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  • 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.
  • Teaching Guide
  • ​Defining Success presentation
  • Defining Success worksheet
  • Success Case Studies​
Getting What you Want: Habits
Introduction to habits and how they can lead to success.
  • Getting What You Want: Habits presentation
  • ​​Getting What You Want: Habits worksheet
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.  ​
  • Teaching Guide 
  • "Intro to Speaking to be Heard" presentation​
  • "Determining Your Needs" worksheet
  • "Determining Needs Case Studies" sheet​
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.
  • Teaching Guide 
  • "Speaking to be Heard: Academic Needs" presentation
  • ​ "Speaking to be Heard: Academic Needs" worksheet    

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.
  • Teaching Guide 
  • "Asking for Help" presentation
  • ​ "Asking for Help" worksheet    

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.
  • Teaching Guide
  • "Asking for Help: Anti-Bullying" presentation​
  • "Asking for Help: Bullying" worksheet

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.
  • Teaching Guide
  • "Speaking to be Heard: Time and Place" presentation
  • "Speaking to be Heard: Time and Place" worksheet​

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.
  • Teaching Guide 
  • Appropriate Sharing presentation​

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.
  • Teaching Guide
  • "Rebuilding Trust" presentation
  • "Rebuilding Trust" worksheet

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.
  • Teaching Guide
  • "Earning Trust" presentation​
  • ​​​"Earning Trust" worksheet

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.
  • Teaching Guide 
  • "Academic Accountable Talk" presentation
  • Academic Accountable Talk worksheet

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.
  • Teaching Guide 
  • ​"Accountable Talk in Real Life" presentation
  • "Accountable Talk in Real Life" worksheet​
"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.
  • Teaching Guide 
  • "Low-Stakes Respectful Disagreement (Prep)" presentation
  • "Low-Stakes Respectful Disagreement (Prep)" worksheet

"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.
  • Teaching Guide 
  • ​"Low-Stakes Respectful Disagreement (Practice)" presentation
  • "Low-Stakes Respectful Disagreement (Practice)" worksheet​​
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.  
  • ​Teaching Guide 
  • "Fishbowl Discussions: High Stakes Respectful Disagreement" presentation
  • "High-Stakes Respectful Disagreement (Fishbowl)" worksheet
  • ​"High-Stakes" Fishbowl Case Studies​
"High-Stakes" Fishbowl Discussion
This lesson walks students through participation in a "High-Stakes" Fishbowl Discussion (following up from last week's preparation).
  • Teaching Guide 
  • "High-Stakes Fishbowl Discussion" presentation
  • "High-Stakes Respectful Disagreement (Fishbowl)" worksheet
  • ​"High-Stakes" Fishbowl Case Studies
  • Fishbowl Discussion Participation Tracker​
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.
  • Teaching Guide 
  • "Serious Discussion: Setting Agreements" presentation
  • Serious Discussion: Setting Agreements" worksheet
  • Serious Discussion Class Topic Selection Survey (template)​
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.
  • Teaching Guide 
  • "Serious Discussion: Practice" presentation
  • "Serious Discussion: Practice" worksheet
  • Serious Discussion Participation Tracker and Notes​
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.  
  • Teaching Guide 
  • "Disagreement as a Discussion" presentation
  • "Disagreement as a Discussion" worksheet

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.
  • Teaching Guide 
  • "When is it Bullying?" presentation
  • "When is it Bullying?" worksheet
  • "Bullying" Case Studies


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. ​
  • Teaching Guide 
  • "Self-Advocacy" presentation
  • "Self-Advocacy" worksheet​

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."
  • Teaching Guide 
  • "Bystander Intervention" presentation
  • "Bystander Intervention" worksheet
  • "Bystander Intervention Case Study" worksheet

Assessments

Some examples of assessments for Speak to be Heard.
Question 0
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Copyright © 2015 Greg Callaham