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Being Assertive Session 2

Learn how assertiveness helps in your studies
Course

University Studies for Success (GEN 127)

21 Documents
Students shared 21 documents in this course
Academic year: 2019/2020
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University of Phoenix

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Teacher: J Essential Learning Target(s): Stude

will develop definitions and examples of passive, aggressive, and assertive behaviors. Students will how to use assertive behavior to communicate mo effectively.

Date:

Subject: COMMUNICATION

Topic:Being Assertive*

Essential Question(s): HOW TO U

ASSERTIVE BEHAVIOR TO

COMMUNICATE EFFECTIVELY?

SESSION 2

Lesson Procedures: SESSION 2 Part I Review (8 minutes) Tape the three flip chart pages from the las

period on the board, under the heading “Types of Behavior.” Ask students to briefly recall what they did in last class period. Distribute pieces of drawing paper, and invite students to think about the three types of behavior they learned about. Tell students to divide their papers into three parts and make drawings that express how each of these three behaviors “looks” or “feels” to them. Suggest that they use color, images, or words to express their interpretation of each behavior. Circulate among students as they work. When they finished, make a few comments or observations of what you have seen. For example, you might say the following: • The sections that represent passive behaviors are the least interesting. • The sections that exp aggression are the darkest and most off-putting. • Those that represent assertive behavior are the most in and appealing. Part II More Action/Reaction (15 minutes) Purpose: Students learn how to use assertive behavior to communicate more effectively. 1. Students focus on assertive behavior. Ask a volunteer to descr the activity from part I of session 1. (Pairs of students divided a sheet of newspaper that represented a pizz Ask students to think about how the activity might work if both people involved in dividing the paper used assertive behavior. Ask: • How might the people act? (They would appear confident, speak calmly to each o use eye contact and good posture, and be respectful of their partner.) • How do you think the paper might divided in the end? Why? (The paper would probably be divided fairly equally because the people involved would have negotiated equal shares, since each wanted as much as possible from the split.) Lesson 4 Bein Assertive 107x2. Students identify ways to communicate assertively. Focus attention on the flip chart page displayed on the board. Remind students that passive and aggressive behaviors are more likely than assert behavior to lead to negative consequences or reactions from others. Explain that assertive behavior is the way to communicate what you want. It is the most effective way to achieve your goals. Invite students to compile a list of tips for being assertive. Have volunteers write the suggestions in a list on the board. Altho your list will include specific actions and words, it should cover the following general ideas: • Use words th show you are responsible for what you are saying. • Be sure that your body language and your words are sending the same message. • Say what you want or need clearly and calmly. • Think about what the other person wants or needs. • Use good listening skills and ask questions. Part III Pass Me the Comics, Please (

minutes) Purpose: Through the creation of comics, students identify and apply different types of behavior. Students begin the activity. Divide students into groups of three or four. Ask students to name a few examp single-frame comics. (Student responses may include Family Circus or Marmaduke.) After groups have bee formed, give the following directions: • Each group will create three single-frame comics, one for each type behavior we discussed. • Draw comics showing how different characters would deal with a problem passiv aggressively, and assertively. • Each member of the group has an equal say in what will be drawn. • Afterw each group will display its comics around the classroom. Students will then walk around and identify the behavior depicted in each comic. • Before the period is over, each group will explain its comics. 2. Students create their comics. Give groups about 15 minutes to plan and draw their comics. Suggest that they write n as they develop each comic. They will use their notes to explain their comics to the class. x108 Module One CommunicationIf students are in need of ideas, suggest that they review the information about the three ty of behavior displayed on the board. If students seem unable to focus or move along, suggest that they keep comics simple and to the point. 3. Students display their comics. Ask students to hang their comics on the w closest to where they are sitting. Have them place a piece of paper by each comic. After all of the comics ar displayed, ask students to walk around the classroom and view the drawings. Instruct students to look at e comic carefully. They should then identify and write on the paper by the comic the type of behavior depicte Students explain their comics. Use the remainder of the class period for groups to explain their comics to th class. Have groups retrieve the papers that they placed near each of their comics. Ask groups how many pe were able to identify the behaviors depicted in their drawings. Have groups explain their comics to the res the class. Conclusion (2 minutes) Ask students to explain why they are more likely to get a positive respons others when they use assertive behavior as opposed to passive or aggressive behavior. Ask students to desc passive and aggressive behaviors. Elicit from students the following key points that were taught in this less Assertive behavior is the most effective way to achieve your goals. • Be assertive by speaking clearly, calml confidently, and respectfully. • Be assertive by sending the same message both verbally and nonverbally. • assertive by using good listening skills.

Materials:

Two sheets of newspaper for each pair of students (Part I) • Three pages from a flip chart for students’ writing (Part II) • Three dictionaries (Part II

Assessments:

Questions for Assessment—Session 2 1. List three ways you can demonstrate assertive behavior. 2. Why will regularly demonstrating assertive behavior, rather than passive or aggressive behavior, make it easier to achieve your goals? 3. Describe a situation in your life in which you used either passive, aggressive, or assertive behavior. Explain why you were or were not happy with the situation’s outcome and what you would do differently now.

Homework

Connection:

Questions for Assessme Session 2 1. List three wa can demonstrate asser behavior. 2. Why will reg demonstrating assert behavior, rather than pas aggressive behavior, ma easier to achieve your go Describe a situation in yo in which you used eith passive, aggressive, or ass behavior. Explain why you or were not happy with situation’s outcome and you would do differently

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Being Assertive Session 2

Course: University Studies for Success (GEN 127)

21 Documents
Students shared 21 documents in this course

University: University of Phoenix

Was this document helpful?
Teacher: J.WHITE Essential Learning Target(s): Studen
will develop definitions and examples of passive,
aggressive, and assertive behaviors. Students will
how to use assertive behavior to communicate mo
effectively.
Date:
Subject: COMMUNICATION
Topic:Being Assertive*
Essential Question(s): HOW TO US
ASSERTIVE BEHAVIOR TO
COMMUNICATE EFFECTIVELY?
SESSION 2
Lesson Procedures: SESSION 2 Part I Review (8 minutes) Tape the three flip chart pages from the las
period on the board, under the heading “Types of Behavior.” Ask students to briefly recall what they did in t
last class period. Distribute pieces of drawing paper, and invite students to think about the three types of
behavior they learned about. Tell students to divide their papers into three parts and make drawings that
express how each of these three behaviors “looks” or “feels” to them. Suggest that they use color, images, or
words to express their interpretation of each behavior. Circulate among students as they work. When they
finished, make a few comments or observations of what you have seen. For example, you might say the
following: • The sections that represent passive behaviors are the least interesting. • The sections that expr
aggression are the darkest and most off-putting. • Those that represent assertive behavior are the most inv
and appealing. Part II More Action/Reaction (15 minutes) Purpose: Students learn how to use assertive
behavior to communicate more effectively. 1. Students focus on assertive behavior. Ask a volunteer to descr
the activity from part I of session 1. (Pairs of students divided a sheet of newspaper that represented a pizz
Ask students to think about how the activity might work if both people involved in dividing the paper used
assertive behavior. Ask: • How might the people act? (They would appear confident, speak calmly to each o
use eye contact and good posture, and be respectful of their partner.) • How do you think the paper might b
divided in the end? Why? (The paper would probably be divided fairly equally because the people involved
would have negotiated equal shares, since each wanted as much as possible from the split.) Lesson 4 Bein
Assertive 107x2. Students identify ways to communicate assertively. Focus attention on the flip chart pages
displayed on the board. Remind students that passive and aggressive behaviors are more likely than assert
behavior to lead to negative consequences or reactions from others. Explain that assertive behavior is the b
way to communicate what you want. It is the most effective way to achieve your goals. Invite students to
compile a list of tips for being assertive. Have volunteers write the suggestions in a list on the board. Althou
your list will include specific actions and words, it should cover the following general ideas: • Use words th
show you are responsible for what you are saying. • Be sure that your body language and your words are
sending the same message. • Say what you want or need clearly and calmly. • Think about what the other
person wants or needs. • Use good listening skills and ask questions. Part III Pass Me the Comics, Please (25

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