LESSON 10: Reinforcing Skills My Future - My Choice A sexual health curriculum for teens
BEFORE YOU GO INTO THE CLASSROOM CLASSROOM SETUP Ask teachers to set up small mixed-gender groups before class starts MATERIAL LIST Prop (Review cards - pink star in center) 4¼ by 11 inches Prop (Review cards - blue star in center) 4¼ by 11 inches Prop (Review cards - green star in center) 4¼ by 11 inches Prop (Review cards - purple star in center) 4¼ by 11 inches Prop (Team cards) 8½ by 11 inches Blank paper for answer sheets Worksheet: Bonus round situations Score sheet Prizes SPECIAL INSTRUCTIONS Assist with classroom management during the review cards. Keep score on score sheet concealed from students. If needed, here are some time-saving tips: Eliminate one or more rounds. Shorten time used to respond to questions. Move quickly through review cards. Have prizes for each student with additional special prizes for each member of the team who has the most points in the game show. Keep actual point scores private. Have leaders share which team had the most points. To minimize teasing among the class, avoid the winning team label. 10A LESSON 10: REINFORCING SKILLS
LESSON 10: REINFORCING SKILLS OBJECTIVES By the end of the lesson students will be able to: Review information from the first nine lessons Practice and reinforce the Three-Step Assertive Skill ACTIVITIES Review with first four questions Role-plays OREGON HEALTH STANDARDS ADDRESSED Interpersonal communication Self management LESSON 10: REINFORCING SKILLS 10B
TL-1 INTRODUCTION AND REVIEW Hi! We re back! How is everybody? Anyone remember our names? Today we re going to play a game. LEADERS: Students must be in groups. If possible, groups should be gender-mixed. The first part of the game is a review. The information on some of the cards will help your team score points, so listen carefully. There will be four rounds and a bonus round. Everyone will have a chance to win prizes. Before we get started we are going to do a quick review. CLASSROOM FACILITATOR: If time permits, address some prepared responses from the question box. This should take no more than five minutes. If additional discussion is necessary, continue after teens have left. LESSON 10: REINFORCING SKILLS 88
TL-2 REVIEWING ADVANTAGES OF POSTPONING We talked about reasons why some teens have sex, why most teens your age wait and the advantages of postponing sexual involvement. Remember, we also talked about why setting goals is important. I have some review cards. Who would like to read the first one? LEADERS: Distribute review cards one at a time. Have students stand and read the review cards with a pink star in the center, then paraphrase and collect review cards. Review cards You can get a sexually transmitted disease or infection the first time you have sex. There are many ways to show affection without having sex. There are many advantages to postponing sexual involvement. Abstinence is the only 100 percent sure way of avoiding pregnancy and STDs/STIs. 89 LESSON 10: REINFORCING SKILLS
TL-1 REVIEWING MEDIA We explored messages from the media. What we watch on TV and at the movies; what we see and read in advertising and the Internet and the music we listen to can influence our decisions about sexual involvement. We also learned that media can be positive. I have some review cards. Who gets to read one? LEADERS: Distribute review cards one at a time. Have students stand and read the review cards with a blue star in the center; then paraphrase and collect review cards. Review cards Advertisers use sex to sell products. I don t have to have sex to feel grown up. Most students in this school aren t having sex. TV, magazines and movies most often show love and sex as fun and grown up, but don t show diseases, unplanned pregnancies and school dropouts. Advertisements on TV and in magazines often want you to believe that if you buy a certain type of product or wear a certain type of clothes you will be popular. LESSON 10: REINFORCING SKILLS 90
TL-2 REVIEWING PEER PRESSURE AND SETTING LIMITS Peer pressure comes from our friends and it can be the most difficult pressure to handle. We talked about the importance of setting personal stopping points; we then practiced setting personal stopping points. LEADERS: Distribute review cards one at a time. Have students stand and read the review cards with a green star in the center; then paraphrase and collect review cards. Review cards It is important to develop my own values and beliefs and stick with them. No one has the right to pressure me after I have said NO. I always have the right to say NO to sexual involvement. Setting limits allows you to be cautious and stop when you want to. 91 LESSON 10: REINFORCING SKILLS
TL-1 REVIEW THREE-STEP ASSERTIVE SKILL You can respond to peer pressure in a passive, assertive or aggressive way. We learned and practiced a new skill to help you say NO in an assertive way, even when being pressured by someone you care about. LEADERS: Distribute review cards one at a time. Have students stand and read the review cards with a purple star in the center; then paraphrase and collect review cards. Review cards Being assertive means I let the other person know where I stand. The first assertive step is to say NO and keep repeating it. I should not offer reasons or excuses. The second assertive step is to reverse the pressure. I need to say how the pressure makes me feel and ask why they keep pressuring me when I ve already said NO. The third assertive step is to refuse to talk about it and suggest we do something else. In order to be effective when I say NO, I must make sure my body language also says NO. LESSON 10: REINFORCING SKILLS 92
TL-2 GAME INTRODUCTION Are you ready to earn points and win prizes? Your team can earn points by coming up with the right answers. The bonus round is worth up to 20 points. If you are talking while others are speaking, your team can lose points. Right now, you have 10 seconds to choose a recorder and a speaker for your group. Ready? Go! Raise your hands when you re ready. Each team will get a numbered sign to help the scorekeeper and a paper to record their answers. LEADERS: Give each group a team number sign and review round worksheet. (CF name) is the scorekeeper and answer judge. All teams will read all their answers out loud for the scorekeeper. CLASSROOM FACILITATOR: Scoring the game: Classroom facilitators keep the score on the score sheet DO NOT keep the score on the chalk board/overhead or flip chart. Award one point for each good answer. Add up team score at the end of each round. 93 LESSON 10: REINFORCING SKILLS
CF INSTRUCTIONS This is how the game will work. The teen leaders will read each question twice. Do not start until they are finished reading the question the second time; then say GO. Once you hear the word GO, you will have 60 seconds to answer the questions. If you start writing before you hear GO I will deduct points. Each correct answer is worth one point, so write as many answers down as you can as fast as possible. Are there any questions before we start? LESSON 10: REINFORCING SKILLS 94
TL-1 ROUNDS 1 THROUGH 4 Recorders! Hold your pencils in the air until I say go. Do not start writing until I say GO! Question number 1: List the advantages of waiting to become sexually involved. List the advantages of waiting to become sexually involved. You have 60 seconds to answer the question. Ready? Go! LEADERS: Stand next to the speakers as they read their answers to make sure they don t add any answers they did not write down. DO NOT PARAPHRASE ANSWERS! Repeat for each question. Pencils down! Hands up!! Now, let s hear your answers. Pass your papers to your speakers. When I come to your group, your speaker will stand and read all your answers. Don t cross any answers off your list because all correct answers count for each group. Recorders, pencils back up in the air until I say GO! Question number 2: List physical changes that happen to young people your age during puberty. Ready? Go! Pencils down! Hands up! Let s hear your answers. CONTINUED ON NEXT PAGE 95 LESSON 10: REINFORCING SKILLS
TL-1 ROUNDS 1 THROUGH 4 continued Recorders, I need to see your pencils in the air! Question number 3: List examples of goals you can set. Again, list examples of goals you can set. Ready? Go! Pencils down! Hands up! Now, let s hear your answers. Recorders, last time! I need to see everyone s pencil. Question number 4: What skills did we learn in How to say NO? This includes the Three-Step Assertive Skill and the ways to be effective when saying NO! What skills did we learn in How to say NO? This includes the Three-Step Assertive Skill and the ways to be effective when saying NO! Ready? Go! Pencils down! Hands up! Let s hear your answers. LEADERS: Collect worksheets. LESSON 10: REINFORCING SKILLS 96
TL-2 BONUS ROUND: THE STORIES AND ROLE-PLAYS The bonus round is worth up to 20 points. Here s how the bonus round works. Each group will receive a worksheet. After your group reads the story, turn the worksheet over and fill in the boxes. Choose people in your group to present the role-play. Practice the role-play using the responses your group wrote. Be sure to use your own voice. Any questions? We will be circulating around the room to assist you. You have eight minutes. Ready? Go! LEADERS: Circulate; get groups on task to complete the activity. Be enthusiastic and supportive. Ask each group who will do the role-play. Read each story; then that group will perform its role-play. Do not paraphrase role-play. Stop! Pencils down! Hands up! Now let s hear from each group. When I call on your team, your presenters will stand up. I will read your story and then you will read the role-play. Awesome role-plays! 97 LESSON 10: REINFORCING SKILLS
TL-1 SCORING AND PROGRAM FEEDBACK Did you have fun with the game? While we are adding up the points, we would like to ask you a few questions: We hope you had a great time. What is the one new thing you learned in the program? Out of all the things you learned in the program, what is the one thing you will use the most? What was your favorite part? LESSON 10: REINFORCING SKILLS 98
TL & ALL PERSONAL STATEMENT Before we announce the team with the most points, there is something we all want to say. I ll start. LEADERS: Everyone make a personalized statement about why you have taken the time to be a teen leader. Example: Thanks for participating. I ve enjoyed talking with you about postponing sexual involvement and making healthy choices for our futures. Write your statement in the space below. 99 LESSON 10: REINFORCING SKILLS
TL-2 CLOSING Remember, most students in your school are not having sex. We also would like to encourage you to apply to be a teen leader when you are in high school. We re ready to announce which team had the most points. It was really close. Congratulations to team. They had the most points. Goodbye! LESSON 10: REINFORCING SKILLS 100
TEEN LEADER: Workbook My Future - My Choice A sexual health curriculum for teens
Personal and inclusive, good words to use: MAKE I STATEMENTS Students Everyone We Teen My Young people Middle schoolers My choice Young adults I believe My family Us Our Religious beliefs For me Share All of us You Kids They Should Bad Pointing or telling, words to avoid: Must Ought to Can t Have to Tell Will Them I m a Buddhist, Christian, or... Need Could Don t Ruin your life Name, Grade, School: Interests: Why you are doing My Future-My Choice? W1 TEEN LEADER WORKBOOK
CLASSROOM MANAGEMENT Definite do s! You are in control. Know the material and use your natural skills. Remember feedback and cues are given to help you be a better teen leader. Help others and be kind when you offer help. Have fun in the classroom and smile. Keep the lesson moving. A busy mind is one that will stay out of trouble. Appearance Each school/organization has its own dress code. Follow the appropriate code. Make sure you are clean and neat. No gum, hats or caps when presenting lessons. Fielding questions Paraphrase: Repeat concepts discussed in class in words and phrases that students understand. Sound as if you agree with the statements and care about what the students say. Respond positively to show students you care about what they say. Fielding off-target questions Acknowledge the question by paraphrasing. Answer the questions covered by the classroom guide. Refer the questions that are not covered by the classroom guide to others, i.e., always, always, always refer to the parents first; then refer to a teacher, counselor, school nurse, or the question box. Monitoring group discussion Check all written work to avoid being caught off-guard. Give good clues, but don t give answers. Visit all groups. Alternate groups with your partner(s). Shift time as needed (two minutes may be only 45 seconds in a quick group). CONTINUED ON NEXT PAGE TEEN LEADER WORKBOOK W2
CLASSROOM MANAGEMENT continued Directing a class discussion Alternate who is called on. Always require students to raise their hand. If you don t, they won t see a need for it. Order the response. Point to each raised hand and let them know when they get to answer. Interact with the entire classroom, not just the part you see with your dominant eye. Give the students time to formulate the answer and get their hands up. Rephrase if necessary. Hands up = stop and listen. Possible problems Over-circulating. Don t distract from what your partner is doing. Lagging discussion: Know how you will call on students and move the discussion along. Being out of sync: Work with your facilitator. Watch for his or her cues. Hands off: Touch the table, not the student. Standing over the students: Be at eye level when talking one-on-one. GOOD LUCK AND HAVE A GREAT TIME! W3 TEEN LEADER WORKBOOK
PARAPHRASING LESSON 3 Most students at this school aren t having sex. It s best for teens to wait or postpone sexual involvement. There are possible consequences the first time anyone has sex. Most teens aren t ready to deal with the consequences of having sex. A myth is an idea some people believe is true even though it has been proven false or there is no evidence to support it. Abstinence is the only 100 percent sure way to avoid consequences. LESSON 4 TV, movies, music and magazines may influence how we think about sex. The media sometimes try to get me to believe that if I wear a certain product it will make me look sexy and be popular. Messages from the media may not always be obvious, but they can still influence us. Some messages from the media may go against my beliefs and values. It s important for me to think for myself. It is up to ME to decide how I am going to be influenced by the messages from the media. When you say NO to sexual involvement, you are saying what most teens your age say. LESSON 5 You can get pregnant or cause a pregnancy the first time you have sex. Most students in this school are not having sex. TV, magazines and music may influence our decisions on sexual involvement. It is up to YOU to decide how media messages will influence YOUR decisions so you can make the most of your future. Peer pressure comes from kids around us and is the most difficult pressure to handle. I always have the right to set my own limits and say NO! TEEN LEADER WORKBOOK W4 CONTINUED ON NEXT PAGE
PARAPHRASING continued LESSON 10 You can get a sexually transmitted disease or infection the first time you have sex. There are many ways to show affection without having sex. There are many advantages to postponing sexual involvement. Abstinence is the only 100 percent sure way of avoiding pregnancy and STDs/STIs. Advertisers use sex to sell products. I don t have to have sex to feel grown up. Most students in this school aren t having sex. TV, magazines and movies most often show love and sex as fun and grown up, but don t show diseases, unplanned pregnancies and school dropouts. Advertisements on TV and in magazines often want you to believe that if you buy a certain type of product or wear a certain type of clothes you will be popular. It is important to develop my own values and beliefs and stick with them. No one has the right to pressure me after I have said NO. I always have the right to say NO to sexual involvement. Setting limits allows you to be cautious and stop when you want to. Being assertive means I let the other person know where I stand. The first assertive step is to say NO. I should not offer reasons or excuses. The second assertive step is to reverse the pressure. I need to say how the pressure makes me feel and ask why they keep pressuring me when I ve already said NO. The third assertive step is to refuse to talk about it and suggest we do something else. In order to be effective when I say NO, I must make sure my body language also says NO. W5 TEEN LEADER WORKBOOK
ROLE-PLAY GUIDELINES Both roles: Start apart and walk together, always coming from the same position. Separate when you end each role-play. Use setup and responses in guide for both role-plays. No touching, hugging, high fives or holding hands. Use your normal voice but speak loud enough for students to hear pressure lines and responses. Be assertive but NOT aggressive. Don t be mean. End on a friendly note. Person resisting the pressure: Passive role-play Use scripted role-plays in guide; use poor body language. Effective role-play Use scripted role-plays in guide; use effective body language. Person pressuring: Use scripted role-plays in guide. TEEN LEADER WORKBOOK W6
SIDE ONE PRESSURE LINES No one will ever know. Come on. This may be our only chance. Please? Who cares? Your parents will never find out. Trust me. You won t regret it. Come on. Everybody else is doing it. It ll be fun! Just this once? I d do it if I were you. It s not that big a deal. Nothing bad will happen. W7 TEEN LEADER WORKBOOK
SIDE TWO THREE-STEP ASSERTIVE SKILL STEP 1 Say NO Repeat NO STEP 2 State how the pressure makes you feel. Ask: Why do you keep pressuring me after I said NO? STEP 3 Refuse to discuss the matter any further. Suggest another activity. TEEN LEADER WORKBOOK W8
OFF-TARGET QUESTIONS TYPES OF QUESTIONS: Information - Reinforce facts that we cover in the guide and video, i.e., abstinence is the only 100 percent way to avoid a pregnancy or STDs/STIs. Always tell them it is a good question. Refer first to the parents; then refer to a teacher, counselor, school nurse or question box. If it is not something covered in the classroom guide or video, tell the student it is a good question but we don t cover it in this lesson. Refer first to parent; then refer to teacher, counselor or school nurse. Personal - Refer to Ground Rule No. 1. Decision - Tell student we all need to make our own decision based on our own personal, family and religious values. Encourage students to discuss these decisions first with a parent or a trusted adult. Possible questions: What is masturbation? What are STDs/STIs? How old were you when you first had sex? Is it OK to have sex if you use birth control? Do you have a boyfriend/girlfriend? Does sexual involvement include oral sex? How old do you think someone should be when they have sex? Can you get an STD/STI by kissing? W9 TEEN LEADER WORKBOOK
COME JOIN US! My Future-My Choice Teen Advisory Board Teen leaders are the heart of the My Future-My Choice program. To encourage leadership development and participation, My Future-My Choice has a Teen Advisory Board. These teens offer feedback to the My Future-My Choice program, act as ambassadors of the program and carry out projects in their local communities that highlight the benefits of postponing sexual involvement and making healthy choices. TAB members attend a kick-off event in the fall where they have the opportunity to meet other teens across the state, develop leadership skills and plan their projects for the year. TAB members are selected to represent the teen leaders in their county. Teens serve on the board for one school year and may apply for a second year if they are eligible. To apply to be a TAB member, students must: Be a returning teen leader by completing the series of lessons. Complete the Teen Advisory Board Application. Obtain two recommendations. Want an application or additional information? You can: Contact your coordinator for an application and information; or Go to the web page: www.oregon.gov/dhs/children/mfmc/pages/index.aspx. TEEN LEADER WORKBOOK W10
W11 TEEN LEADER WORKBOOK
TEEN LEADER TRAINING EVALUATION To help us improve the quality of our training, we would appreciate your honest feedback. Date: School: County: Please indicate your response to the questions below by circling the appropriate number. 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree As a result of this training, I feel I received the instruction and tools necessary to 1. Paraphrase effectively in a middle school classroom. 1 2 3 4 2. Use the appropriate volume needed in a middle school classroom. 1 2 3 4 3. Make eye contact while speaking to students. 1 2 3 4 4. Use the classroom management techniques in a middle school classroom. 1 2 3 4 5. Address Off-Target questions in a middle school classroom. 1 2 3 4 6. Talk about sexual health with middle school students. 1 2 3 4 7. Speak comfortably in front of a middle school classroom. 1 2 3 4 8. Engage the younger students. 1 2 3 4 9. This training was a good use of my time. 1 2 3 4 10. The meeting room and facilities were adequate and comfortable. 1 2 3 4 11. The presenters were engaging. 1 2 3 4 12. The presenters communicated clearly. 1 2 3 4 13. I would recommend this trainer to others. 1 2 3 4 14. What activities were most helpful for you in preparing for your role as Teen Leader? Rank your top 3. 1 = most beneficial, 2 = 2nd most beneficial, and 3 = 3rd most beneficial activity. Watching trainer demonstrations Watching peer demonstrations Demonstrating a lesson myself Receiving feedback from a trainer Receiving feedback from a peer Other: 15. What is one thing that would have made this training better for you? Please explain: TEEN LEADER WORKBOOK W12