Grade. Lesson 3. Empathy and Communication: Negotiating and Compromising

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1 Empathy and Communication: Negotiating and Compromising

2 Handout 3A: Analyze the Situation Section 1 Describe the problem from each girl s perspective: (Lexie) (Hannah) Describe how each girl feels: (Lexie) (Hannah) Describe what each girl needs or wants: (Lexie) (Hannah) Does either character need more information? If so, what? Section 2 Write a neutral problem statement: 2008 Committee for Children Page 163

3 Handout 3B: Negotiation and Compromise Skill-Practice Instructions Instructions 1. Decide who will be the characters and who will be the coaches. 2. Characters read the first scenario and their characters perspectives out loud. 3. Characters negotiate and compromise to reach a win-win solution. 4. Coaches watch, check off skills the characters use on their checklists, and give suggestions. 5. Then switch parts and do the other scenario. Negotiation and compromise skills Character A Character B Make a neutral problem statement. Brainstorm options. Consider consequences. Negotiate. Reach a compromise Committee for Children Page 165

4 Negotiation and Compromise Skill-Practice Scenarios, Set 1 Set 1 The Friend A friend of Character A and Character B has started drinking. Both A and B know it s a bad thing to do, and they are worried about their friend, but they disagree about what they should do about it. Character A: You think the best way to help your friend stop drinking is to tell an adult. Character B: You don t want to tell an adult about your friend s drinking. You don t want your friend to get in trouble. You would rather tell your friend directly that you think it s not smart to drink. The Closet Character A finds his or her sister or brother (Character B) going through Character A s closet to borrow clothes. They disagree about whether closets are private or not. Character A: You think that your closet should be completely private. You have a job to earn money to buy clothes, and you don t see why you should share clothes you have worked hard to buy. Character B (the sister or brother): You think families should share things like clothes. You need a red sweater for school spirit day. You know your sister or brother has one, and you think he or she should lend it to you for one day. You go to different schools, so your sister or brother doesn t need the sweater for school spirit day Committee for Children Page 167

5 Negotiation and Compromise Skill-Practice Scenarios, Set 2 Set 2 The Group Character A and Character B are in the same group of friends. There is a friend in their group that is saying mean things and spreading rumors about the others in their group. Character A: You don t want to be around people who bully. You want to take a break from this group of friends. Character B: You don t like to be around people who bully. You want to say something to the friend who is being mean and spreading rumors. The Lunch Table Character A is an eighth-grader. Character B is a sixth-grader. The two characters want to sit at the same lunch table with their own friends. There is only room for one of them. They disagree about who has the right to sit there. Character A: You think that as an eighth-grader you automatically have the right to use the table. The eighth-graders always sit there at lunch time. You also think that being the older student gives you more privileges. Since there are other tables, you think six graders should sit somewhere else. Character B: You think that since you got there first, you have the right to sit there with your friends. You think things should be fair and equal between sixth-graders and eighth-graders. Just because eighth-graders have always sat there, it does not mean they automatically have the right to sit there, especially if they don t get there first. You think you should get the chance to sit at the table Committee for Children Page 169

6 Homework: Winning the Battle Name: Imagine you go to an after-school program. You get there, and all you want to do is hang out. But nooo! The adult director wants everyone to do their homework right when they arrive. This feels like a constant battle, and everyone s tired of it! It s time to find a win-win solution. In a win-win solution, there are no losers in the disagreement. You find a solution that makes both people feel like they ve won. Sound good? It is! Go through the following steps with an adult to see if you come up with your own win-win solution to the homework battle. Analyze the situation Student s perspective Adult s perspective What s the problem? How do you feel? What do you need? Do you need more information? If so, what? Neutral problem statement: Brainstorm options: This is how we felt when we reached a win-win solution: We considered each option, then decided on this compromise: This homework assignment was completed on (date). [adult] signature 2008 Committee for Children Page 171

7 Reflective Writing Assessment Name: Answer each question to explain what you learned. Then write a reflection to show how what you learned connects to your life. What I Learned When solving a problem, why is it important to analyze the situation? Why is it important to find a win-win solution? Connecting to My Life Think about a problem you are having with someone and develop a neutral problem statement about it Committee for Children Page 173

8 Additional Practice: Negotiating and Compromising Preparation 1. Make copies of the additional handout on the next page for each student. 2. If doing the skill practice, make copies of Handout 3B for each student. Instructions for Students 1. On the additional handout, describe in one to two sentences a situation in which Character A and Character B have a conflict. (For example, Character A and Character B disagree about whose turn it is to do a classroom chore.) 2. Write a sentence or phrase that describes each character s different perspective. (For example, Character A s perspective might be, It s not my day. Character B s perspective might be, I did it for you when you were absent yesterday. ) 3. Work through the situation with a partner. ~ OR ~ Follow the instructions above, then read and follow the skill-practice instructions on Handout 3B using the conflict situations you ve just created with a partner Committee for Children Page 175

9 Additional Practice: Negotiating and Compromising Additional Handout Situation Character A s perspective Character B s perspective Character A How does he or she feel? What does he or she need or want? Character B How does he or she feel? What does he or she need or want? 2008 Committee for Children Page 177

10 Additional Practice: Negotiating and Compromising Grade Does either person need more information? If so, what? Neutral problem statement: Brainstorm options: Consider each option. Explain your answers in the spaces provided. Possible option What might happen if I do this? Is it safe? How might people feel about it? Is it ethical? Negative Positive Negative Positive Negative Positive We decided on this compromise: Page 178 Second Step: Student Success Through Prevention 2008 Committee for Children

11 Academic Integration Activities Language Arts and Social Studies Can you find a united solution? The United Nations (UN) was founded in 1945 after World War II. Its job is to maintain peace and stability through international cooperation. It is composed of more than 190 countries from around the world. Briefly discuss the role of the UN with your class. Then divide your class into small groups. Each student in the group represents a different country, creating a mini UN. Present the groups with an international, national, local, or schoolwide problem (for example, global warming, emission laws, or lack of recycling). Give groups time to research the problem, if necessary. Each mini UN needs to come up with a united plan using the Action Steps to solve the problem. Each individual in a group must ensure that his or her country s perspective is being heard and included in the final plan. Students will need to use negotiating and compromising skills as they try to come up with a united plan for solving the problem. Have each group present their plan to the class. Health and Science Can you solve this problem? Have students work in groups to solve a simple science problem using the Action Steps. For example, you could ask your students: Which is best simple machine (or combination of simple machines) to use to move a heavy box of books into the back of a truck? Have each group present their solutions to the class. Media Literacy Which one is the better solution? Record a clip from an age-appropriate TV sitcom (such as an episode of I Love Lucy) where a problem is presented. Include in the clip the presentation of the problem and the resolution of the problem. Put your students in groups. Show the clip through the presentation of the problem, but stop it before the problem is resolved. Have the groups use the Action Steps to create a plan for solving the characters problem. Have each group explain their plan to the class. Then show the rest of the clip. How closely did their plans match the characters solution? Ask which solution students think is better, their group s, or the characters? Why? 2008 Committee for Children Page 179

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