SDV 100: Self-Advocacy & Communication
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164
SDV 100: Self‐Advocacy & Communication School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): February 4th & 5th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Mindsets 2. Self‐confidence in ability to succeed Behavior: Social Skills 1. Use effective oral and written communication skills and listening skills 8. Demonstrate advocacy skills and ability to assert self, when necessary Learning Objectives: Students will: ‐ Be able to define self‐advocacy and the importance of self‐advocacy in education. ‐ Be able to identify passive, aggressive, and assertive communication styles. ‐ Learn how confidence and assertiveness facilitate effective self‐advocacy. ‐ Learn how to communicate effectively with teachers, counselors, and other adults via e‐mail. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ 3 sticky poster paper sheets (one for each label ‐ Passive, Aggressive, Assertive) ‐ Sticky notes ‐ Pens & paper ‐ Sample e‐mails handout ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Counselors will ask students to write on sticky notes words or descriptions of what it means to be passive, to be aggressive, and to be assertive. Students will then post their sticky notes on the corresponding posters that are labeled “passive,” “aggressive,” and “assertive.” Counselors will engage students in a discussion about the words students used to describe each communication style. 3. Counselors will then highlight in the PowerPoint any behaviors that students did not bring up to emphasize the differences between the three communication styles. 4. Students will then be asked to discuss with a partner, “What is self‐advocacy?” Counselor will then ask for volunteers to share their definitions of self‐advocacy, and have students share with a partner why self‐advocacy is important in their education. 5. After sharing back a few ideas about why self‐advocacy is important, the counselor will ask students to think back to situations where they stood up for themselves, asked for what they needed or wanted, or wished they had. Counselors will ask for a few examples, then walk students through guided practice of how to self‐advocate in those situations. 6. Then, the counselors will teach “do’s and don’ts” of e‐mail communication with adults and professionals.
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 7. The counselor will then distribute the sample e‐mails handout and have students work in partners or small groups to critique each e‐mail. The partners and groups will be tasked with re‐ writing the e‐mail to use appropriate “net‐iquette.” 8. Students will take a brief post‐survey. Evaluation: Process Data: 26 11th grade students participated in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to self‐advocate, we will gather data related to each student’s academic achievement as evidenced through grades.
SELF-ADVOCACY & COMMUNICATION
WHAT DOES IT MEAN TO BE… PASSIVE? AGGRESSIVE? ASSERTIVE? Write the words or descriptions that come to mind when you think of each type of communication. •
One word/description per sticky note
•
Post your sticky notes on the appropriate poster on the wall when you’re done
TYPES OF COMMUNICATION Non-Assertive/Passive
Aggressive
Assertive
Speaks softly
Speaks loudly
Speaks in normal conversation tone
Other’s needs and rights are more important that yours
Your needs and rights are more important than other’s
Your and other’s needs and rights are equally important
Avoids eye contact / looks down
Glares, stares, fixed eye contact
Makes appropriate eye contact
Emotionally dishonest & inhibited
Honest & direct
Honest & direct
Ignores/hides feelings & allows others to infringe upon their rights
Expresses feelings, needs, ideas openly & stands up for themselves at the expense of others
Expresses feelings, needs, ideas openly & stands up for themselves with respect for others
Seen as weak, helpless, submissive
Seen as mean & rude
Seen as confident & cooperative
Small, poor posture, hunched shoulder
Large & threatening, in your face
Relaxed, casual
Quiet & afraid to stand up for yourself
Interrupts & talks over others
Speaks openly & listens
Fear of rejection, resentment, frustration, decreased self-confidence
Angry, dismissive, unreasonable, & sometimes remorse afterwards
Positive, considerate, collaborative, healthy self-respect
WHAT IS SELF-ADVOCACY? DISCUSS WITH A PARTNER FOR 30 SECONDS
SELF-ADVOCACY
“The action of representing oneself or one’s views or interests.” - Oxford Dictionary
WHY IS SELF-ADVOCACY IMPORTANT IN YOUR EDUCATION? TAKE TWO MINUTES TO DISCUSS WITH A PARTNER
BRAINSTORM: WHAT ARE SITUATIONS YOU’VE ENCOUNTERED WHERE YOU HAD (OR WISH YOU HAD) ADVOCATED FOR YOURSELF? TAKE TWO MINUTES TO THINK OF EXPERIENCES IN YOUR OWN LIFE WHERE YOU STOOD UP FOR YOURSELF AND EXPRESSED YOUR NEEDS OR WANTS (OR WISH YOU HAD)? Think of those situations where you responded passively, aggressively, or assertively.
LET’S PRACTICE… IF A STUDENT WERE TO RESPOND TO THIS SITUATION IN AN APPROPRIATE, ASSERTIVE MANNER, WHAT WOULD THAT LOOK LIKE? - WHAT WOULD YOU SAY? - HOW WOULD YOU SAY IT? - WHAT DOES YOUR BODY LANGUAGE OR NON-VERBAL BEHAVIOR LOOK LIKE?
E-MAIL & “NET-IQUETTE” HOW DO WE APPROPRIATELY COMMUNICATE WITH TEACHERS AND OTHER PROFESSIONALS?
DO’S & DON’TS OF E-MAIL DO
DON’T
Keep it short and concise
Write a novel
Include an appropriate subject line
Leave the subject line blank
Use proper grammar and spelling
Use slang, leave out punctuation, use abbreviations
Use upper- and lowercase letters
Use all CAPS (it’s like shouting!)
Thoughtfully write & proofread before you send
Ramble or be lazy in your writing
Allow time for someone to respond
Send a reminder within 24-48 hours
Include proper salutation
Leave out the person’s name you’re sending it to
Include your name and a “thank you”
Leave out your name or forget to express thanks
Be polite, considerate, and respectful
Be demanding, rude, or make assumptions
LET’S LOOK AT SOME EXAMPLES… HOW CAN WE RE-WRITE THE E-MAIL TO BE MORE PROFESSIONAL AND APPROPRIATE?
Self‐Advocacy Pre‐Survey Please circle your answer to the following questions. 1. I consider myself a strong self‐advocate. Definitely Somewhat Unsure Not at all 2. I know how to advocate for myself, when necessary. Definitely Somewhat Unsure Not at all 3. I feel comfortable being assertive when I stand up for myself or ask for something I need. Definitely Somewhat Unsure Not at all 4. I know how to communicate effectively with teachers and other adults via e‐mail. Definitely Somewhat Unsure Not at all
Self‐Advocacy Post‐Survey Please circle your answer to the following questions. 1. I consider myself a strong self‐advocate. Definitely Somewhat Unsure Not at all 2. I know how to advocate for myself, when necessary. Definitely Somewhat Unsure Not at all 3. I feel comfortable being assertive when I stand up for myself or ask for something I need. Definitely Somewhat Unsure Not at all 4. I know how to communicate effectively with teachers and other adults via e‐mail. Definitely Somewhat Unsure Not at all 5. I feel that what I learned today will change the way I communicate with teachers or other adults in the future. Definitely Somewhat Unsure Not at all
Homework for SDV 100 Due on February 25th or 26th during Titan Time ‐
Reflection Journal Response o Please type a 1‐2 page, single‐spaced reflection journal response to the following questions: How do you normally communicate your needs or questions to teachers – passively, aggressively, passive‐aggressively, or assertively? Explain. Will feels like Ms. Johnson is constantly picking on him. He feels that Ms. Johnson always seems to single him out when other students are behaving the same way, like when students are talking when they’re not supposed to. He also thinks that she asks him questions when he doesn’t know the answer, but ignores him when he raises his hand to answer a question he’s confident in answering. How would you recommend that Billy approach Ms. Johnson about his concerns? Sarah feels like Mr. Hall goes too quickly through the material in math class. She wishes he practiced more problems in class and allowed students to ask questions. She feels like he’s always rushing and doesn’t allow time for students to ask questions or he seems to get mad when students ask questions. How would you recommend that Sarah approach Mr. Hall about her concerns?
SDV 100: Self‐Advocacy & Communication School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): February 4th & 5th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Mindsets 2. Self‐confidence in ability to succeed Behavior: Social Skills 1. Use effective oral and written communication skills and listening skills 8. Demonstrate advocacy skills and ability to assert self, when necessary Learning Objectives: Students will: ‐ Be able to define self‐advocacy and the importance of self‐advocacy in education. ‐ Be able to identify passive, aggressive, and assertive communication styles. ‐ Learn how confidence and assertiveness facilitate effective self‐advocacy. ‐ Learn how to communicate effectively with teachers, counselors, and other adults via e‐mail. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ 3 sticky poster paper sheets (one for each label ‐ Passive, Aggressive, Assertive) ‐ Sticky notes ‐ Pens & paper ‐ Sample e‐mails handout ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Counselors will ask students to write on sticky notes words or descriptions of what it means to be passive, to be aggressive, and to be assertive. Students will then post their sticky notes on the corresponding posters that are labeled “passive,” “aggressive,” and “assertive.” Counselors will engage students in a discussion about the words students used to describe each communication style. 3. Counselors will then highlight in the PowerPoint any behaviors that students did not bring up to emphasize the differences between the three communication styles. 4. Students will then be asked to discuss with a partner, “What is self‐advocacy?” Counselor will then ask for volunteers to share their definitions of self‐advocacy, and have students share with a partner why self‐advocacy is important in their education. 5. After sharing back a few ideas about why self‐advocacy is important, the counselor will ask students to think back to situations where they stood up for themselves, asked for what they needed or wanted, or wished they had. Counselors will ask for a few examples, then walk students through guided practice of how to self‐advocate in those situations. 6. Then, the counselors will teach “do’s and don’ts” of e‐mail communication with adults and professionals.
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 7. The counselor will then distribute the sample e‐mails handout and have students work in partners or small groups to critique each e‐mail. The partners and groups will be tasked with re‐ writing the e‐mail to use appropriate “net‐iquette.” 8. Students will take a brief post‐survey. Evaluation: Process Data: 26 11th grade students participated in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to self‐advocate, we will gather data related to each student’s academic achievement as evidenced through grades.
SELF-ADVOCACY & COMMUNICATION
WHAT DOES IT MEAN TO BE… PASSIVE? AGGRESSIVE? ASSERTIVE? Write the words or descriptions that come to mind when you think of each type of communication. •
One word/description per sticky note
•
Post your sticky notes on the appropriate poster on the wall when you’re done
TYPES OF COMMUNICATION Non-Assertive/Passive
Aggressive
Assertive
Speaks softly
Speaks loudly
Speaks in normal conversation tone
Other’s needs and rights are more important that yours
Your needs and rights are more important than other’s
Your and other’s needs and rights are equally important
Avoids eye contact / looks down
Glares, stares, fixed eye contact
Makes appropriate eye contact
Emotionally dishonest & inhibited
Honest & direct
Honest & direct
Ignores/hides feelings & allows others to infringe upon their rights
Expresses feelings, needs, ideas openly & stands up for themselves at the expense of others
Expresses feelings, needs, ideas openly & stands up for themselves with respect for others
Seen as weak, helpless, submissive
Seen as mean & rude
Seen as confident & cooperative
Small, poor posture, hunched shoulder
Large & threatening, in your face
Relaxed, casual
Quiet & afraid to stand up for yourself
Interrupts & talks over others
Speaks openly & listens
Fear of rejection, resentment, frustration, decreased self-confidence
Angry, dismissive, unreasonable, & sometimes remorse afterwards
Positive, considerate, collaborative, healthy self-respect
WHAT IS SELF-ADVOCACY? DISCUSS WITH A PARTNER FOR 30 SECONDS
SELF-ADVOCACY
“The action of representing oneself or one’s views or interests.” - Oxford Dictionary
WHY IS SELF-ADVOCACY IMPORTANT IN YOUR EDUCATION? TAKE TWO MINUTES TO DISCUSS WITH A PARTNER
BRAINSTORM: WHAT ARE SITUATIONS YOU’VE ENCOUNTERED WHERE YOU HAD (OR WISH YOU HAD) ADVOCATED FOR YOURSELF? TAKE TWO MINUTES TO THINK OF EXPERIENCES IN YOUR OWN LIFE WHERE YOU STOOD UP FOR YOURSELF AND EXPRESSED YOUR NEEDS OR WANTS (OR WISH YOU HAD)? Think of those situations where you responded passively, aggressively, or assertively.
LET’S PRACTICE… IF A STUDENT WERE TO RESPOND TO THIS SITUATION IN AN APPROPRIATE, ASSERTIVE MANNER, WHAT WOULD THAT LOOK LIKE? - WHAT WOULD YOU SAY? - HOW WOULD YOU SAY IT? - WHAT DOES YOUR BODY LANGUAGE OR NON-VERBAL BEHAVIOR LOOK LIKE?
E-MAIL & “NET-IQUETTE” HOW DO WE APPROPRIATELY COMMUNICATE WITH TEACHERS AND OTHER PROFESSIONALS?
DO’S & DON’TS OF E-MAIL DO
DON’T
Keep it short and concise
Write a novel
Include an appropriate subject line
Leave the subject line blank
Use proper grammar and spelling
Use slang, leave out punctuation, use abbreviations
Use upper- and lowercase letters
Use all CAPS (it’s like shouting!)
Thoughtfully write & proofread before you send
Ramble or be lazy in your writing
Allow time for someone to respond
Send a reminder within 24-48 hours
Include proper salutation
Leave out the person’s name you’re sending it to
Include your name and a “thank you”
Leave out your name or forget to express thanks
Be polite, considerate, and respectful
Be demanding, rude, or make assumptions
LET’S LOOK AT SOME EXAMPLES… HOW CAN WE RE-WRITE THE E-MAIL TO BE MORE PROFESSIONAL AND APPROPRIATE?
Self‐Advocacy Pre‐Survey Please circle your answer to the following questions. 1. I consider myself a strong self‐advocate. Definitely Somewhat Unsure Not at all 2. I know how to advocate for myself, when necessary. Definitely Somewhat Unsure Not at all 3. I feel comfortable being assertive when I stand up for myself or ask for something I need. Definitely Somewhat Unsure Not at all 4. I know how to communicate effectively with teachers and other adults via e‐mail. Definitely Somewhat Unsure Not at all
Self‐Advocacy Post‐Survey Please circle your answer to the following questions. 1. I consider myself a strong self‐advocate. Definitely Somewhat Unsure Not at all 2. I know how to advocate for myself, when necessary. Definitely Somewhat Unsure Not at all 3. I feel comfortable being assertive when I stand up for myself or ask for something I need. Definitely Somewhat Unsure Not at all 4. I know how to communicate effectively with teachers and other adults via e‐mail. Definitely Somewhat Unsure Not at all 5. I feel that what I learned today will change the way I communicate with teachers or other adults in the future. Definitely Somewhat Unsure Not at all
Homework for SDV 100 Due on February 25th or 26th during Titan Time ‐
Reflection Journal Response o Please type a 1‐2 page, single‐spaced reflection journal response to the following questions: How do you normally communicate your needs or questions to teachers – passively, aggressively, passive‐aggressively, or assertively? Explain. Will feels like Ms. Johnson is constantly picking on him. He feels that Ms. Johnson always seems to single him out when other students are behaving the same way, like when students are talking when they’re not supposed to. He also thinks that she asks him questions when he doesn’t know the answer, but ignores him when he raises his hand to answer a question he’s confident in answering. How would you recommend that Billy approach Ms. Johnson about his concerns? Sarah feels like Mr. Hall goes too quickly through the material in math class. She wishes he practiced more problems in class and allowed students to ask questions. She feels like he’s always rushing and doesn’t allow time for students to ask questions or he seems to get mad when students ask questions. How would you recommend that Sarah approach Mr. Hall about her concerns?
