​Establishing and Maintaining Relationships - Grades 9-12
Establish pro-social relationships to support self and others.
Explain how you situate yourself in a diverse community.
Select expressive communication strategies specific to context.
Evaluate a situation to identify skills and strategies to prevent and resolve conflicts.
Establish pro-social relationships to support self and others.
- Communicate clearly, effectively, and with reason.
- Select strategies for building and maintaining relationships.
- Demonstrate cooperation, consensus building and collaboration skills.
| - Hold class debates in which peers provide constructive feedback to the speakers on their use of tone and delivery.
- Help students develop a growth mindset by providing feedback on effort over results, being persistent, and facing challenges as an opportunity.
- Teach about the difference between assertive, aggressive, and passive behavior.
- Hold regular class meetings or advisory times to build class unity and empowerment for students.
| - Conduct a Socratic seminar on a selected text on stereotyping and/or prejudice of others.
- Provide opportunities for students to role play situations in which they must manage their emotions and behaviors constructively. For example, best friends apply to the same college, and one is accepted and the other is not. How do they support each other and maintain the relationship?
|
Explain how you situate yourself in a diverse community.
- Describe ways to adjust and express one's views specific to a setting.
- Identify one's potential roles in a variety of diverse settings.
| - Do pair-shares in which one student must tell their partner's perspective on an issue.
- Have students interview other peers to discover what they have in common both within and outside the school.
| - As a classroom project, have students develop a public service announcement advertising extracurricular activities at school, and include how that activity can prepare students for college and/or careers and why students should join.
- Have students' select and participate in a cross-cultural learning activity in their school or community that includes a reflection activity about what they learned.
|
Select expressive communication strategies specific to context.
- Select a style of expression specific to context.
- Select a mode of expression specific to context.
- Adapt to the communication styles of others.
| - Ask students to participate in an integrity analysis to help determine if behavior aligns with their personal core principles. Reflect on results and how they will influence career choices.
- Invite students to keep a personal journal.
- Have students write an advice column about the influence of media and peers on one's decisions.
| - Have students play a game where the rules are unfair in some way. Discuss students' behaviors and feelings in playing the game.
- Have students review three different current news reports about the same event, comparing and contrasting the perspective each report brings to the story
|
Evaluate a situation to identify skills and strategies to prevent and resolve conflicts.
- Apply a strategy to resolve conflict with regard to the context of a situation.
- Evaluate the effectiveness of a specific strategy as related to its outcome.
- Collaborate with others to create an environment that preempts conflicts and creates an environment of respect.
- Determine occasions in which logical fallacies, bias, hypocrisy, contradiction, ambiguity, distortion, and rationalization are apparent.
| - Provide students with a six-step approach to resolve conflict: 1) cool off; 2) use "I" messages; 3) restate the conflict; 4) take responsibility; 5) brainstorm solutions; and 6) affirm, forgive, or thank.
- In a class meeting, have students select a problem or conflict and take an active role in resolving the issue.
- As a class, develop a resource map of adults, counselors, and youth-serving professionals who students can utilize to assist in resolving conflicts and/or problems.
- Teach students a formula for making good decisions (e.g., stop, calm down, identify the problem, consider the alternatives, make a choice, try it out, re-evaluate).
| - As a class project, have students' research processes available in a workplace to help resolve conflicts between employees.
|