8 interpersonal communication lesson and self management ... geographic... · we have been...

© Copyright 2013 Unit 1—Skills Lesson 8 Page 61

Interpersonal Communication and Self Management

Student Learning ObjectivesNational Health

Education Standards and Performance Indicators

Michigan Merit Health Education Standards

and Guidelines

• Identify how interpersonal communication and self management are needed for healthy living.

• Expandonthedefinitionandusefulnessof interpersonal communication and self management.

• Interpersonal Communication [4.12.1; 4.12.2; 4.12.3]

• Self Management [7.12.2; 7.12.3]

• Interpersonal Communication [3.13; 4.9; 4.10]

• Self Management [4.5]

Lesson Synopsis

Explain how the skills previously taught easily transfer to many situations. Introduce thenextsetofskills:interpersonalcommunicationandselfmanagement.Definewhatinterpersonal communication and self management mean and provide examples of their usefulness.Introducethefivebasicinterpersonalcommunicationskills.Beginorganizingsmallgrouppresentationsononeofthefiveskills.Assignareflectionquestion.

Note: If you have less than a full semester for health education, review the recommendationsforthislessonandLesson9inthesectiontitled“CustomizeforYourHealth Class.”

Lesson Phase& Time Materials Needed

Introduction1 minute

Teacher Resources• PowerPointorTransparencyMaster:“SevenHealthSkills:InterpersonalCommunication

and Self Management”

Supplied by the Teacher• Projectorandscreen

DigitalTools:• Computersorotherdevices

TraditionalTools:• Transparency

Input15 minutes

Teacher Resources• PowerPointorTransparencyMaster: “Interpersonal Communication and Self

Management–Defined”• TeacherReference:“QuestionstoClarifyInterpersonalCommunicationandSelf

Management”• TeacherReference: “Interpersonal Communication and Self Management

–ExpandedDefinitions”• PowerPointorTransparencyMaster: “What Employers Look For”• PowerPointorTransparencyMaster: “Interpersonal Communication”

8LESSON

For P

revie

w O

nly

Lesson 8 Unit 1—Skills © Copyright 2013

Supplied by the Teacher• Projectorandscreen• Writingpaper• Pensorpencils

DigitalTools:• Computersorotherdevices

TraditionalTools:• Transparencies

Application32 minutes

Teacher Resources• PowerPointorTransparencyMaster:“Details forCreatingaTeachingTool”• PowerPointorTransparencyMaster:“CreatingandUsingOurTeachingTools”• StudentHandout:“EffectiveListening”• StudentHandout:“RespondingtoEmotionsofOthers”• StudentHandout:“AssertiveCommunication”• StudentHandout:“AskingEffectiveQuestions”• StudentHandout:“RefusalSkills”• AssessmentToolsforEffectiveListening,RespondingtotheEmotionsofOthers,

AssertiveCommunication,AskingEffectiveQuestions,RefusalSkills,TeachingaSkill, and Student Presentations:– TeacherAssessmentRubrics– StudentSelf-AssessmentRubrics– TeacherAssessmentChecklists– StudentSelf-AssessmentChecklists– PeerAssessmentChecklists

Supplied by the Teacher• Projectorandscreen

DigitalTools:• Computersorotherdevices• Districtapprovedsoftwareforcreating

podcasts, videos, or PowerPoint slideshows

TraditionalTools:• Transparencies• Writingpaper• Pensorpencils• Artsupplies

Closure2 minutes

Supplied by the Teacher

DigitalTools:• Computersorotherdevices• Districtapprovedsoftwarefor

commentingonateacher-createdblog

TraditionalTools:• Writingpaper• Pensorpencils• Healthjournals,folders,ornotebooks

TOTAL50 minutes

Preparation

Prior to the Lesson • Reviewtheassessmentrubricsandchecklists.Select one or more to use.

Introduction • Preparetodisplaythe PowerPoint or transparency.

Input • Decidehow you will form dyads.• Preparetodisplaythe PowerPoints or transparencies.Fo

r Prev

iew

Only


Application • Decidehowyouwillformfivesmallgroups.• Providethestudenthandouts.Themembersofeachsmallgroupwillneedthehandout

for their group’s skill.• Decideifyouwantthemembersofeachsmallgrouptocreateanindividualteaching

toolorcollaborateonatoolgeneratedbythesmallgroup.Ifyouchooseasmallgroup-generated tool, each student in that group will need a copy of the tool to use in a future lesson.

• Preparetodisplaythe PowerPoints or transparencies.• Providestudentswiththeassessmentrubricsand/orchecklistsifneeded.

Closure • Postthereflectionquestion.

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.

1 minute

Instructional Steps Script and Detailed Directions

Explain how the previously learned skills transfer to many situations.

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.

Introduce the lesson using the PowerPoint or transparency, “Seven Health Skills: Interpersonal Communication and Self Management.”

Today we will explore interpersonal communication and self management. These skills also transfer and are essential to living healthy and productive lives.

For P

revie

w O

nly


Input: Defineinterpersonalcommunicationandselfmanagementandexploretheirusefulness.Introducethefivebasiccommunicationskills.

15 minutes


Broadlydefineinterpersonal 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 behaviorswithineachcategory, using the teacher reference, “Interpersonal Communication and Self Management – ExpandedDefinitions.”

Share ideas with the class.

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.

Thisactivityisdesignedtoclarifyinterpersonalcommunicationandselfmanagement bydrawingideasfromstudentsafterapaireddiscussion. If you think your students will struggle with this approach, lead a large group discussionusingthequestionssuggestedontheteacherreference, “QuestionstoClarifyInterpersonalCommunicationandSelfManagement.”Recordthestudents’ideas.

Formdyads.Assigneachpaireitherinterpersonalcommunicationorselfmanagement.Trytohaveasimilarnumberofpairsaddressingeachone.

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.

Keepthedefinitionsdisplayed.

Beginwithinterpersonalcommunicationandrotatefrompairtopairgatheringoneideafromeachuntilalloftheideasareshared.Recordtheideasontheboardorinashareddocumentthatisprojectedfortheclasstosee.Repeatwithselfmanagement.

Keep these lists for future reference in Lesson 18.For P

revie

w O

nly


Reinforcetheimportance of these skillsandbehaviorswith research using the PowerPoint or transparency set, “What Employers Look For.”

Introducethefivebasiccommunication 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. VerbalCommunicationSkills2. Strong Work Ethic3. TeamworkSkills4. AnalyticalSkills5. Initiative

DescribehowinterpersonalcommunicationandselfmanagementarereflectedinthislistusingthebulletpointsonthePowerPointortransparency.

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 co-workers. They are unable to collaborate with others to achieve goals or negotiate to resolve a conflict.

Consider taking this opportunity to reinforce how effective communication skills are useful when interacting in the classroom and essential to classroom guidelinesforappropriatebehavior.

Application:Divideintogroupstoexploreoneofthefiveskills.32 minutes


Divideintofivegroupsand explain the task using the PowerPoint or transparency, “Details for Creating a TeachingTool.”

Dividetheclassintofivegroups.Explainthetask.

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.

For P

revie

w O

nly

6 Lesson 8 Unit 1—Skills © Copyright 2013

Display the PowerPoint or transparency, “CreatingandUsingOurTeachingTools,”toprovide a visual of how the small groups will change.

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 onetoolasagroup,eachstudentinthegroupwillneedacopyofthetool,becauseeachgroupmemberwillbeexplainingtheskilltoanothersmallgroupofstudents.

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, locateashortvideothatteachesaconceptorskill.OnepossibilityistosearchTeacherTubeorsimilarwebsiteforahealthrelatedvideo.TeacherTubehasseveralmadebystudents,suchas“StressFreeTeens.”Ifyouareusinga 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.

DisplaythePowerPointortransparency,“CreatingandUsingOurTeachingTools.”

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.

Usedigitalortraditionaltoolstocreateateachingtoolthatcanbeusedtoexplainanddemonstrate 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.For P

revie

w O

nly


Assigneachgrouponecommunication skill. Provide the student handoutsonthefivecommunication skills.

Assignonecommunicationskilltoeachgroup.Providehandouts on the assignment and assigned skill to the students.

Closure:Remindstudentsoftheduedateforcompletionoftheirteachingtools. Assignareflectionquestion.

2 minutes


Remindstudentsofthedue date for sharing the teaching tool with other students.

Remember. The due date for sharing your teaching tool is (due date).

Assignareflectionquestion.

Announcethepostedreflectionquestion.

ReflectionQuestion:Whichofthefiveskillsdoyouthinkismostimportanttopeoplein general? Explain your answer.

Youwillreturntothissamequestionafterthestudentshavestudiedtheskills to see if their responses have changed.

Student Handout, Page 1

Demonstratethesebehaviorstomastertheabilitytosay“no.”

NonverbalBehaviorsCheckyourbodyandmindforcluesabouthowyoufeel.Tryto

remaincalmifyouhavestrongfeelings.Breathenormallywithout

holdingyourbreath.VerbalBehaviors

Say a direct “no.”Trythis:“No,Idon’twantto.”Say the same phrase over and over again.

Trythis:Otherperson:“Youwanttodrinksomebeer?”

You:“No,that’snotforme.”Otherperson:“Comeon,itwillbefun!”

You:“No,that’snotforme.”Otherperson:“Really,justcomeforafewminutes.”

You:“No,really,that’snotforme.”Suggestanotheractivityorchangethesubject.

Trythis:“No,I’mheadinghometoplayagame.Wantto

come along?”Give a reason.Trythis:“Ifeeldifferentlyaboutitthanyoudo.Ithinkit’s

wrong to tease someone like that.”Walk away.Trythis:“LikeIsaid,Idon’twanttosmokeanymarijuana.Catch

you later.” (Leave) TipsKnowthefacts.Usethefactstostatethereasonyoudon’twant

to do something.Nametheproblem.Statewhatiswrongwithdoingwhatisbeingasked

asyourreasonforrefusing,suchas“It’sstealing”or“That’sbullying.”

Lookatwhatmighthappeniftherequestedactionistaken.The

consequencescanbepowerfulmotivatorsforsaying“no.”

Did you know……Beingabletosay“no”showsself-respectbecauseyou are standing up for whatyouthinkandbelieveis the right thing to do or for what you want to do.…Beingabletosay“no”is

difficultformanyteensand adults.

…Refusalskillsimprovewith practice.

…Youdon’thavetolosefriendsbysaying“no.”

Refusal Skills

For P

revie

w O

nly


Teacher Reference

Self Management

§Assessaccuratelypersonalskills,attributes,andhabits§Choosehabitsthatpromotehealthandpersonalandsocial

responsibility§Assesssituationsanddecideonhealthychoices§Knowandusestrategiestoavoidinjury§Manage and express emotions constructively, including anger §Know and use strategies to manage stress

Interpersonal CommunicationVerbalandNonverbal

§EffectiveListening: 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

§AssertiveCommunication: stating what your feelings, thoughts, ideas, andopinionsdirectlywithoutblamingorhurtingothers;usingI-statements

§EffectiveQuestioning:askingeffectivequestionsthatenhanceunderstanding and empathy without hurting others

§Refusal: refusing to do something you don’t want to do or that is illegal or hurtful

§Collaboration:workingtogethertoachieveagoalbystating yourideasandopinions,askingeffectivequestions,and listening to others

§Negotiation:acombinationofstatingyourideasandopinions, askingeffectivequestions,andlisteningtootherstoreachanunderstandingorresolveadisputeorproblempeacefully; resolvingaconflictpeacefully

Interpersonal Communication and Self Management – ExpandedDefinitions

For P

revie

w O

nly


Teacher Reference

Questions to Clarify Interpersonal Communication and Self Management

Whatskillswouldyouneedtousewhenaskingaboutajobasavolunteer?

Interpersonal Communication Self ManagementAssertiveCommunication:Askdirectlyforwhat you want.

Manage your stress and stay calm.

Effective Listening: Listen to instructions given for applyingandinterviewingforajob.

Assessthebesttimetoaskforajobapplication,suchaswhenthingsarenotbusy.Manage and express your emotions constructively if someone is rude.

Whatskillswouldyouneedtousewheninterviewingforavolunteerjob?

Interpersonal Communication Self ManagementEffectiveListening:Listentoquestionsasked. Assessaccuratelyanddescribeyourpersonalskills,

attributes,andhabits.AssertiveCommunication:Stateyourthoughtsandideas directly.

Beontime.

Refusal:Refusetodosomethingthatisillegalorhurtful if asked.

Assessthejobdutiesandexpectationsanddecide ifthejobwillworkforyou.

Responding:Describeskillsyouwouldusetorespondtoemotions,negotiate,andcollaborateifasked.

Manage your stress and stay calm.

EffectiveQuestioning:Askeffectivequestionstoclarifythejob.

Manage and express your emotions constructively if someone is demanding or rude.

Whatskillswouldyouneedtousewhenworkingwithothers?

Interpersonal Communication Self ManagementEffective Listening: Listen to feelings and needs of coworkers, and to instructions from supervisors.

Assessaccuratelyyourskills,attributes,andhabitstoknowhowtobestworkasateammember.

AssertiveCommunication:Stateyourfeelings,thoughts, ideas, and opinions directly without blamingorhurtingothers;useI-statements.

Choosehabitsthatpromotehealthandpersonalandsocialresponsibility,suchasbeingontimeforwork,completingprojects.

Refusal:Refusetodosomethingthatisillegalorhurtful.

Assesssituationsanddecideonhealthychoices.

Responding:Respondconstructivelytotheemotionsof co-workers and supervisors, including anger.

Manage and express emotions constructively, including anger.

EffectiveQuestioning:Askeffectivequestionsthatenhance understanding and empathy without hurting others.

Manage your work and personal stress.

Collaboration:Worktogethertoachieveagoalbystating your ideas and opinions, asking effective questions,andlisteningtoothers.

Knowandusestrategiestoavoidinjuryonthejob.

Negotiation:Resolveconflictswithco-workersbystating your ideas and opinions, asking effective questions,andlisteningtoothers.

For P

revie

w O

nly


For P

revie

w O

nly

8 interpersonal communication lesson and self management ... geographic... · we have been...

Documents