National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; ; ] Self Management [7.12.2; 7.12.

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1 LESSON 8 Interpersonal Communication and Self Management Student Learning Objectives Identify how interpersonal communication and self management are needed for healthy living. Expand on the definition and usefulness of interpersonal communication and self management. Lesson Synopsis National Health Education Standards and Performance Indicators Interpersonal Communication [4.12.1; ; ] Self Management [7.12.2; ] Explain how the skills previously taught easily transfer to many situations. Introduce the next set of skills: interpersonal communication and self management. Define what interpersonal communication and self management mean and provide examples of their usefulness. Introduce the five basic interpersonal communication skills. Begin organizing small group presentations on one of the five skills. Assign a reflection question. Note: If you have less than a full semester for health education, review the recommendations for this lesson and Lesson 9 in the section titled Customize for Your Health Class. Lesson Phase & Time Introduction 1 minute Input 15 minutes Materials Needed Michigan Merit Health Education Standards and Guidelines Interpersonal Communication [3.13; 4.9; 4.10] Self Management [4.5] Teacher Resources PowerPoint or Transparency Master: Seven Health Skills: Interpersonal Communication and Self Management Supplied by the Teacher Projector and screen Digital Tools: Computers or other devices Traditional Tools: Transparency Teacher Resources PowerPoint or Transparency Master: Interpersonal Communication and Self Management Defined Teacher Reference: Questions to Clarify Interpersonal Communication and Self Management Teacher Reference: Interpersonal Communication and Self Management Expanded Definitions PowerPoint or Transparency Master: What Employers Look For PowerPoint or Transparency Master: Interpersonal Communication Copyright 2013 Unit 1 Skills Lesson 8 Page 61

2 Supplied by the Teacher Projector and screen Writing paper Pens or pencils Application 32 minutes Closure 2 minutes TOTAL 50 minutes Prior to the Lesson Introduction Input Digital Tools: Computers or other devices Traditional Tools: Transparencies Teacher Resources PowerPoint or Transparency Master: Details for Creating a Teaching Tool PowerPoint or Transparency Master: Creating and Using Our Teaching Tools Student Handout: Effective Listening Student Handout: Responding to Emotions of Others Student Handout: Assertive Communication Student Handout: Asking Effective Questions Student Handout: Refusal Skills Assessment Tools for Effective Listening, Responding to the Emotions of Others, Assertive Communication, Asking Effective Questions, Refusal Skills, Teaching a Skill, and Student Presentations: Teacher Assessment Rubrics Student Self-Assessment Rubrics Teacher Assessment Checklists Student Self-Assessment Checklists Peer Assessment Checklists Supplied by the Teacher Projector and screen Digital Tools: Computers or other devices District approved software for creating podcasts, videos, or PowerPoint slideshows Supplied by the Teacher Digital Tools: Computers or other devices District approved software for commenting on a teacher-created blog Preparation Traditional Tools: Transparencies Writing paper Pens or pencils Art supplies Traditional Tools: Writing paper Pens or pencils Health journals, folders, or notebooks Review the assessment rubrics and checklists. Select one or more to use. Prepare to display the PowerPoint or transparency. Decide how you will form dyads. Prepare to display the PowerPoints or transparencies. Page 62 Lesson 8 Unit 1 Skills Copyright 2013

3 Application Closure Decide how you will form five small groups. Provide the student handouts. The members of each small group will need the handout for their group s skill. Decide if you want the members of each small group to create an individual teaching tool or collaborate on a tool generated by the small group. If you choose a small groupgenerated tool, each student in that group will need a copy of the tool to use in a future lesson. Prepare to display the PowerPoints or transparencies. Provide students with the assessment rubrics and/or checklists if needed. Post the reflection question. LESSON PROCEDURE Introduction: Explain how the skills previously taught easily transfer to many situations. Introduce the next set of skills: interpersonal communication and self management. Instructional Steps Explain how the previously learned skills transfer to many situations. Introduce the lesson using the PowerPoint or transparency, Seven Health Skills: Interpersonal Communication and Self Management. Script and Detailed Directions 1 minute We have been exploring skills that will help us in many ways. Our focus in this class is the impact of these skills on making healthy lifestyle choices. However, these skills transfer which means that we can use them in other aspects of our lives. In fact, they are critical for our success in a job, a career, and relationships. We also benefit by using them when we want to obtain something, such as a car or computer. Today we will explore interpersonal communication and self management. These skills also transfer and are essential to living healthy and productive lives. Copyright 2013 Unit 1 Skills Lesson 8 Page 63

4 Input: Define interpersonal communication and self management and explore their usefulness. Introduce the five basic communication skills. 15 minutes Instructional Steps Broadly define interpersonal communication and self management using the PowerPoint or transparency, Interpersonal Communication and Self Management Defined. Form dyads and assign a category to each pair. List needed skills and behaviors within each category, using the teacher reference, Interpersonal Communication and Self Management Expanded Definitions. Share ideas with the class. Script and Detailed Directions Think for a minute about a machine that has many parts that must work together. If some of the parts do not work properly, the machine may not work. Interpersonal communication and self management are like machines. There are lots of parts and the parts work together to help us get what we want, such as positive health, a job, a car, even a healthy relationship. Interpersonal communication is a set of skills that will help you clearly express your needs, ideas, and opinions using appropriate and effective verbal and nonverbal strategies. Self management is also a set of skills and behaviors by which you can effectively assess and direct your own activities to have a positive impact on your life. Let s explore interpersonal communication and self management and their usefulness when getting a job as a volunteer. Imagine you approach a business looking for a job. You apply for the position and get an interview. You are hired on a temporary basis to see how well you can work with others. This activity is designed to clarify interpersonal communication and self management by drawing ideas from students after a paired discussion. If you think your students will struggle with this approach, lead a large group discussion using the questions suggested on the teacher reference, Questions to Clarify Interpersonal Communication and Self Management. Record the students ideas. Form dyads. Assign each pair either interpersonal communication or self management. Try to have a similar number of pairs addressing each one. With your partner, list the skills and behaviors you would need as you inquire about a volunteer job, interview for a job, and work with others. Focus on the specific category you were assigned: interpersonal communication or self management. You have two minutes. Keep the definitions displayed. Begin with interpersonal communication and rotate from pair to pair gathering one idea from each until all of the ideas are shared. Record the ideas on the board or in a shared document that is projected for the class to see. Repeat with self management. Keep these lists for future reference in Lesson 18. Page 64 Lesson 8 Unit 1 Skills Copyright 2013

5 Reinforce the importance of these skills and behaviors with research using the PowerPoint or transparency set, What Employers Look For. Introduce the five basic communication skills using the PowerPoint or transparency, Interpersonal Communication. We have two great lists of skills and behaviors that would help us get a job as a volunteer and do many other things, including create a healthy lifestyle. Your parents and previous teachers may have helped you learn these skills and reinforce these behaviors. You might even think they are easy. I wouldn t describe these skills or behaviors as easy, but I would describe them as critical to success in life. Look at what employers look for in a job candidate. 1. Verbal Communication Skills 2. Strong Work Ethic 3. Teamwork Skills 4. Analytical Skills 5. Initiative Describe how interpersonal communication and self management are reflected in this list using the bullet points on the PowerPoint or transparency. If you look at a reliable source of information on what people want in a boyfriend or girlfriend or partner, the ability to communicate is almost always mentioned. Because the skills to manage ourselves and communicate with others are so important, we are going to spend some time reviewing how to use them effectively. We ll have a chance to continue to refine them through practice. We ll begin with interpersonal communication. This PowerPoint (or transparency) names the five basic communication skills that work together to help you communicate effectively with other people. Without these skills, people tend to struggle with relationships with friends, family, teachers, and coworkers. They are unable to collaborate with others to achieve goals or negotiate to resolve a conflict. Application: Divide into groups to explore one of the five skills. Instructional Steps Divide into five groups and explain the task using the PowerPoint or transparency, Details for Creating a Teaching Tool. Consider taking this opportunity to reinforce how effective communication skills are useful when interacting in the classroom and essential to classroom guidelines for appropriate behavior. Script and Detailed Directions Divide the class into five groups. Explain the task. 32 minutes Consider linking pairs from earlier in the lesson to form groups. Each group will be assigned a communication skill. Your task is to create a teaching tool that thoroughly and accurately explains and demonstrates the use of your assigned skill. A teaching tool is something used to help explain new information, a concept, or a skill to someone. Copyright 2013 Unit 1 Skills Lesson 8 Page 65

6 Explain your decision to have students create a teaching tool individually with the support of their small group or to create one teaching tool as a group. If they create one tool as a group, each student in the group will need a copy of the tool, because each group member will be explaining the skill to another small group of students. Display the PowerPoint or transparency, Creating and Using Our Teaching Tools, to provide a visual of how the small groups will change. Provide an example of a teaching tool if you think it will help students understand the assignment. For example, if you are using a digital approach, locate a short video that teaches a concept or skill. One possibility is to search TeacherTube or similar website for a health related video. TeacherTube has several made by students, such as Stress Free Teens. If you are using a traditional approach in the classroom, display the poster, Ways to Calm Down, as a tool to use as the calming methods are explained. You will be using the tool you create to explain the skill to four other students in a small group. Display the PowerPoint or transparency, Creating and Using Our Teaching Tools. These circles represent the groups you are in now. During a future lesson, your current groups will disband and you will form different small groups the groups represented by the circles at the bottom of the visual. Each new small group will be comprised of five experts. Each expert will represent one of the five skills one student from each of your current groups. In the second group, you will have two tasks: explain your skill to your new small group using the teaching tool you have designed, and learn about the other four skills. Your explanation can be up to five minutes in length. I will provide you with information on your skill, but you have the option of researching additional data. If you choose to add information to what I provide, be sure to make note of the source. Provide any assessment tools you plan to use and explain the criteria for assessment. You will have the rest of today s class and all of tomorrow s to work on your teaching tool. On (due date), you will begin sharing your explanations with a small group. It may be necessary to work on the assignment at home. Use digital or traditional tools to create a teaching tool that can be used to explain and demonstrate the assigned communication skill to others. Limit the choices of methods to create the tool if making the selection will distract students from the goal of the assignment. Check for understanding on the assignment. Page 66 Lesson 8 Unit 1 Skills Copyright 2013

7 what you think and believe Verbal Behaviors Assign each group one communication skill. Provide the student handouts on the five communication skills. Assign one communication skill to each group. Provide handouts on the assignment and assigned skill to the students. Did you know Being able to say no Student Handout, Page 1 Refusal Skills Demonstrate these behaviors to master the ability to say no. Nonverbal Behaviors Check your body and mind for clues about how you feel. Try to shows self-respect because you are standing up for holding your breath. remain calm if you have strong feelings. Breathe normally without Closure: Remind students of the due date for completion of their teaching tools. Assign a reflection question. Instructional Steps Remind students of the due date for sharing the teaching tool with other students. Assign a reflection question. Script and Detailed Directions Remember. The due date for sharing your teaching tool is (due date). Announce the posted reflection question. is the right thing to do or for what you want to do. Being able to say no is difficult for many teens and adults. Refusal skills improve with practice. You don t have to lose friends by saying no. Say a direct no. Try this: No, I don t want to. Say the same phrase over and over again. Try this: Other person: You want to drink some beer? You: No, that s not for me. Other person: Come on, it will be fun! You: No, that s not for me. Other person: Really, just come for a few minutes. You: No, really, that s not for me. Suggest another activity or change the subject. Try this: No, I m heading home to play a game. Want to come along? Give a reason. Try this: I feel differently about it than you do. I think it s wrong to tease someone like that. Walk away. Try this: Like I said, I don t want to smoke any marijuana. Catch you later. (Leave) Tips Know the facts. Use the facts to state the reason you don t want to do something. Name the problem. State what is wrong with doing what is being asked as your reason for refusing, such as It s stealing or That s bullying. Look at what might happen if the requested action is taken. The consequences can be powerful motivators for saying no. 2 minutes Reflection Question: Which of the five skills do you think is most important to people in general? Explain your answer. You will return to this same question after the students have studied the skills to see if their responses have changed. Copyright 2013 Unit 1 Skills Lesson 8 Page 67

8 Teacher Reference Interpersonal Communication and Self Management Expanded Definitions Interpersonal Communication Verbal and Nonverbal Effective Listening: paying close attention to what others say when they express their feelings, ideas, and opinions or when they give directions, share information, or provide warnings Responding: responding constructively to the emotions of others, including anger Assertive Communication: stating what your feelings, thoughts, ideas, and opinions directly without blaming or hurting others; using I-statements Effective Questioning: asking effective questions that enhance understanding and empathy without hurting others Refusal: refusing to do something you don t want to do or that is illegal or hurtful Collaboration: working together to achieve a goal by stating your ideas and opinions, asking effective questions, and listening to others Negotiation: a combination of stating your ideas and opinions, asking effective questions, and listening to others to reach an understanding or resolve a dispute or problem peacefully; resolving a conflict peacefully Self Management Assess accurately personal skills, attributes, and habits Choose habits that promote health and personal and social responsibility Assess situations and decide on healthy choices Know and use strategies to avoid injury Manage and express emotions constructively, including anger Know and use strategies to manage stress Page 68 Lesson 8 Unit 1 Skills Copyright 2013

9 Teacher Reference Questions to Clarify Interpersonal Communication and Self Management What skills would you need to use when asking about a job as a volunteer? Interpersonal Communication Assertive Communication: Ask directly for what you want. Effective Listening: Listen to instructions given for applying and interviewing for a job. Self Management Manage your stress and stay calm. Assess the best time to ask for a job application, such as when things are not busy. Manage and express your emotions constructively if someone is rude. What skills would you need to use when interviewing for a volunteer job? Interpersonal Communication Effective Listening: Listen to questions asked. Assertive Communication: State your thoughts and ideas directly. Refusal: Refuse to do something that is illegal or hurtful if asked. Responding: Describe skills you would use to respond to emotions, negotiate, and collaborate if asked. Effective Questioning: Ask effective questions to clarify the job. What skills would you need to use when working with others? Interpersonal Communication Effective Listening: Listen to feelings and needs of coworkers, and to instructions from supervisors. Assertive Communication: State your feelings, thoughts, ideas, and opinions directly without blaming or hurting others; use I-statements. Refusal: Refuse to do something that is illegal or hurtful. Responding: Respond constructively to the emotions of co-workers and supervisors, including anger. Effective Questioning: Ask effective questions that enhance understanding and empathy without hurting others. Collaboration: Work together to achieve a goal by stating your ideas and opinions, asking effective questions, and listening to others. Negotiation: Resolve conflicts with co-workers by stating your ideas and opinions, asking effective questions, and listening to others. Self Management Assess accurately and describe your personal skills, attributes, and habits. Be on time. Assess the job duties and expectations and decide if the job will work for you. Manage your stress and stay calm. Manage and express your emotions constructively if someone is demanding or rude. Self Management Assess accurately your skills, attributes, and habits to know how to best work as a team member. Choose habits that promote health and personal and social responsibility, such as being on time for work, completing projects. Assess situations and decide on healthy choices. Manage and express emotions constructively, including anger. Manage your work and personal stress. Know and use strategies to avoid injury on the job. Copyright 2013 Unit 1 Skills Lesson 8 Page 69

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