Making Positive Decisions
Warm-Up Questions CPS Questions 1-2 Chapter 2, Lesson 3
Lesson Overview A goal-setting process to arrive at healthful decisions Impact of communication skills on leadership Responsible use of electronic media Chapter 2, Lesson 3
Quick Write List three decisions you made since getting up this morning. Place a check next to those that had an influence on your health. (Note to teacher: Use “Pick a Student” button in CPS) Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Decision-Making and Goal-Setting Skills Even a small decision can have great significance Decision-making skills Help you make the best choices and find healthy solutions to problems Goal-setting skills Help you take control over your life and give it purpose and direction Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Decision-Making Process Step 1: State or identify the situation Step 2 and 3: Listing your options and weighing the outcomes Step 4: Consider your values and the values of society Step 5: Making your decision and taking action Step 6: Evaluating the results Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Activity 1: The Decision-Making Process Review the section in your textbook on the decision-making process Read the scenario and go through the six-step decision-making process Help her decide what to do Chapter 2, Lesson 3
Learning Check Questions CPS Questions 3-4 Chapter 2, Lesson 3
Why Set Goals? Goals help you use your time, energy, and other resources wisely Short-term goals Intermediate goals Long-term goals Chapter 2, Lesson 3 Photo Courtesy of Fotolia
SMART Goal Setting SMART goal setting system Specific Measurable Attainable Results Time frame Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Activity 2: Goal Setting Review the section in your textbook on goal setting Create a plan to accomplish a goal you want to achieve Identify the long-term and intermediate goals Develop three supporting short-term goals to help you reach the long-term goal Chapter 2, Lesson 3
Communication Skills Some people are better communicators than others Your body language can communicate your thoughts and feelings Smiling and nodding encourage communication Frowning and crossing arms tightly across the chest discourage communication Chapter 2, Lesson 3 Photo Courtesy of Fotolia
“I” Message “I” messages usually contain four elements: How you feel about the behavior and its effects A description of the behavior The actual, concrete, tangible effects of that behavior on you The behavior you would prefer Chapter 2, Lesson 3 Photo Courtesy of Fotolia
What Does an “I” Message Do? Provides a high chance of changing the behavior of another person Protects the self-esteem or feelings of the other person Preserves the quality of the relationship Helps the other person to understand and improve Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Good Communication Tips Use “I” messages Make clear, simple statements Be honest with thoughts and feelings Use appropriate body language Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Activity 3: Sending “I” Messages Review the section in your textbook on using “I” messages Identify everyday situations where “you” messages might occur Change that same message to an “I” message Answer the questions Chapter 2, Lesson 3
Learning Check Questions CPS Questions 5-6 Chapter 2, Lesson 3
Being a Good Listener A speaker’s message has meaning only if the listener receives it Good communication involves active listening Chapter 2, Lesson 3 Photo Courtesy of Fotolia
How to Improve Listening Skills Listen carefully and use appropriate body language Nod or ask questions to show you are listening Repeat what the person said After the person has finished speaking, ask questions or add your own comments or opinions Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Saying No! Saying no can be difficult—that’s why refusal skills are important Let others know that you mean what you say Speak clearly, calmly, and in a firm tone of voice Be sure that your body language and gestures match your words Use eye contact Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Eliminate Communication Barriers Image and identity issues Unrealistic expectations Lack of trust Prejudice Gender stereotyping Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Activity 4: “Saying No!” Role-Play Choose a “persuader” and “participant” for the activity The “persuader” will read the scenario and the “participant” will react to the scenario in front of the class Chapter 2, Lesson 3
Social Media and Communication Communicate with anyone any time No need to actually talk directly to the other person Only 7 percent of communication is based on the verbal or written word Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Responsible and Safe Social Networking Posting information on illegal activities Bullying Trashing your teachers or school Posting objectionable content from school computers or network Posting confidential or personal information Providing overly specific locations when communicating Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Responsible and Safe Social Networking, cont. Lying, cheating, or plagiarizing Threatening violence Ignoring school-specific policies Portraying unprofessional public profiles Relying on privacy settings to keep you 100% safe Posting emotionally Chapter 2, Lesson 3 Photo Courtesy of Fotolia
Chapter 2, Lesson 3 Learning Check Questions CPS Questions 7-8
Activity 5: Posting on Social Networks Create a collage of appropriate pictures, words, and phrases to post on a social network List guidelines for responsible social networking Chapter 2, Lesson 3
Summary A goal-setting process to arrive at healthful decisions Impact of communication skills on leadership Responsible use of electronic media
Chapter 2, Lesson 3 Review Questions CPS Questions 9-10 (Note to teacher: Use “Pick a Student” button in CPS)
Next…. Done – making positive decisions Next – emotional and mental health care Chapter 2, Lesson 3 Photo Courtesy of Fotolia