2.+Developing+relationships


 * Relationships **

Part one: **What is a 'good friend'?** // Learning objectives: Students should learn to identify several characteristics of a good friend and how they can be more supportive // media type="custom" key="24899312"
 * Get the students to take the [[file:Are_you_a_good_friend.doc|Are you a good friend quiz]] showing them the answers from this [[file:Relationships_PP.ppt|Relationships power-point]]
 * The quiz should then lead into a discussion about what makes a good friend. The following clip might also be a good stimulus:
 * The power-point then has a task that asks them to think about friendship like a good sandwich or burger e.g. What are main ingredients? What are the non-essential items that make it extra special? You might use this [[file:What are the ingredients that make a good.pptx|burger for them to label]]
 * Alternatively, you could get them to write it out like a recipe with the ingredients written in descending order by importance and then the process of how a good friendship is 'made'
 * Or, another way...
 * You could finish by getting them to reflect on their strengths as a friends and possibly one thing that they could do better as a friend

Part two - **What do we mean by 'good relationships'?** // Learning Objectives: To define what a relationship is, identify desirable qualities in a healthy relationship, as well as explaining possible differences in approach and perceptions between boys and girls //


 * Ask the students to list as many people as they can think of with whom they have a relationship in the broadest sense.
 * Ask the pupils to group each person under headings of their choice, e.g. family, friends, day to day acquintances
 * Get the students to work in groups to identify three features of having a relationship with somone. Use group feedback to draw up a shared definition of 'relationship'.
 * Ask the pupils to write down the three most important features they would like in a boyfriend, girlfriend or partner on three sticky notes. You could use different colours for boys and girls.
 * Place the notes one by one on a large sheet of paper or white board, making sure they are anonymous. Invite the pupils to suggest subdivisions, e.g. physical appearance, emotions, personality, cultural background, and place the sticky notes into these categories. Discuss the distribution of features, e.g are ther notes under a physical features heading?
 * Examine with the pupils any possible differences between the boys' and girls' perceptions and attitudes. ask the pupils to give reasons for why boys and girls may look for different things in relationships.
 * Can they think what impact these differences might have when people are forming relationships? Why is it important for two people starting a relationship to talk about their feelings and how they might behave towards each other? Are there ways of talking and behaving towards each other that can make a relationship more or less successful? What are they?

Part three - **Why is good communication the key to a good relationship?** // Learning Objectives: To understand the importance of communication in a relationship and the difference between assertive, aggressive and passive behaviour and how our behaviour can affect a relationship //
 * The following lesson is taken from a lesson plan I found on the TES website. This is [[file:Relationships - communication aggresive, assertive, passive.ppt|the power-point that includes all the activities]]
 * Explain to the students that today we are going to practice their communication skills and particularly how they respond in different situations. Pose this dilemma to them and ask the follow up questions:
 * How would you behave if you are in the cinema and some people in front of you are talking very loudly and giggling. You can’t hear the film properly and you are starting to feel cross
 * Tap them on the shoulder, smile sweetly and say very politely ‘please could you be quieter because I can’t hear the film’
 * Get angry and say loudly….SHUT UP!
 * Try and ignore the racket they are making even though it would spoil the film for you
 * Q: Which of the 3 possible reactions was (a) an assertive response (b) an aggressive response (c) a passive response?
 * Q: Which is the best response? Why?
 * For the next task they are going to have to write down their own aggressive, assertive and passive response to each scenario
 * 1. Your mum is hassling you to babysit for your little brother. She knows you had already arranged to go out with your friends and you don’t want to let them down. What would you say to her?
 * 2. You’re being bullied at school and a group of girls keep pushing you and calling you names. You are worried and afraid. What would you do about it?
 * 3. You’re best friend buys exactly the same pair of designer shoes as you. You like to be original and hate to be copied. What would you do?
 * 4. A friend has borrowed £10 from you. It was 4 weeks ago and you really need it back. What would you do?
 * 5. Three of your close friends have gone to the cinema without asking you. You feel very left out and quite down! What would you do?
 * 6. A classmate keeps going into your pencil case and borrowing pencils without asking. You are getting annoyed because he often never returns things that he has borrowed. What would you do?
 * Discuss with the class how you would behave if you were being assertive, how being assertive would make you feel, how others might perceive you and the likely outcomes of taking this approach ([[file:Relationships - communication aggresive, assertive, passive.ppt|the power-point]] has a list of ideas)
 * You could do the same thing for the aggressive and passive approaches
 * Finally, you could create a check list for good communication. Is there's similar to the one on the [[file:bshpshecitizenship/Relationships - communication aggresive, assertive, passive.ppt|the power-point]]?
 * Know what you want
 * Look at the other person directly
 * Listen to the other person
 * Have a clear, firm voice
 * Say no and don’t make excuses
 * Use clear body language
 * Say what you want
 * Repeat what you want
 * Suggest reasonable alternatives