Connected+and+Respected+-+Lesson+10+Brave+Talk+and+Assertiveness


 * Submitted/Created By:** Leah Mullenbach Grade 3 (Adapted from Connected and respected Lesson 10)


 * Standards:**

4A Student uses positive communication and social skills to interact effectively with others. (I will interact well with others.)

4C Student demonstrates the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. (I will deal with interpersonal conflicts constructively.)


 * When Taught:** 3rd quarter, I taught this lesson after lessons on kind talk and ignoring. After trying both of those strategies, or in unsafe situations, brave talk was the next step.

Signs: mean, ignore, strong/brave
 * Materials:** Situations where brave talk might be necessary written on small pieces of paper.


 * Time:** 30 minutes

-Give students another tool to prevent or resolve conflict without adult intervention. -Build self-esteem.
 * Goal:** -Help students stand up for themselves and others when they are being bullied or teased.


 * Lesson Steps:**
 * -**Go around circle and have students share a time when they were strong by standing up for someone or helping someone.

-Set out signs for response choices that say, “Ignore”, “strong” and “mean”.

-Pull a role-play out of a jar and have student help you act it out. These can be any common occurrence that upsets kids like cutting in line, taking a toy at recess, name calling, etc. In the role-play, I found it best if I took the role of bully but you can adjust to your class.

-For the first role-play, we act out the scene using each response, once mean, once ignoring, once strong. Then discussed which was best and why. (Sometimes it was ignoring. ☺)

-For the second role play stop at the first conflict and have students discuss with a partner which they think would work best and take their suggestions to continue the role-play.

-Discuss with students that brave talk and being strong can be really scary and takes practice.

-Have students think of strong things they could say to someone bothering them and have them sit facing their partner to practice saying them in a strong way after modeling an appropriate voice and body language.

-Assist with students that are using ‘mean’ voices and review the escalation of conflict (Lesson 7).

-After a few practices, have a couple students draw a conflict form the jar and model a strong response.