Promise Council Lesson · 2016-06-27 · Last revised 03/22/2016 Promi5e Council Lesson Guide...

© Copyright, State Farm Mutual Automobile Insurance Company, 2014 1 Last revised 03/22/2016

Promi5e Council Lesson Guide

Re3markable® for Teens – Personalized How Remarkable People Interact With Others

Promise Council Lesson Re3markable® for Teens

How Remarkable People Interact With Others

Table of Contents:

SESSION OVERVIEW .................................................................................................................................. 2

TIME AND MATERIALS NEEDED FOR EACH LESSON SECTION ........................................................... 4

MATERIALS PREPARATION LIST .............................................................................................................. 5

KEY TO SYMBOLS ....................................................................................................................................... 7

DETAILED LESSON GUIDE......................................................................................................................... 8

Opening exercise ..................................................................................................................................... 8

First impressions matter: Use a warm and inviting greeting. ................................................................... 8

I feel significant when you use my preferred name and use it more than once during conversations .. 12

Treat me with respect by being professional and using courtesy words ............................................... 14

Know me. Understand my perspective by asking open-ended questions ............................................. 17

Closing exercise ..................................................................................................................................... 18




SESSION OVERVIEW (1.5 hours)

PARTICIPANTS ROLE

State Farm representative facilitator or other teacher/leader/aid.

Observe student facilitators (and provide guidance only if absolutely necessary).

Two to four student facilitators Facilitate the lesson.

Optional: Other stakeholders such as State Farm employees, Promi5e Council representatives, school administrators.

Observe, although one of the stakeholders may be used for the business person role.

A person dressed in business attire that is unfamiliar to the student facilitators.

(Suggestions: The mayor, a local business owner, the police or fire chief, a bank executive, or one of the optional participants listed above.)

This person will be a teaching aid. He/she will stand by the door and greet the attending students as they enter the room and give the introduction to the lesson (highlighted in yellow in the lesson plan).

ACTIVITY

Opening exercise:

Attendees will enter the designated room, having to pass by a prominent community business person dressed in business attire. The adult will make minimal effort to interact with the students; however, he/she will maintain eye contact and smile at each attendee passing through the door.

First impressions matter: Use a warm and inviting greeting.

Attendees will be introduced to the guest. The guest will explain that he/she is looking for students to help with a fun and lucrative job and the students were already selected based on how they greeted the guest as they entered the room.

Attendees will be instructed to document on paper how they greeted the guest while entering the room and then brainstorm together what they did that could be considered appropriate and what could have been done better. ((Did they initiate contact? What nonverbal cues (handshake, nod of head, etc.) did they use? Did they smile? Did they give a verbal greeting? What was their tone?))

Break the attendees into smaller groups and play a game to see which team can come up with the most situations where first impressions matter. Conduct this exercise like the “Scattergories” game.

Transition to first impressions and then keeping a good impression with those with whom you interact.




OVERVIEW (Continued from previous page.)

I feel significant when you use my preferred name and use it more than once during conversations.

Role-play examples: The student facilitators engage in four short role-plays modeling good and bad examples of name usage:

1. Not using the other person’s name at all during a conversation. 2. Using the other person’s name in every sentence. 3. Calling the other person a name that is not their preferred name. 4. Using the person’s preferred name often but not too much.

Handout: Using avatars in different social situations, the attendees will meet these avatars in different environments under varied situations and decide what their preferred name should be.

Treat me with respect by being professional and using courtesy words.

Group activity: Each attendee group will brainstorm as many courtesy words as possible. Then each group will be assigned a different scenario and create a short conversational skit showing how they could interact with each other using appropriate greetings, names, and courtesy words.

Know me. Understand my perspective by asking open-ended questions.

Dialogue examples: Student facilitators will role-play a dialogue using close-ended questions and how these conversations are awkward. They will then role-play the same scenario using a dialogue with open-ended questions. The attendees will brainstorm the difference and why the second role play was less awkward.

Closing exercise:

Each group will brainstorm the most eye-opening tip for relating to others that they learned today. Each group should pick the top two tips suggested by their group members and report those out to the entire group. One of the student facilitators should list these on the board/SmartBoard for reference. Then have each attendee exit the room through the same door with the guest in place. Let’s see if their exit interaction is different than their entrance!




TIME AND MATERIALS NEEDED FOR EACH LESSON SECTION

MINUTES SESSION TYPE OF DOCUMENT NAME OF DOCUMENT

5 Opening exercise. n/a n/a

20 First impressions matter: Use a warm and inviting greeting.

Handout how did i do?

Handout first impressions matter!

Handout scattergories!

20 I feel significant when you use my preferred name and use it more than once during conversations.

Role-play scripts HELLO, my name is … Role-Play Scripts

Handout and answer key HELLO, my name is?

Handout and answer key it’s only a name … or is it?

20 Treat me with respect by being professional and using courtesy words.

Handout and answer key i appreciate courtesy words!

Handouts courtesy in action! (4 versions)

15 Know me. Understand my perspective by asking open-ended questions.

Dialogue scripts it doesn’t have to be awkward … Dialogue Scripts

5 Closing exercise. Handout and answer key eye-opening tips for relating to others!




MATERIALS PREPARATION LIST

As you use the chart below to prepare the lesson materials, please note the following:

All prints should be in color.

All handouts are housed in the PowerPoint.

The lesson guide and the scripts are in separate Word documents.

TYPE NAME OF MATERIAL PPT SLIDE NUMBER

SINGLE- or DOUBLE-SIDED

QUANTITY

Lesson Guide

How Remarkable People Personalize Their Interactions Lesson Guide

n/a (separate document)

Double 1 per student facilitator

Handout how did i do? 1 Single 1 per student attendee and facilitator

Handout first impressions matter! 2 Single 1 per group and student facilitator

Handout scattergories! 3 Single 1 per group and student facilitator

Scripts HELLO, my name is … Role-Play Scripts


Double

1 per student facilitator (and any additional role players)

Handout HELLO, my name is? 4 Single 1 per student attendee

Answer key HELLO, my name is? 5 Single 1 per student facilitator

Handout it’s only a name … or is it? 6-7 Double 1 per student attendee

Answer key it’s only a name … or is it? 8-9 Double 1 per student facilitator

Handout i appreciate courtesy words! 10 Single 1 per group

Answer key i appreciate courtesy words! 11 Single 1 per student facilitator




TYPE NAME OF MATERIAL PPT SLIDE NUMBER

SINGLE- or DOUBLE-SIDED

QUANTITY

Handout courtesy in action! (four versions with different situations)

12-15 Single 1 different handout per group

Scripts It doesn’t have to be awkward … Dialogue Scripts


Double

1 per student facilitator ( for any additional role players)

Handout eye-opening tips for relating to others!

16 Single 1 per group

Answer key eye-opening tips for relating to others!

17 Single 1 per student facilitator




KEY TO SYMBOLS

This guide uses graphic symbols that replace some verbal instructions allowing a quick scan of a page to anticipate activities and instructions.

Say what is provided. However, the script is a suggested word track to assist in facilitation. It is not intended to be a verbatim script.

Do what the guide instructs.

Indicates a question is to be asked or debrief of the material.

Indicates a small group exercise.

Indicates use of a handout.

Indicates a note to the facilitator.

Indicates use of the SmartBoard.




DETAILED LESSON GUIDE

Opening exercise.

Attendees will enter the designated room, having to pass by a prominent community business person dressed in business attire.

The adult will make a minimal effort to interact with the student; however, they will maintain eye contact and smile at each attendee passing through the door.

Take note of the students who initiate eye contact, smile, or offer a verbal greeting.

Allow attendees to get settled into the room. When the session should begin, quiet the room and get the attention of all attendees.

Welcome to How Remarkable People Interact With Others. This session is for you to know how well you interact with other people and what

adjustments you might need to make to do that better. Before we begin, I’d like to introduce myself and the other student facilitator(s).

Introduce yourself and the other student facilitator(s). Give your name and grade level. If you’d like to give one interesting fact about each facilitator, that’s fine. Just agree

among yourselves what you will say. This should be very brief, so you can quickly continue with the session.

First impressions matter: Use a warm and inviting greeting.

Now, I’d like to introduce you to _______________________ (name of the adult that was by the door when all the attendees entered the room).

Mr./Ms._________________ (adult’s name) accepted our invitation to help us with this session today.

Mr./Ms._________________ (adult’s name) is a ___________________________ (job role/title) at ____________________________ (company’s name).

Mr./Ms._________________ (adult’s name), would you please explain to the group why you are here today?




GUEST

Good morning! It’s great to be here with you today. Before I begin, I want you to know that I really do work for ____________________,

and I often participate in the hiring process. However, today, we are going to have a little pretend fun! What if I told you that I would like to hire two of you for a week to represent my

company at a convention being held at Disney World? In this pretend situation, my company would pay for your trip and all expenses, as

well as $500. All you would have to do is spend 2 hours each day in Downtown Disney handing out

flyers to Disney guests. You can then explore any of the many theme parks during your downtime. Now, here’s the catch. I am basing my hiring decision on the impression I already

have of you. Yes, that’s right. I have already formed an opinion of you from when you entered the

room, walked by me, and sat down in your seats. Well ________________ and ______________ (names of student facilitators), I think

we’ve created a little stir among the group.

So, how might you have entered the room, had you known about this Disney opportunity?

Let’s take time to look at the situation. I’d like you to get into groups of _______. (Divide attendees into even numbers to

make up 4 teams.)

Assign each attendee to a group and position the groups around the room.

.

Pass out one how did I do? handout to each attendee.




Each of you should have your own handout. For this first part, I want you to work alone. On your handout, write down how you

greeted our guest. Write down what you think you did well and what you could have done better. ((Did they initiate contact? What nonverbal cues (handshake, nod of head, etc.) did they use? Did they smile? Did they give a verbal greeting? What was their tone?))

I’ll give you just a minute, so think quickly and get some thoughts down.

Allow students about 60 seconds to work on their lists.

Pass out one first impressions matter! handout to each group.

OK. Let’s move on and work as groups now. Together, go over your personal lists and write down the top three best ideas for

making a good first impression on the right side of your group handout. Then write down the top three things people do that do not make good first impressions on the left side.

As soon as your group chooses someone to be the writer or scribe for your group, you may begin.

Allow students about 2 minutes to work on their lists. Watch the groups and be ready to move on if they complete their lists sooner.

OK, even if your group doesn’t have three items under your “good impressions” column, we are going to move forward.

Now, I’d like each group’s scribe to tell all of us the items your group listed under the “good impressions” column.

We’ll start with the group to my right and move around the room. Please, speak loudly so we can all hear you.

Allow each group to share. Where appropriate, comment on ones that are similar among groups and ones that might be unique.




Good job. Each group had some great ideas. Now, it’s important for you to know when good impressions are important. We’re going to play a little game. Stay in your groups, because you are going to work together again.

Pass out one scattergories! handout to each group.

OK, each group should have a handout. Be sure your scribe has the handout and is ready to write for your group. Together as a group, you need to come up with as many situations as you can in

which first impressions matter. You must have the situation written on your group’s handout to get credit. You will need to think quickly and work together to make best use of your time,

because you will only have 60 seconds. After 60 seconds, we will check to see which group has the most situations written

down that no other group has. Strategy proves you will need to document obvious situations to be sure another

group doesn’t get a point, as well as try to think outside the box to gain points over the other teams.

OK, get ready. Time begins NOW!

Allow students 60 seconds to brainstorm ideas. After 60 seconds, call “TIME,” and gain their attention.




It’s time to see which group has come up with the most situations not considered by the other teams.

We’ll start with the first group again. Your scribe will need to write all your team’s situations on the SmartBoard. As this team writes their situations, if you have the same situation on your handout,

cross it off. Let the scribe know that it is a duplicate answer, so it can be crossed off on the

board, as well.

Allow the first team’s scribe to write all their situations on the SmartBoard. Remind the scribe to cross off the situations that other teams also documented on

their handouts. After the first team is finished, take over the dry-erase marker, so you can control

what happens from here to the end of the game. Ask each team to tell you their situations they have that aren’t crossed off and write

them on the board in a new row. Don’t forget to back up and cross off the ones for the previous teams that are the

same. After all teams have given their situations, have each team count the situations they

have that no other team thought of. The team with the most original situations is the winner.

Well, that was a fun game. Some of you are quite competitive! I think you can see from all the suggested situations that there are many times in

your life that first impressions are going to matter a lot. It’s important for you to recognize that and be sure you make good first impressions.

I feel significant when you use my preferred name and use it more than once during conversations.

I want you to stay in your teams. You are going to have to help each other again through this next exercise.

We just discovered how important first impressions are in how you relate to others. One way of making a good first impression is using the other person’s name. This is a way to be personable and show the other person that you are making an

intentional connection. Let’s look at some ways you can use a person’s name in a way that will make them

feel good about meeting you. Listen to these situations and decide which ones are better uses of a person’s name. Try to think about how the other person is feeling.




Pass out the HELLO, my name is? handout.

You are going to listen to four role-plays. While you are listening, look at your handout and decide which we are acting out. When you think you know the name of the person being portrayed, write their name

somewhere near their picture. OK, here’s the first one.

Access the HELLO, my name is … Role-Play Scripts document and perform the four role-plays emphasizing the four examples of good and bad ways of using a name when interacting with others.

Each role-play uses two characters, and three of the role-plays also use a narrator. If you do not have enough student facilitators, use the adults in the room for the narrator parts.

The four role-plays topics are: Not using the other person’s name at all during a conversation. Using the other person’s name in every sentence. Calling the other person a name that is not their preferred name. Using the person’s preferred name often but not too much.

Review the handout and have the attendees check their own answers. Facilitate discussions as needed and answer any questions that are asked.




Pass out the it’s only a name … or is it? handout to each attendee.

Give the attendees about 2 minutes to read and decide what name they would use to call each person described in each scenario on the handout.

Monitor progress and call attendees to regroup so you can continue with the lesson.

Review possible answers and discuss differences in opinions. (NOTE: There are no right or wrong answers. Allow attendees to express their opinions.)

Treat me with respect by being professional and using courtesy words.

So, we’ve now investigated why first impressions are important, what to do to make a good first impression, and how to use someone’s name to make a good first impression.

Let’s move on to see how important words are when interacting with others. I have another handout for each group again. Your scribes will need a pen or pencil

again.

Pass out the i appreciate courtesy words! handout to each group.




I’d like you to work in groups and see how many courtesy words or phrases you can write on your group’s paper.

Before you begin, what is a courtesy word? I’m looking for a definition and one example.

Solicit answers until someone tells the class that courtesy words are polite words. See your Answer Key for a list of possible examples.

That’s right! Excellent! Yes, “courtesy” is another word for “polite.” So, we are really looking for polite words

that you can use in different private and social settings with others, and I like your example of _______________________ (fill in with the attendee’s example).

OK, get ready to work together and write down as many courtesy words and phrases you can think of in 60 seconds.

Getting as many words and phrases as you can is important, because you will be using these lists for something else.

Get ready, and GO!

Allow groups to work for 60 seconds. Monitor the groups in case there are questions, or you see that someone needs

guidance. After 60 seconds, call “TIME.”

OK, you should have some good courtesy words on your papers. You will use those to finish this next activity. Each group will be assigned a situation where it is important to use courtesy words. I’ll explain the rest after you’ve received your assigned situation.




Pass out one courtesy in action! handout to each group. Each handout will be one of the following situations:

Going through the school lunch line. Staying after school for help. Getting a ride home from a friend’s parent. Getting help carrying heavy books from a friend.

OK. In a minute, you will be given time to work together. You’ll need to look at the situation given to you and create a very short conversation

about the situation. Each group should try to use as many courtesy words and phrases in the

conversation from their previous handout as possible. You will be performing these for the class, so work quickly. You have 3 minutes to come up with a good situation. Any questions? OK. Your 3 minutes starts now!

Allow groups to work for 3 minutes. Monitor the groups in case there are questions, or you see that someone needs

guidance. After 3 minutes, call, “TIME.” Ask each group to perform their skit for the rest of the class.




After each group has performed, comment on some of the unusual courtesy words you heard.

Transition to the next activity.

Know me. Understand my perspective by asking open-ended questions.

Another way to interact with others in a positive way is to be able to converse. Conversation is a tool to get to know someone while they are getting to know you. A key strategy for conversing with others is to use open-ended questions rather than

close-ended questions. Listen to these two different dialogues, and decide for yourself which is a better way

to interact with others.

Access the it doesn’t have to be awkward … Dialogue Scripts document. Read the two dialogues to the attendees.

(You will need 3 characters and a narrator. If you do not have enough student facilitators, use one of the adults in the room for the teacher and narrator parts.)

So, you have just heard two different conversations between Emma and Kirsten.

Which one was awkward, and which one seemed more relaxed?

Allow attendees to answer and respond accordingly. Be sure everyone understands that the second one was less awkward before moving

to the next part of this exercise.

Why do you think the second was less awkward? Let’s brainstorm together.

Have one student facilitator debrief and one document ideas solicited from attendees on the SmartBoard.

Accept various answers from the attendees. Document them on the SmartBoard and respond appropriately.




From everything you just heard and we just documented together, you should be aware now that the best conversations involve open-ended questions.

They allow each party the opportunity to interact and engage at a deeper level. As you interact with others, you will understand their perspective better by asking

open-ended questions. OK, we have experienced a number of different ways to effectively interact with

others. You should know the importance of first impressions, how to use names and courtesy

words, and how to use open-ended questions in interactions and conversations with others.

Closing exercise.

I’d like you to work in your groups one last time. You’ll need a handout for each group.

Pass out one eye-opening tips for relating to others! handout to each group.

Each group should have a handout now. Scribes, you are on duty again to document your group’s thoughts on the most eye-

opening tips for relating to others that you all learned today. Again, I want you to think quickly and get as many written down as possible. You will also place a star next to the top two items on your lists. You’ll have 2 minutes to work on this together.

Allow the groups to work for 2 minutes. Make sure no groups have any questions. After 2 minutes, call, “TIME.”




Each group should now have a list of the things they are taking away from this session and should have a star by the top two tips suggested by your group members.

We are going to start with the group to my right, and I’d like the scribe to report the two starred items to the entire group.

Go ahead.

While scribes from each group are reporting their starred items, one of the student facilitators should write them on the SmartBoard.

This will give a nice overview of the session and the key points should be highlighted.

One of the student facilitators should list these on the board/SmartBoard for reference.

Make appropriate comments as the tips are being reported. Especially point out the tips that are starred by two or more groups.

This board of tips represents what you’ve experienced today.

However, these are skills you can take with you and use today, tomorrow, and the rest of your life.

We all want to live in a world where we can experience people in personal, educational, and professional settings.

What you’ve experienced today can help you relate to others in the most positive way.

Remember, how you like to be treated is how you should treat those around you.

Be sure your first impressions, greetings, and conversations are personalized to help others relate to you and feel comfortable doing so.

Thank you for coming today.

As you leave the room, Mr./Ms. ________________ will be at the door to say good-bye.

It’s time to begin practicing what you’ve learned!

Allow each attendee to exit the room through the same door with the guest in place.

Let’s see if their exit interactions are different than their entrance interactions!

Promise Council Lesson · 2016-06-27 · Last revised 03/22/2016 Promi5e Council Lesson Guide...

Documents

Transcript of Promise Council Lesson · 2016-06-27 · Last revised 03/22/2016 Promi5e Council Lesson Guide...