Khối 3: Difference between revisions
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<div style="font-size: 14px; color:#9E72C8">''' | <div style="font-size: 14px; color:#9E72C8">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students think about what it means to be respectful and how being respectful helps them learn. They identify examples of respectful behavior and practice respectful responses to different scenarios. | <div style="font-size: 14px;"> In this lesson, students think about what it means to be respectful and how being respectful helps them learn. They identify examples of respectful behavior and practice respectful responses to different scenarios. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Identify respectful behavior in themselves and others | *Identify respectful behavior in themselves and others | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> This lesson introduces students to two skills for learning: focusing attention and listening. Students learn how these skills help them be better learners and show respect. | <div style="font-size: 14px;"> This lesson introduces students to two skills for learning: focusing attention and listening. Students learn how these skills help them be better learners and show respect. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Identify examples of focusing attention | *Identify examples of focusing attention | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn what self-talk is—talking to yourself in a quiet voice or in your head—and how using positive self-talk can help them stay focused, stay on task, and manage distractions. | <div style="font-size: 14px;"> In this lesson, students learn what self-talk is—talking to yourself in a quiet voice or in your head—and how using positive self-talk can help them stay focused, stay on task, and manage distractions. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Identify classroom distractions | *Identify classroom distractions | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn that being assertive—asking for what you want or need in a calm, firm voice—is a respectful way to get what they want or need. Students practice using assertive communication to ask for help at school. | <div style="font-size: 14px;"> In this lesson, students learn that being assertive—asking for what you want or need in a calm, firm voice—is a respectful way to get what they want or need. Students practice using assertive communication to ask for help at school. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Demonstrate assertive communication skills in response to scenarios | *Demonstrate assertive communication skills in response to scenarios | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn to recognize that bullying is when someone keeps being mean to someone else on purpose and the person being bullied hasn't been able to make it stop. They also learn that bullying is unfair and one-sided. | <div style="font-size: 14px;"> Students learn to recognize that bullying is when someone keeps being mean to someone else on purpose and the person being bullied hasn't been able to make it stop. They also learn that bullying is unfair and one-sided. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify bullying | *Identify bullying | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn how to use assertiveness skills to report bullying. Students also identify caring adults they can report bullying to. | <div style="font-size: 14px;"> Students learn how to use assertiveness skills to report bullying. Students also identify caring adults they can report bullying to. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify caring adults to talk to about bullying or mean behaviors | *Identify caring adults to talk to about bullying or mean behaviors | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn how to use assertiveness skills to refuse bullying after they've reported the bullying to a caring adult. | <div style="font-size: 14px;"> Students learn how to use assertiveness skills to refuse bullying after they've reported the bullying to a caring adult. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Recognize bullying | *Recognize bullying | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn that they can help stop bullying by recognizing when it happens, standing up for the person being bullied, reporting or helping report the bullying, and supporting those being bullied by being kind and including them. | <div style="font-size: 14px;"> Students learn that they can help stop bullying by recognizing when it happens, standing up for the person being bullied, reporting or helping report the bullying, and supporting those being bullied by being kind and including them. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Define “bystander” | *Define “bystander” | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn that using the Ways to Stay Safe and following NeverNever Rules will help them stay safe. Students also practice using their assertiveness skills to refuse to participate in and to report unsafe situations. | <div style="font-size: 14px;"> Students learn that using the Ways to Stay Safe and following NeverNever Rules will help them stay safe. Students also practice using their assertiveness skills to refuse to participate in and to report unsafe situations. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify common safety rules (Never-Never Rules) for guns, fire, riding on wheels, crossing streets, riding in a car, water, sharp tools, and dogs | *Identify common safety rules (Never-Never Rules) for guns, fire, riding on wheels, crossing streets, riding in a car, water, sharp tools, and dogs | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn that an important rule is to always ask a parent or the person in charge first before doing something, going somewhere, or accepting something from someone. They also practice identifying adults they can ask and asking them assertively for permission. | <div style="font-size: 14px;"> Students learn that an important rule is to always ask a parent or the person in charge first before doing something, going somewhere, or accepting something from someone. They also practice identifying adults they can ask and asking them assertively for permission. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Demonstrate following the Always Ask First Rule in response to scenarios | *Demonstrate following the Always Ask First Rule in response to scenarios | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn the difference between safe, unsafe, and unwanted touches. They also practice using assertiveness skills to refuse unsafe and unwanted touches. | <div style="font-size: 14px;"> Students learn the difference between safe, unsafe, and unwanted touches. They also practice using assertiveness skills to refuse unsafe and unwanted touches. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify safe and unsafe touches | *Identify safe and unsafe touches | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students learn the Touching Rule—a person should never touch your private body parts except to keep you healthy—and how to assertively refuse and report when someone breaks the Touching Rule. Students also learn to pay attention to uncomfortable feelings in their bodies to help them recognize when someone else is breaking the Touching Rule, and that it, never their fault when someone breaks the Touching Rule. | <div style="font-size: 14px;"> Students learn the Touching Rule—a person should never touch your private body parts except to keep you healthy—and how to assertively refuse and report when someone breaks the Touching Rule. Students also learn to pay attention to uncomfortable feelings in their bodies to help them recognize when someone else is breaking the Touching Rule, and that it, never their fault when someone breaks the Touching Rule. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify private body parts | *Identify private body parts | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students practice using the Ways to Stay Safe when someone has broken the Touching Rule. They learn it's never okay to keep secrets about touching, and that it's never too late to report a broken Touching Rule. Students also learn to keep reporting a broken Touching Rule until someone helps them. | <div style="font-size: 14px;"> Students practice using the Ways to Stay Safe when someone has broken the Touching Rule. They learn it's never okay to keep secrets about touching, and that it's never too late to report a broken Touching Rule. Students also learn to keep reporting a broken Touching Rule until someone helps them. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify the Touching Rule | *Identify the Touching Rule | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> Students watch the video David Speaks Up, which tells the story of a boy who uses the skills and concepts he learned in the Child Protection Unit to stay safe. Then students practice the skills again themselves. | <div style="font-size: 14px;"> Students watch the video David Speaks Up, which tells the story of a boy who uses the skills and concepts he learned in the Child Protection Unit to stay safe. Then students practice the skills again themselves. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify the Ways to Stay Safe, Never-Never Rules, Always Ask First Rule, Touching Rule, and Never Keep Secrets Rule | *Identify the Ways to Stay Safe, Never-Never Rules, Always Ask First Rule, Touching Rule, and Never Keep Secrets Rule | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn to identify others' feelings using physical, verbal, and situational clues, and then to classify these feelings as comfortable or uncomfortable. The lesson addresses the feelings scared, happy, and worried. | <div style="font-size: 14px;"> In this lesson, students learn to identify others' feelings using physical, verbal, and situational clues, and then to classify these feelings as comfortable or uncomfortable. The lesson addresses the feelings scared, happy, and worried. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Name a variety of feelings | *Name a variety of feelings | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn to identify similarities and differences among different people's feelings, and to recognize that feelings can change. The lesson addresses the feelings scared, happy, worried, and relieved. | <div style="font-size: 14px;"> In this lesson, students learn to identify similarities and differences among different people's feelings, and to recognize that feelings can change. The lesson addresses the feelings scared, happy, worried, and relieved. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Use physical, verbal, and situational clues to determine what others are feeling | *Use physical, verbal, and situational clues to determine what others are feeling | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students focus on the feeling of confidence and explore how it is built with practice and effort invested over time. Students review identifying feelings using clues and understanding that feelings change. The lesson addresses the feelings sad, frustrated, embarrassed, confident, proud, and happy. | <div style="font-size: 14px;"> In this lesson, students focus on the feeling of confidence and explore how it is built with practice and effort invested over time. Students review identifying feelings using clues and understanding that feelings change. The lesson addresses the feelings sad, frustrated, embarrassed, confident, proud, and happy. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Identify physical and situational clues that indicate the feeling of confidence | *Identify physical and situational clues that indicate the feeling of confidence | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students extend their understanding of how people can have different feelings and learn that respecting different preferences can help them get along better with others. The lesson addresses the feelings excited, interested, bored, and disgusted. | <div style="font-size: 14px;"> In this lesson, students extend their understanding of how people can have different feelings and learn that respecting different preferences can help them get along better with others. The lesson addresses the feelings excited, interested, bored, and disgusted. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Determine what others are feeling using physical, verbal, and situational clues | *Determine what others are feeling using physical, verbal, and situational clues | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> This lesson introduces students to the concept of compassion. Students learn that when they have empathy for others, they can show their care and concern in many ways. The lesson addresses the feelings embarrassed, sad, and upset. | <div style="font-size: 14px;"> This lesson introduces students to the concept of compassion. Students learn that when they have empathy for others, they can show their care and concern in many ways. The lesson addresses the feelings embarrassed, sad, and upset. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Determine what others are feeling using physical, verbal, and situational clues | *Determine what others are feeling using physical, verbal, and situational clues | ||
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{| class="wikitable" | {| class="wikitable" | ||
| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students focus on accidents and practice predicting how others might feel in response to one's actions. Students learn about making neutral assumptions to help prevent misunderstandings, and about the importance of taking responsibility for one's own actions. The lesson addresses the feelings hurt, angry, and upset. | <div style="font-size: 14px;"> In this lesson, students focus on accidents and practice predicting how others might feel in response to one's actions. Students learn about making neutral assumptions to help prevent misunderstandings, and about the importance of taking responsibility for one's own actions. The lesson addresses the feelings hurt, angry, and upset. | ||
<div style="font-size: 14px; color:#A880CF"> ''' | <div style="font-size: 14px; color:#A880CF"> '''Mục tiêu bài học'''</div> | ||
*Predict others’ feelings in response to scenarios | *Predict others’ feelings in response to scenarios | ||
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| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#9E72C8">''' | <div style="font-size: 14px; color:#9E72C8">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> This lesson introduces students to what happens in their brains and bodies when they experience strong emotions. They learn that focusing their attention on clues in their bodies can help them recognize that they're feeling strong emotions and start to get back in control. The lesson addresses the feelings embarrassed, upset, and sad. | <div style="font-size: 14px;"> This lesson introduces students to what happens in their brains and bodies when they experience strong emotions. They learn that focusing their attention on clues in their bodies can help them recognize that they're feeling strong emotions and start to get back in control. The lesson addresses the feelings embarrassed, upset, and sad. | ||
<div style="font-size: 14px; color:#9E72C8"> ''' | <div style="font-size: 14px; color:#9E72C8"> '''Mục tiêu bài học'''</div> | ||
*Identify physical clues that can help them name their own feelings. | *Identify physical clues that can help them name their own feelings. | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn the first two Calming-Down Steps: Stop—use your signal, and Name your feeling. | <div style="font-size: 14px;"> In this lesson, students learn the first two Calming-Down Steps: Stop—use your signal, and Name your feeling. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Identify the first two Calming-Down Steps | *Identify the first two Calming-Down Steps | ||
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| style="text-align: left; font-size:14px; width: 80%" | | | style="text-align: left; font-size:14px; width: 80%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students focus on managing the strong feelings that arise when they make mistakes. Students learn and practice belly breathing for calming down. The lesson addresses the feelings frustrated and embarrassed. | <div style="font-size: 14px;"> In this lesson, students focus on managing the strong feelings that arise when they make mistakes. Students learn and practice belly breathing for calming down. The lesson addresses the feelings frustrated and embarrassed. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Demonstrate correct belly-breathing technique | *Demonstrate correct belly-breathing technique | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn and practice positive self-talk to help themselves calm down when they are feeling anxious. | <div style="font-size: 14px;"> In this lesson, students learn and practice positive self-talk to help themselves calm down when they are feeling anxious. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Generate positive self-talk they can use to calm down in response to scenarios | *Generate positive self-talk they can use to calm down in response to scenarios | ||
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| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn that everyone feels angry sometimes, but that hurting other people's feelings or bodies in response to angry feelings is not okay. Students practice using counting to calm down angry feelings, then being assertive to respectfully get what they want or need. | <div style="font-size: 14px;"> In this lesson, students learn that everyone feels angry sometimes, but that hurting other people's feelings or bodies in response to angry feelings is not okay. Students practice using counting to calm down angry feelings, then being assertive to respectfully get what they want or need. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Use counting to calm down in response to scenarios | *Use counting to calm down in response to scenarios | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students learn how to use the Calming-Down Steps to stay focused and on task at school. Students use positive self-talk to help themselves stay motivated to finish tasks. The lesson addresses the feelings annoyed and jealous. | <div style="font-size: 14px;"> In this lesson, students learn how to use the Calming-Down Steps to stay focused and on task at school. Students use positive self-talk to help themselves stay motivated to finish tasks. The lesson addresses the feelings annoyed and jealous. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học''''</div> | ||
*Identify situations that require the use of the Calming-Down Steps | *Identify situations that require the use of the Calming-Down Steps | ||
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| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#9E72C8">''' | <div style="font-size: 14px; color:#9E72C8">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> This lesson introduces students to the important first step of the Problem-Solving Steps—S: Say the problem without blame. The importance of calming down first before beginning to solve problems is also emphasized. | <div style="font-size: 14px;"> This lesson introduces students to the important first step of the Problem-Solving Steps—S: Say the problem without blame. The importance of calming down first before beginning to solve problems is also emphasized. | ||
<div style="font-size: 14px; color:#9E72C8"> ''' | <div style="font-size: 14px; color:#9E72C8"> '''Mục tiêu bài học'''</div> | ||
*Recall the first Problem-Solving Step | *Recall the first Problem-Solving Step | ||
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{| class="wikitable" | {| class="wikitable" | ||
| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> This lesson continues to introduce the Problem-Solving Steps—including T: Think of solutions; E: Explore consequences; and P: Pick the best solution. The importance of thinking of safe and respectful solutions is emphasized. | <div style="font-size: 14px;"> This lesson continues to introduce the Problem-Solving Steps—including T: Think of solutions; E: Explore consequences; and P: Pick the best solution. The importance of thinking of safe and respectful solutions is emphasized. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Recall the first two Problem-Solving Steps | *Recall the first two Problem-Solving Steps | ||
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{| class="wikitable" | {| class="wikitable" | ||
| style="text-align: left; font-size:14px; width: 80%" | | | style="text-align: left; font-size:14px; width: 80%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students continue to practice the Problem-Solving Steps, applying the steps to the problem of taking responsibility when something they said or did hurt someone's feelings. Students learn that taking responsibility means admitting what they did, apologizing, and offering to make amends. | <div style="font-size: 14px;"> In this lesson, students continue to practice the Problem-Solving Steps, applying the steps to the problem of taking responsibility when something they said or did hurt someone's feelings. Students learn that taking responsibility means admitting what they did, apologizing, and offering to make amends. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Recall the Problem-Solving Steps | *Recall the Problem-Solving Steps | ||
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| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of a student being intentionally excluded from play. Students learn that the compassionate, respectful response is to invite the excluded student to join in. | <div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of a student being intentionally excluded from play. Students learn that the compassionate, respectful response is to invite the excluded student to join in. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Recall the Problem-Solving Steps | *Recall the Problem-Solving Steps | ||
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{| class="wikitable" | {| class="wikitable" | ||
| style="text-align: left; font-size:14px; width: 100%" | | | style="text-align: left; font-size:14px; width: 100%" | | ||
<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of negotiating fair game rules. | <div style="font-size: 14px;"> In this lesson, students apply the Problem-Solving Steps to the playground problem of negotiating fair game rules. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Recall the Problem-Solving Steps | *Recall the Problem-Solving Steps | ||
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<div style="font-size: 14px; color:#A880CF ">''' | <div style="font-size: 14px; color:#A880CF ">'''Tổng quan''' </div> | ||
<div style="font-size: 14px;"> In this lesson, students review and practice applying all CLISE skills and concepts learned this year. | <div style="font-size: 14px;"> In this lesson, students review and practice applying all CLISE skills and concepts learned this year. | ||
<div style="font-size: 14px; color:#A880CF "> ''' | <div style="font-size: 14px; color:#A880CF "> '''Mục tiêu bài học'''</div> | ||
*Recall Second Step skills learned | *Recall Second Step skills learned |
Revision as of 03:30, 16 August 2021
Để học tập hiệu quả, học sinh cần phải có khả năng tự điều chỉnh cảm xúc, suy nghĩ và hành vi của mình. Khả năng này giúp các con học tập hiệu quả hơn và thành công hơn trong các mối quan hệ với bạn bè và người lớn. Kỹ năng tự điều chỉnh không những hỗ trợ học sinh Tiểu học đạt thành tích cao hơn trong học tập mà còn giúp các con phát triển năng lực cảm xúc - xã hội.
Mục tiêu học tập của chương này là giúp học sinh xây dựng các kỹ năng nền tảng cần thiết để học tập hiệu quả. Để đạt được mục tiêu này, học sinh lớp 2 sẽ học các nội dung:
2. Lắng nghe hiệu quả:
3. Áp dụng kĩ thuật tự đối thoại:
4. Mạnh dạn:
5. Lập kế hoạch 3 bước và tiến hành đánh giá theo các tiêu chí của một kế hoạch tốt
🔎 Xem thêm: Chương 1 - Khối 3
1. Người học có thái độ tôn trọng
2. Sử dụng phương pháp tự đối thoại
3. Mạnh dạn
4. Lập kế hoạch học tập
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Trong chương trình CLISE, các kỹ năng cảm xúc - xã hội được kết hợp giảng dạy với những cấu phần chính của chương Phòng chống bắt nạt để xây dựng một chương trình phòng chống bắt nạt toàn diện. Mặc dù các kỹ năng cảm xúc - xã hội cung cấp kiến thức nền tảng quan trọng cho học sinh, tuy nhiên nghiên cứu cho thấy để phòng chống bắt nạt một cách hiệu quả, giáo viên cần chú trọng phát triển, khích lệ các kỹ năng và hành vi cụ thể, đồng thời khuyến khích các chuẩn mực tích cực của học sinh.
Để đạt được mục tiêu này, học sinh lớp 2 sẽ học các nội dung:
2. Nhận diện bắt nạt:
3. Báo cáo bắt nạt:
4. Từ chối bắt nạt:
5. Là người ngoài cuộc giúp ngăn chặn hành vi bắt nạt:
🔎 Xem thêm: Chương 2 - Khối 3
5. Nhận diện bắt nạt
6. Báo cáo bắt nạt
7. Từ chối bắt nạt
8. Sức mạnh của người ngoài cuộc đối với bắt nạt
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Các kỹ năng cảm xúc-xã hội được giảng dạy trong chương trình CLISE cung cấp nền tảng quan trọng cho chương này, tuy nhiên nghiên cứu cho thấy việc phát triển, khuyến khích các hành vi và kỹ năng cụ thể sẽ giúp học sinh ít bị tổn thương hơn trong các tình huống nguy hiểm hoặc bị lạm dụng.
1. Xác định và thực hiện các quy tắc sau:
2. Phản ứng với các tình huống không an toàn bằng việc áp dụng các Cách giữ an toàn:
3. Áp dụng các Cách giữ an toàn trong những tình huống liên quan đến lạm dụng tình dục
🔎 Xem thêm: Chương 3 - Khối 3
9. Cách giữ an toàn
10. Quy tắc Luôn phải hỏi trước
11. Sự đụng chạm an toàn và không an toàn
12. Quy tắc Đụng chạm
13. Luyện tập cách giữ an toàn
14. Ôn tập các kỹ năng giữ an toàn
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Thấu cảm là một yếu tố vô cùng quan trọng trong việc phát triển các hành vi theo chuẩn mực xã hội cũng như kỹ năng giải quyết vấn đề giữa các cá nhân. Thấu cảm là chìa khóa cần thiết cho năng lực cảm xúc - xã hội, góp phần vào thành công trong học tập. Khả năng xác định, hiểu và phản hồi ân cần với cảm xúc của một người nào đó sẽ xây dựng nền tảng cho các hành vi hữu ích và có trách nhiệm với xã hội, giúp phát triển tình bạn, xây dựng kỹ năng hợp tác, đối phó và giải quyết xung đột - tất cả đều là những yếu tố giúp học sinh thành công ở trường. Mục tiêu học tập của chương này là giúp học sinh phát triển năng lực thấu cảm và thể hiện lòng trắc ẩn đối với người khác. Để đạt được mục tiêu này, học sinh lớp 3 sẽ học các nội dung:
2. Tiếp nhận quan điểm của người khác:
3. Thể hiện lòng trắc ẩn đối với người khác:
4. Phát triển kỹ năng tình bạn để hòa đồng hơn với những người khác bằng cách:
🔎 Xem thêm: Chương 4 - Khối 3
15. Xác định cảm xúc
16. Tìm hiểu về cảm xúc
17. Cảm giác tự tin
18. Tôn trọng các sở thích khác nhau
19. Thể hiện lòng trắc ẩn
20. Dự đoán cảm xúc
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The goal of this unit is to develop students' ability to identify and manage their own strong feelings. To achieve this goal,students in first grade learn to: 1. Recognize how strong feelings affect their brains and bodies by:
2. Calm down, using the Calming-Down Steps:
3. Manage their strong feelings by:
🔎 Xem thêm: Chương 5 - Khối 3
21. Introducing Emotion Management
22. Managing Embarrassment
23. Handling Making Mistakes
24. Managing Anxious Feelings
25. Managing Anger
26. Finishing Tasks
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Students' social problem-solving skills can be improved by direct instruction. Teaching problem-solving skills reduces impulsive behavior, improves social competence and friendships, and prevents violence. The skills taught in the CLISE program are designed to build students' ability to handle interpersonal conflicts effectively. Students capable of calming down and solving their own problems are more successful in school and in their interpersonal relationships. There are two main goals for this unit. The first is to develop students' ability to solve problems in safe and respectful ways. The second is to develop students' skills for making and keeping friends. To achieve these goals, students in first grade learn to: 1. Calm down before trying to solve problems, using the Calming-Down Steps:
3. Apply the Problem-Solving Steps:
4. Use the Problem-Solving Steps to solve typical second-grade problems, such as:
🔎 Xem thêm: Chương 6 - Khối 3
27. Solving Problems, Part 1
28. Solving Problems, Part 2
29. Taking Responsibility
30. Responding to Playground Exclusion
31. Playing Fairly on the Playground
32. Reviewing CLISE Skills
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