Habitat

1. Introduction Activity

WHAT YOU SAY: Good morning everyone! So to start, we are going to go around and say our names again and tell me what you want to be when you grow up.

WHAT YOU DO: Call on each student

WHAT YOU SAY: OK great! Time for our Song!

WHAT YOU SAY: Great Job Friends! Let's move on to what we discussed last time. Who remembers What a Life Skill is?

(let's kids answer)

Life skills is a term used to describe a set of basic skills acquired through learning and/or direct life experience that enable individuals and groups to effectively handle issues and problems commonly encountered in daily life.

Life skills help us succeed in life. Life skills help us set & achieve goals, solve problems, respect one another and more!

A life skill can be as simple as learning to do your own laundry or as big as learning to be respectful.

THIS MONTH'S LIFE SKILL IS...

WHAT YOU SAY: “As we have just shown on this chart, words have a very special power. They can either lift someone up or tear someone down. We have to be careful with how we use our words, especially when we are upset or angry. Today, we are going to learn the best way to communicate and use our words when faced with conflict.

4. This week's lesson

WHAT YOU SAY: We are going to watch a few lessons now on RESOLVING CONFLICT.

WHAT YOU SAY: So what happened here in this short video? They were cold and both wanted the blanket. They had conflict about the blanket. It caused them to rip the blanket and then they were both cold! When they realized they could work together (teamwork, we've talked about this before!), they resolved their conflict by hugging each other and solved their problem.

Here's another video that explains some ways you can resolve conflict.

WHAT YOU DO: Share your screen

WHAT YOU SAY: The 5 Finger Rule at School

1. IGNORE - Try to ignore the person/situation

2. MOVE AWAY - Next move away from the situation if you can

3. EXPLAIN - Tell the person that you don't like what he or she is doing

4. "STOP" - Tell the person to STOP

5. GET A TEACHER - Go find your teacher to help resolve the conflict

Now we are going to move into our group activity.

5. GROUP ACTIVITY

YOU-MESSAGE VERSUS I-MESSAGE LESSON

WHAT YOU SAY: Have you ever been accused of something and how it made them feel? (let them talk). Let's pull out the “Sample ‘You- Message’” activity sheet. Let's have 1 student be Naomi and another the friend. Please read the message.

Why is Naomi upset?

How do you think she is feeling?

How do you think her friend felt when she read Naomi’s messages?

Which word is repeated the most in this conversation? (Answer is “you.”)

What types of adjectives do Naomi and her friend use to describe each other?

(Answer could be liar, mean, worst friend ever.)

Could Naomi have talked to her friend in a better way?

Effective communication is the key to resolving conflicts. Whenever people are upset or angry, they often accuse others of doing things and use “You-Messages” instead of explaining how a person’s actions made them feel. When accusations and hurtful words (“You- Messages”) are used by the speaker, more conflict is often triggered because the listener feels as if he or she is being attacked. Instead, the best way to effectively communicate during a conflict is to use something called an “I-Message.”

I want you to pull out your 'I-MESSAGE" PRACTICE SHEET

“I-Message” contains three important pieces.

1. Begin the statement with “I” instead of “you,” and a statement of feelings.

(Write “I feel _____________” on the board.)

2. Include a statement about the problem or what happened, but only stick to the facts! Do not use any hurtful words, accusations, or insults. (Write “when you _______________” on the board.)

3. End the message with why the person’s behavior has affected you and made you feel certain emotions. (Write “because _____________.” on the board.)

When finished writing all of the parts of an “I-Message,” the final formula should look like the following: “I feel ____________ when you ______________ because _______________.”

Inform students that the way a person says his or her “I-Message” is very important. Tell students, “An ‘I-Message’ should always be said in a calm voice with eye contact, confidence, and respectful body language.”

SO, let's go over the I-Message Practice sheet and answer the questions together.

#1. (Read the statement and then answer together)

I FEEL _____ WHEN YOU _____ BECAUSE _____.

(Do the same for #2 and #3.

WHAT YOU SAY: That was a much better way of phrasing things right?? You all did great! Now it's time for ...

6. move it

WHAT YOU SAY: OK Kids, it's time to move it! Let's stand up and show your dance moves!

WHAT YOU DO: Stand up, dance along with kids.

7. WRAP IT UP

(an opportunity to review this month's Life Skill and apply it to their lives)

WHAT YOU SAY: It was so much fun to be with you today.

Does anyone have anything else they would like to add?
Now we are going to sign off.....

WHAT YOU DO: Sign off as you choose....