Speaking to be Heard

Speaking to be Heard:
Nobody wants to help somebody they think is acting like a jerk.

SH.1 Determining What I Really Want:

Students are able to identify their own personal needs and desires and how they change in different situations.

Defining Success

To help students start thinking about getting what they want, they need to develop personal definitions of success.

Getting What you Want: Habits

Introduction to habits and how they can lead to success.

Intro to Speaking to be Heard

Before students can practice "Speaking to be Heard" , they need to practice identifying their needs in a given situation.

Speaking to be Heard: Academic Needs

This lesson walks them through the process of identifying their academic needs, so they can ask for help in school.

SH.2 Asking for Help:

Students are able to ask specific questions leveraging polite language and tone to get more effective and efficient help from others. .

Asking for Help

One of the hardest things for a lot of people is asking for help. This presentation will walk through some basic steps to ask for help in a clear way that actually gets us the help we need.

SH.2.i Asking for Help (anti-bullying):

Students are able to identify bullying situations and demonstrate how to ask for help when they are being bullied.

Asking for Help: Anti-BullyinG

Before students can ask for help in bullying situations, they need to know the difference between teasing, fighting, and actual bullying. This lesson walks through this differentiation before walking through steps to get help in any of those situations.

SH.3 Right time and place:

Students are able to describe the importance of time and place in being heard in a conversation and can identify appropriate times and places for different types of conversations.

Speaking to be Heard: Time and pLace

Speaking to be heard isn’t just about what we say and how. One component of "Speaking to be Heard" is choosing an appropriate Time and Place that is conducive to private, calm conversations.

SH.3.i Appropriate Sharing:

Students are able to identify topics that are appropriate for sharing in large groups and those that should be shared privately with trusted adults.

Appropriate Sharing

Before students are sharing meaningfully in groups, it is important to establish what is appropriate to share in a larger group, and what should be shared privately with trusted adults or family members.

SH.4 Rebuilding Trust:

Students are able to develop appropriate plans for rebuilding trust with others after making a hurtful mistake.

Rebuilding Trust: A Real Apology

The key to rebuilding trust starts with a real apology, with long-term follow-through, as laid out in this lesson.

Earning Trust

When we break trust, it is because of bad habit responses to triggering situations. This lesson helps us figure out how to use our knowledge of Habit Loops to fix those trust-breaking habits to help us continue to earn the trust of others.

SH.5 Disagreement as a Discussion:

Students are able to express disagreement in a way that invites clarification and conversation.

Academic Accountable Talk

In this lesson, we are going to start learning about "Speaking to be Heard" - which means speaking to others in a way that makes them actually want to listen. As a way to start practicing this, we will use "Accountable Talk" sentence stems to help us have respectful academic discussions in groups.

Accountable Talk in Real Life

Previously, students learned about "Academic Accountable Talk" for having respectful conversations and discussions in class. However, we all know that we don't always speak like that in real life (outside of class) - this lesson will help students come up with equivalent "real life" accountable talk for everything outside of class.

"Low-Stakes" Respectful Disagreement (PREP)

Now that students have come up with their own "Real-Life" accountable talk stems, we will practice other strategies for having respectful disagreements. This presentation focuses on "low-stakes" disagreements where none of the people involved have emotions attached to the disagreement - and how to keep from turning little disagreements into personal arguments.

"Low-Stakes" respectful Disagreement (Practice)

This lesson follows up from last weeks' "Low-Stakes Respectful Disagreement (Prep)" as students practice using their strategies for keeping a "low-stakes" disagreement respectful and non-personal.

Fishbowl Discussions: High-STakes Respectful Disagreement

Continuing to grow from previous "low-stakes" practice, this presentation goes over the rules of a more "high-stakes" Fishbowl Discussion format, preparing students to participate in their own Fishbowl Discussion in the next lesson.

"High-Stakes" Fishbowl Discussion

This lesson walks students through participation in a "High-Stakes" Fishbowl Discussion (following up from last week's preparation).

Serious Discussion: Setting Agreements

To prepare the class to have a whole-group discussion about a "serious" topic that affects the group, this lesson walks through the general concept and guides students through setting agreements.

Serious Discussion: Practice

Students prepare for - and participate in - a "Serious Discussion" based on the selected topic (and following the class agreements) from the last class.

Disagreement as a Discussion

Reacting poorly to disagreement usually leads to conflict. This presentation helps students disagree with each other in healthy ways that avoid conflict.

SH.5.i Disagreement as a Discussion (anti-bullying):

Students are able to demonstrate the use of various strategies to stand up for themselves in the face of bullying.

When is it Bullying?

This lesson helps students figure out the difference between actual bullying and a disagreement, so that students can choose the right ways of handling the situations.

SH.6 Self-Advocacy:

Students are able to productively express unpopular opinions and honestly share in the face of group disagreement or inequity.

Self-Advocacy

“Speaking to be Heard” and “Listening to Understand” aren’t only helpful but crucial when we are standing up for ourselves in the face of greater power or numbers.

SH.6.i Bystander Intervention (anti-bullying):

Students are able to create and utilize Bystander Intervention plans to discourage group bullying of others.

Bystander Intervention

To make sure that we are always ready to help out and prevent bullying and other bad things in group situations, we need to set up something called a "Bystander Intervention Plan."

Assessments

Some examples of assessments for Speak to be Heard.

Question 0

Answer to question 0