Bean Esteem

1. Give each student 5 dried beans. Ask them to examine the beans and choose the "Best" bean. Don't give them any other information.

2. After 5 minutes, have some or all of the students to explain how they chose their "Best" bean.

3. Relate the beans to people by asking the following questions:
a. Are all of your beans the same on the inside?
b. Are all people the same on the inside?
c. When we eat the beans, do all the beans taste the same?
d. Imagine you are hanging off a cliff and are desperately clinging to a few blades of grass that are pulling loose from the ground. Suddenly, a hand appears from above to rescue you. Would you wait to see what that person looked like before you reached for help?
e. Is one bean better than another?
f. Is one person better than another?

Wisdom

Eleanor Roosevelt said "Nobody can make you feel inferior without your permission." Have a group discussion about this quote. What does it mean? How true is it? Can you think of cases where it might not be true? In what kinds of situations would this quote be most useful to remember?

Advertising 101

Have everybody in the class bring in one or two advertisements aimed at teenagers. These can be cut out of magazines or taped off of TV. Have a class discussion to evaluate the ads by asking the following questions: How is this ad attempting to appeal to me? What assumptions does this ad make about me? How is this ad intended to make me feel about myself? Is there anything about this ad that's intended to make me feel is ad intended to make me feel better about myself, or bad about myself? In what way is this ad attempting to appeal to me? Would I be most vulnerable to this ad if I had high self esteem, or low self-esteem?

Self Esteem Bucket

Self-esteem has been compared to a bucket of water. It starts out full when we're born, but whenever we develop negative beliefs about ourselves, it's like poking little holes in that bucket and our self-esteem drips out.* Have the group brainstorm a list of things we do or say to ourselves or to others that pokes holes in the self-esteem bucket. Put this list on the wall to serve as a constant reminder.

Thumbprints

Have each student place his thumb on an inkpad and make a thumb print. Use this site to identify their type of print. Discuss the fact that each fingerprint is special because it is totally unique. Then each student creates an animal using the thumbprint as the body.

Designing Self Collages

Using pictures, words, or symbols clipped from magazines that represent things they enjoy doing or own, places they've been, people they admire, or careers they desire, students create a collage. They place their names on the back, and you can post the collages around the room. Have the other students guess which collage belongs to whom and state why they made that guess.

current events discussions

izzit.org provides a different daily news article with a series of discussion questions every weekday throughout the school year. These questions are designed to encourage critical thinking, challenge assumptions, and provoke lively classroom discussion.

I Messages

"I" messages are a key part of respectful, assertive speaking that allow us to express negative feelings without attacking or blaming. They help to facilitate constructive dialogue and problem-solving.

Here is an example of the difference between a "you" message and an "I" message:

• "You" message:
  "You selfish jerk! You think the TV belongs to you. Well, it's my turn now."
  
  
• "I" message:
  "I feel annoyed when you switch the channel without asking. I want to be able to watch my show."

In Academic Controversy, "I" messages can help participants disagree respectfully:

• "You" message:
  "That is just totally untrue and you are wrong."
  
  
• "I" messages:
  "I don't agree with that because . . .", "To me the evidence says . . .", "My view is . . ."
  

Give each student a copy of Student Handout B. Read the handout with students, making sure they understand how an "I" message removes attacking language. Then, allow them to practice "I" messages, using scenarios such as the ones presented below.

Have students practice constructing "I" messages in response to the following situations. For further practice, have them think of other situations and then respond with "I" messages.

• Byron's brother Sam borrowed Byron's favorite shirt without asking. What could Byron say to Sam using an "I" message?
  
  
• Carla saw Heather with her arm around Carla's boyfriend Greg. What could Carla say to Heather using an "I" message? To Greg?
  
  
• Jessica heard that Anna is spreading a rumor that Jessica was one of the kids who trashed Todd's locker. What could Jessica say to Anna using an "I" message?
  
  
• Will wants to copy Mike's homework. Mike wants to say no, even though he let Will copy once before. What can Mike say to Will using an "I" message?

Active Listening

Briefly introduce the topic to students by asking them to identify the characteristics of active listening. Then, with a volunteer, demonstrate poor listening (looking away, interrupting, changing the subject) and then good, active listening, modeling the skills described on Student Handout A.

Ask students to tell you what they noticed. Lead them to be specific, e.g., "You were doodling" or "You were looking away." Chart their responses in two lists, one for active listening and one for poor listening.

Have students pair off and take turns talking and listening about a non-threatening topic: "A Place I Love to Go," or "Something I Learned To Do." While one person speaks, the other should listen actively. Give each person a minute or less to speak. When both members have had a chance to speak, ask students to discuss the exercise.

Great Quotes about Character

Use this power point presentation as a springboard for discussion.

Cartoon Conflict Resolution

Coyote and Road Runner have had a conflict for years...what happens when Coyote finally resolves his conflict? Watch here to find out!

Many classic cartoons are based on some conflict. Discuss some of your favorite cartoons and ways in which the conflict could be resolved. Here are some classic conflicts:

Tom & Jerry
Spongebob & Squidward
Angelica & Tommy
Charlie Brown & Lucy
Check out toonopedia for more cartoons!

Coping Strategies: Managing Feelings

Working in small groups, students will categorize coping strategies as positive, negative, neutral and time-out behaviors. Click here for the lesson plan.

Working Together

Machine Building: A Cooperative Activity

In this activity students will work in small groups to create a group machine.

Working it Out

Conflicts arise every day, so it’s important to know how to handle them. Use the articles at KidsHealth to research how to communicate your feelings in a positive way. Next read the scenarios on the Working It Out handout. Select two scenarios, identify the conflicts, and role-play the arguments and their resolutions. Remember that a solution does not necessarily mean that everyone agrees!

Extensions:
Select a conflict you see on TV and analyze how problem-solving is portrayed in that scene. What is the conflict? What strategies do the characters use to solve the problem? Are they effective strategies for solving the conflict peacefully? What strategies might the characters use instead? Finally, what effect do you think the media has on how people handle their problems?
Create a TV announcement that promotes solving conflicts in peaceful ways.

3 Steps for Conflict Resolution

Crossing Political Boundaries

On Wednesday, November 5, educators will walk into divided classrooms. Some children will be jubilant that their preferred candidate has won the presidency. Others will be crestfallen that theirs did not. Use this lesson to bring them together again. Click here for a lesson from tolerance.org.

Mediate, Don't Instigate!

Click here for a great lesson that includes a mock peer mediation and conflict resolution scenarios.

Peace Quest with Kofi Annan

Take a trip with Kofi Annan to experience a year in the life of his peacequest as Secretary General. Click here to take an interactive journey through conflict resolution and peace making decisions.

Conflict Resolution and Peace

Use these quotes from famous individuals to facilitate student reflection on the importance of conflict resolution.

Conflict Resolution Jeopardy

Peace tattoos

Students "tattoo" themselves with a peaceful message, e.g., see excellent photos of words like "peace" written on people's hands. Thin, colored washable markers work well.