Find the Positive in our Personalities!

Encouraging Healthy Social Dynamics

Anti-Bullying Sample Lesson Plans

Ranking Admirable Qualities

 

This is a short exercise to open the discussion on what we perceive to be “good” or admirable qualities in a person. By building awareness of these traits students may take notice of their own qualities and attempt to adopt the most admirable ones.

On a paper handout or on the board list:

  • Honesty
  • Reliability
  • Good listening skills
  • Strength
  • Generosity
  • Intelligence
  • Risk-taking
  • Sense of humor
  • Helpfulness
  • Work ethic
  • Resourcefulness
  • Creativity


Working independently
– students consider how important each quality is to being successful in life and rank the qualities in order of importance – starting with the most important

In groups – students discuss their individual rankings and discuss until they reach a consensus on the new order of qualities.

Whole class – Each group assigns a presenter to share their ranking order. The class is then to have a discussion to choose a new order of ranking – to form a consensus as a group on what they deem essential qualities one must possess in order to succeed.

Ask

Let’s just assume that we all possess these qualities, in the order we’ve agreed to, how would this shape the class? What would it look like?

Dramatization

Students in the class, as a large group, develop a short scene where they are demonstrating how keeping the qualities in the forefront of their minds will play out in their real world class setting.

Note

Students will argue, they will not listen to one another. It is valuable after a few minutes to get all of their attention and to then ask them about their challenges so far. Collaborating creatively as a large group is challenging – what are they noticing? What rules might they wish to impose in order to create this scene so that it is ready to present in ten minutes?

The !mperative lesson: While we are talking about the best qualities one must possess in order to be successful in the lesson itself, participants are reacting to one another in a manner that compromises the very same qualities they are supposed to be demonstrating. Something worth sharing might be that we must work together in life – with all of our different and conflicting personalities. We can do this by releasing the ego to better watch our thoughts, and to monitor our re/actions closely. Taking an honest look at oneself can be the hardest thing to do in life, but it’s the most worthwhile. We must, first and foremost treat ourselves with respect and forgiveness and then the rest will follow. Doing the work, by being mindful about thoughts that serve you, allows for a more fluid flow of communication, connection and creativity in your life.

Debrief

After watching the scene they’ve created (or maybe they never completed it) have them journal what the collaborate experience was like for them. They can record what their own particular challenges were in trying to adopt the qualities ranked while achieving a task with a group. The group can discuss afterwards and share, safely (no names mentioned, think about how your words may hurt others, and don’t blame).

WHAT WOULD YOU DO?
Students – Read over the short questionnaire below and answer honestly.

Question A
Your friends start calling you names, sending you nasty text messages and forcing you to give them things. You don’t feel good when these things happen. What should you do?

  1. Nothing. You must have done something wrong to make your friends act like that.
  2. Start calling them names in return and threaten them.
  3. Speak to your parents or teacher and tell them what is happening.
  4. Something else (Open corner).


Question B

A group of kids in your class are spreading hurtful rumours about you by sending sms messages around. Many kids now won’t play with you or even speak to you. Even your friends are starting to think they may be true. What should you do?

  1. Nothing. No-one will believe you if everyone thinks the rumours are true.
  2. Start spreading bad rumours about the other kids.
  3. Tell everyone the rumours are untrue.
  4. Something else (Open corner).


Question C

You notice one of your friends is teasing and making fun of the younger children in the summer camp. Your friend has started taking things from them as well. What should you do?

  1. Tell the camp leaders what is happening without letting your friend know.
  2. Help your friend in taking things from the younger children in case he/she starts to take things from you.
  3. Tell your friend that you think that what he/she’s doing is wrong and that they should leave the younger children alone.
  4. Something else (Open corner).


Question D

A group of older kids from another school like to pick on younger from your primary school.
They wait to catch a child walking home or waiting for the bus alone, surround him or her, and take money, food, or toys. They also throw rocks and threaten do worse. What should you do?

  1. Be very careful to go to and from school in groups
  2. Tell adults in your school what is happening and ask for help.
  3. Carry rocks or a knife to protect yourself.
  4. Something else (Open corner).

 

Discussion

The class will be divided into four groups – A to D and in your group you are to seriously discuss your question and your answers (which may be varied). You are to come up with what you feel, as a group, would be the most effective way to deal with the problem presented. You will present your findings to the class and the class can question you or discuss the problem/solution with your group.

Writing

Write a paragraph in your journal by answering each of the following questions.

  • What did you learn about how kids treat each other?
  • What about today’s activity do you feel would help you in the future?
  • Which social problems presented were harder to solve? Why?
  • How did your discussion shape how you would behave towards others in the future?

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