pre-activity “GHOST” 6th grade ICRwlmshealthfulliving.weebly.com/uploads/5/7/4/2/57429597...Active Listening Verbal responses are used with passive listening skills. Active listening

6th grade ICR “GHOST”

pre-activity

6.ICR.1.1 - Classify behaviors aseither productive orcounterproductive to group functioning.

A well-functioning group will exhibit the following behaviors:

1. Collaboration – combines the contributions of each member to create the end product. This improves the product and gives value to each member.

2. Uses stated or commonly understood rules – the group members know what is expected of them.

3. Cooperation and communication skills are practiced.

4. Has common goals – everyone understands what the outcomes should be.

Other Characteristics of a Group

● As most groups begin to function, a leader is either appointed or will emerge quite naturally.

● To be successful, members of groups usually assume certain roles and responsibilities.

● Some of these responsibilities include generating ideas, the ability to compromise, and the skill of recognizing possible consequences.

6th grade

6.ICR.1.2 – 1.2 Implement verbal and nonverbal communication skills that are effective for a variety

of purposes and audiences

● Most communication actually occurs nonverbally.

● It is often nonverbal communication that leads to the greatest misunderstanding.

● It is not what we say, but how we say it.

Communication

● Non-verbal communication is expressed through posture, gestures, eye contact, and facial expression (what is called “body language”).

Video Clip

Nonverbal Communication

● Verbal messages (the actual words and tones) are more obvious than nonverbal, though even our words can sometimes be misunderstood.

• Clip of communication

Verbal Communication

● Often one gives a mixed message: when words and the nonverbal do not match.

● This is particularly confusing to others and the listener does not know which to believe.

● Messages in which your voice, tone, and body language are consistent will help all situations when you are around other people.

Mixed Messages

6.ICR.1.3 - Use strategies tocommunicate care,

consideration, and respect forothers.

Example of Poor Listening Skills

Video Clip

Active Listening

● Verbal responses are used with passive listening skills. ● Active listening is one of the best ways to demonstrate

care, consideration and respect for others. ● Through active listening, one is able to listen with

his/her head and heart as well as with the ears. ● Examples of verbal cues showing one's really listening

are: asking questions, paraphrasing the words of the person talking, providing positive feedback and showing empathy for the person’s feelings.

Active Listening Video Clip

Active Listening. How to be a great listener.

Do’s of Effective Listening● Maintain eye contact ● Assume responsibility for a two-way dialogue ● Demonstrate interest in the other person ● Use positive non-verbal techniques

○ (i.e. smiling, leaning forward, nodding of the head) ● Use positive verbal feedback (i.e., “uh-huh”, “I see”, “Really”)● Resist distractions ● Imagine how the other person feels ● Be open-minded ● Ask questions to better understand the other person

○ Encourage more information● Practice positive body language ● Restate points the speaker has made ● Comment directly on what is said

Don’t’s of Listening● Think only of your opinion ● Interrupt the person speaking ● Speak loudly to overpower the other person ● Think ahead to what to say before the speaker finishes ● Fail to ask questions● Call names or label● Laugh at people ● Assume you understand ● Judge the speaker

6.ICR.2.3 - Use effective refusal skills to avoid negative peer pressure,

sexual behaviors and sexual harassment.

Types of Communication

PASSIVE Communication• What the communicator says

• Unknown or unsaid • Not to the point

• Tone of voice• Soft • Lowers at the end of a sentence

• Eye Contact/Facial Expressions• Avoid eye contact • Look downward

• Posture/body language• Can’t stand still • Unconsciously doing something like

playing with hair or biting fingers

• Communicator’s attitude/feelings• Timid • Worried • Scared

• Other’s attitude or feelings• Puzzled • Uncertain • Frustrated

• Intention • Escape conflict

AGGRESSIVE Communication• What the communicator says

• Targets the other person and not the problem

• Aims to hurt• Tone of voice

• Loud • May be yelling • Strict Severe

• Eye Contact/Facial Expressions• Staring • Frowning • Tense face

• Posture/body language• Uptight Muscles tense• In your personal space • Threatening

• Communicator’s attitude/feelings• Only thinking of themselves • Hostile • Bullying

• Other’s attitude or feelings• Sad • Unhappy • Angry • Aggravated • Feelings are hurt

• Intention • Hurt the other person’s feelings

Assertive Behavior• What the communicator says

• Detailed Easily understood • Oriented around the problem and not

at the person • Recommend a solution

• Tone of voice• Clear • Not too loud, not too soft, just right

• Eye Contact/Facial Expressions• Make eye contact • Relaxed

• Posture/body language• Standing up straight • At ease

• Communicator’s attitude/feelings• Self-confident • High self-esteem • Content

• Other’s attitude or feelings• Admiring • Attentive • Non-threatened • Receptive

• Intention • Alter the situation• Come to an agreement

Keys to Assertive Behavior• Know ahead of time how you feel about a situation.• Avoid settings where the pressure is more likely to occur.• Practice body language consistent with the verbal message.• Remain relaxed and breathe deeply.• Be firm in your right to say “no.”• Use a clear and firm tone of voice.• Make eye contact when stating how you feel.• Repeat the word “no” until the person understands how you feel.• Suggest an alternative. • Give a reason.• Clearly state your opinion or disagreement. • Avoid emotional terms.• Use “I” messages.• Ask questions to reverse the pressure.• Avoid using put-downs.• Remove yourself from the situation if you feel uncomfortable.

Ways to Say No!!!!!• Simply Say No - “No thanks.” • Give a reason - “No thanks. I have to be home after school by 4:00.” • Give a consequence - “Smoking will give me bad breath.” • Give an alternative - “No thanks, but I’ll go play video games or go to a movie with you.” • Be a broken record -“No, no, and no.” Delay “No, not this time.” • Change the subject - “I really need to talk to you about something that happened with my parents/guardians.” • Reverse the pressure - “Why do you want me to do this so much?”• Strength in numbers - “We don’t smoke cigarettes.” • Self Statement - “I don’t bully others and you shouldn’t either.” • Ignore the offer - Say nothing and pretend you don’t hear. • Avoid the situation - Make plans with another friend rather than going where you know others

are going to pressure you to engage in a risky behavior. • Get help Ask for help. - If a situation is risky call an adult or the police. • Leave the situation - Walk away or leave the situation completely

6.ICR.2.4 - Use resources in the family, school, and community to report sexual harassment and bullying.

6.ICR.2.5 - Summarize strategies for predicting and

avoiding conflict.

6.ICR.2.6 - Design nonviolent solutions to conflicts

based on an understanding of the perspectives of

those involved in the conflicts.

What is conflict?● a disagreement

What is a resolution?● a solution or settlement

What is empathy?● being aware of and sensitive to

the feelings and experiences of others, even though you don't experience them yourself

Predicting and Avoiding Conflict &

Nonviolent Conflict Resolution

Avoiding ConflictO If you can predict

conflict, you can often avoid unnecessary arguments.

O Avoid known triggers of conflicts with others.

Conflict Avoidance StrategiesO Change the subject or walk away if a conflict is

building but is unnecessary.O Avoid placing yourself in a situation (e.g., with

certain people or at a particular location) known to create conflict.

O Carefully and respectfully construct your expression of thoughts and opinions to avoid offending others, making them feel threatened, or placed in a defensive position.

Tips for Conflict ResolutionWhen you feel angry, walk away from the situation and take time to plan a thoughtful, rationale, and respectful response.

Tips for Conflict ResolutionO Address the conflict or

problem, don’t insult or disrespect the other person involved.

O Use assertive not aggressive communication skills.

Tips for Conflict ResolutionO Accept that others may have

different opinions or beliefs.O Accept that resolution does

not mean that one has to win or lose, work toward a solution where all can have some needs met.

Strategies for Resolving Conflict

Allow an opportunity for each person to share his/her perceptions and feelings and what he/she wants or needs

to resolve the conflict.

Strategies for Resolving Conflict

LISTEN - Listen to learn and understand the perspective of others. Listen to the words

and understand the complete message they are sending. Ask clarifying questions to make sure you understand what they are saying.

Strategies for Resolving ConflictEncourage participation from all involved in the conflict and limit

the discussion to ONLY those directly involved in the conflict,

unless a teacher, parent, or impartial adult is needed.

Strategies for Resolving ConflictO Avoid blaming or attacking

others.O Use “I-statements” to share

personal opinions or thoughts.O Use “I” to describe how you

feel or share your concerns.O Refer to the behavior not the

person.O State how the behavior

affects you.O State what needs to happen.

Strategies for Resolving Conflict

Work collaboratively to negotiate next steps and resolutions.

Strategies for Resolving Conflict

Establish a date or opportunity in the future to revisit the situation to assure the resolution is fair and allow for re-negotiation if

needed.

6.ICR.2.7 - Explain the signs of an abusive relationship and access resources to help.

What is an abusive relationship?● a relationship in which one person feels

controlled, threatened and/or attacked and may include emotional, physical or sexual maltreatment.

RED FLAG ALERT● Being physically hurt● Feeling afraid or being afraid of your girlfriend or

boyfriend● Spending time with only one person – feeling isolated

from others● Changing your behavior because of your

girlfriend’s/boyfriend’s● Feeling embarrassed or controlled● Being threatened – verbally, emotionally or physically

● Being afraid to express your own feelings● A nervous or sick feeling when around your boyfriend or

girlfriend● A fluttering in your chest when your boyfriend or

girlfriend is not happy● Having a gut feeling that things just aren’t right● Boyfriend or girlfriend is easily angered● Not being allowed to, or being afraid to, make decisions

for yourself

● Feeling controlled or manipulated● Feeling intimidated by your girlfriend or boyfriend● Not feeling respected● Feeling crowded in or not having your wishes for

personal space adhered to

What do you do if you have a red flag pop up?● Get to safety immediately● Ask for help – parent, teacher, counselor, peer, clergy,

sibling, or neighbor● Contact a resource who can help you – community,

state or national agency

6.ICR.3.1 - Identify the challenges associated with the transitions in social relationships that take place during puberty and adolescence.

Peer Pressure

The influence exerted by a peer group encouraging a person to change his or her attitudes, values, or behavior in order to conform to group norms.