
2. We will discuss the three types of communication with examples
3. The SEAL steps (stop, explain, affirm and acknowledge, lock)
|
| |
|
|
B. Development-
1. Discuss any changes that surprised them and what this development
means
2. As the teacher, I will demonstrate the same scenario using the
three types of communication
3. I will read an online conflict between three girls from the same
school.
4. I will divide the class into three groups and hand out the scenarios |
| |
|
|
C. Practice-
1. Discussion of the three communication styles and their thoughts
on which is most effective
2. Volunteer participation to fill in the SEAL steps after scenario
has been read and get class opinion on suggestions
3. Give the group time to develop the SEAL steps for the scenario
they were given and then invite them up to role play
|
| |
|
|
D. Independent Practice-
1. Student will reflect and note in their journal which type of
communication they typically use and if another would be more effective
2. Journal why or why not they think the SEAL steps would be useful
3. Journal on a past event that would have gone differently had the
SEAL steps or a different communication style been used |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Students will benefit from the group discussion and small group
participation
|
| |
|
|
F. Checking for understanding-
1. Students will individually complete their journal entries providing
their understanding of the communication styles and SEAL steps
|
| |
|
|
G. Closure-
1. Wrap up with the importance of being assertive in communicating
and taking the time to slow down, even though it is hard at their
stage of development, and figure out the best time and place for dealing
with conflict, as well as what your goal is.
|
| |
|
7. Evaluation-
|
1. Students are evaluated on class participation
2. Journal completion |
| |
|
8. Teacher Reflection-
|
| Our district has a strong commitment to social and emotional learning
and we have seen that girls struggle with how to be assertive and
to handle peer conflict in a positive way. As a result, we initiated
a new class this past school year to empower 7th and 8th grade girls
to take charge of their life and relationships. This lesson has been
modified given new understanding of brain development and will be
incorporated into the lessons I was using. I think it will be beneficial
for them to learn and see that their body and brain chemistry is playing
a role in their adolescent relationship struggles and to also see
the more they practice these better means of communication and steps
the more firing and wiring will happen, making it more natural! |
| |
|