Instructor’s Manual
BECOMING AWARE
A Look at Human Relations
And Personal Adjustment
Twelfth Edition
Velma Walker
Introduction
Becoming Aware: A Text/Workbook for Human Relations and Personal Adjustment was written with a two-fold purpose: 1) to provide a text for your Human Relations/Personal Adjustment course; and 2) to provide your students with an opportunity to get involved in the subject matter through the activities in the text. The pages are perforated to facilitate the instructional process. The more you can get students involved, the more they will learn.
Likewise, this Instructor’s Manual with Tests has been written with a two-fold purpose: 1) to simplify and lessen preparation time for you; and 2) to share some general suggestions we have found useful in teaching our Human Relations/Personal Adjustment course.
This manual is divided into the following sections:
Part I Course Description
Goals and Objectives
Methods of Evaluation
Sample Syllabi
Course Structure and Organization
Part II Chapter Objectives
Chapter Lecture Notes
Test Review Questions
Reflections
Suggestions for Using Chapter Activities
Supplemental Chapter Activities
Suggestions for Guest Lecturers
Chapter Test Questions
Part III Appendices
A. Significant Other Assignment
B. Who Am I Presentation Feedback Form
C. Who Am I Presentation Grade Sheet
D. One-Way/Two-Way Activity Diagrams
E. Final Examination Options
F. Course/Instructor Evaluation
We hope you will find this approach helpful in teaching your course.
Part I
Course Description
This practical and unique course is designed to provide the student with an understanding of and skills in establishing meaningful relationships. This course is an introduction to the theory, development, and application of human behavior as it applies to relationships. The emphasis of this course will be placed on application.
Goals and Objectives
1. The student will understand the qualities necessary in establishing and maintaining interpersonal relationships.
2. The student will achieve an increased awareness of self and be able to appreciate his/her individual uniqueness.
3. The student will gain an understanding of learning theory as it relates to relationships with others, as well as be able to recognize the key qualities essential in changing behavior patterns identified by the student as undesirable.
4. The student will understand how to achieve balance between emotional expression and emotional control.
5. The student will be able to identify effective communication styles and use them appropriately in an effort to function more effectively in his/her interpersonal relationships.
6. The student will gain an increased awareness of the key elements involved in establishing and maintaining friendships and love relationships.
7. The student will understand the essential elements of dealing with interpersonal conflict in a constructive manner.
8. The student will gain an increased awareness of how to effectively recognize and manage stress.
9. The student will understand some of the processes for identifying and prioritizing values, which is essential for establishing a lifestyle with meaning and purpose.
10. The student will achieve an increased awareness in goalsetting skills in order to plan his/her life in the desired direction.
Methods of Evaluation
After consulting with instructors throughout the country, numerous means of evaluating students in a Human Relations/Personal Adjustment class were identified. This section will provide a few ideas of what other instructors have shared to use as a framework while you develop this course as your own.
A. Attendance and Class Participation
This processoriented course is designed to involve significant student interaction and thus, the student’s contribution is vital for this course to be a successful experience. It is suggested that attendance and class participation be incorporated into the final grade. You may consider some of the following suggestions:
1. Class attendance and participation will be 10 to 25% of the final grade.
2. Class attendance and participation will be considered in instances when grade averages are borderline; i.e., 77 plus good attendance (no more than three unexcused absences) and participation (+3) equal 80. Class attendance and participation maximum worth is three points.
3. Students with no more than three absences in a MWF class and students with no more than two absences in a TTH class will be exempt from Test 4.
4. If your college or university has a policy whereby attendance cannot be considered as part of the final grade, we suggest you consider assigning 20 to 30 homework exercises/activities and record the completion of these as a homework/participation grade.
B. Exams
It is highly recommended that three to four exams be given to measure the student’s comprehension of the concepts presented in the text. Objective and shortanswer test questions for each chapter are included in Part II in the Instructor’s Manual with Tests.
C. Final Exam
It is also recommended that you consider giving a comprehensive final exam. Several different types of final examinations have been identified as contributing to the impact of this class. A description of these final exam options is provided in the appendices.
D. Book Reports
Students may be asked to write a three or fourpage report on their choice of one of the books in the Chapter References section in Becoming Aware or on another book of particular interest, with the instructor’s approval. It is suggested that the book report demonstrate the following:
Ø The student’s understanding of the main issues and ideas of the book.
Ø How the book relates to the theories and materials discussed in class.
Ø How the student feels about the book—likes, dislikes, areas of agreement or disagreement, and how the book relates to where the student is in his/her personal life.
E. Interpersonal Style Paper
Students may be asked to write a two to tenpage paper in which they will be asked to do a thoughtful analysis of the way they relate to others. Areas to include in this paper are described in the Interpersonal Style Supplemental Activity in Chapter One of the Instructor’s Manual of Becoming Aware. You may want to encourage students to use this assignment to do a thoughtful analysis of the way they relate to others. In doing this analysis, it would be helpful for them support their analysis with examples from their own relationships of how these concepts apply to them.
F. Who Am I Presentation
Students may be asked to do a collage on themselves and present it to the class. Instructions for completing this assignment are located in the Who Am I Presentation activity in Chapter 1 of Becoming Aware. Also, additional suggestions are included in the Instructor’s Manual, Part II, Suggestions for Using Chapter 1 Activities. You should allow approximately three to five minutes per student for this assignment.
G. Philosophy of Life Paper
You may want to ask your students to write a four or fivepage paper outlining their basic philosophy of life: What is important to me and why? By what principles do I try to live my life? What provides meaning and purpose in my life? What is the good life to me and how do my future goals reflect my personal philosophy of life?
H. Significant Other Assignment
Each student will be asked to identify and contact a significant person in his/her life and make some effort “to maintain” the relationship. The specific guidelines for this assignment are located in the appendices.
I. Lifeline
Students may be asked to sketch their lifeline on a piece of poster board, relating the events, places, persons, experiences, etc., that have been influential in their lives (both in a positive and negative way). Instructions for completing this assignment are located in the Lifeline activity in Chapter 10. Also, additional suggestions for using this assignment are located in the Instructor’s Manual, Part II, Chapter 10, Suggestions for Using Activities.
J. Guest Lecturers and Reaction Paper
Your community has many resource people who can share their experiences on various topics. Some general sources might be: family service associations, social service agencies, clergy, mental health clinics, drug and alcohol rehabilitation centers, crises hot line services, local clubs and civic organizations, public assistance agencies, local speakers bureaus, personnel managers from industry, communication specialists, marriage and family counselors, local school district or college and university professionals.
In Part II of the Instructor’s Manual, suggestions for guest lecturers are provided for each listed chapter. You may want to assign an one or twopage reaction paper on one or more of the guest lecturers.
K. Goal Project
After students have completed the following activities in Chapter 10: What Do You Want? My Future Autobiography, Goal Development, and Goal Project, they could be asked to write a three or fourpage summary on why they selected their twogoal projects and how they will benefit by reaching their goals.
L. Learning Journal/Diary
You may want students to use the “Learning Journal” page at the end of each chapter in Becoming Aware to reflect on how topics or activities in each chapter apply to their personal lives. Some instructors grade these at the end of each chapter, while others collect them two to four times during the semester. Some instructors have found that a notebook works best for their students. Some of the activities in Becoming Aware are designed more for self evaluation, rather than smallgroup discussion. Some instructors have found these activities to be particularly beneficial for the students to respond to in their Learning Journals. The Suggestions for Using Chapter Activities, located in the Instructor’s Manual, indicate which activities might be beneficial to include in the Learning Journal, if you decide to include a Learning Journal assignment in your syllabus.
M. SelfChange Project
You may want to assign a selfchange project for your students. Instructions for completing the selfchange project are included in the SelfChange Project activity in Chapter 3 of Becoming Aware. Additional suggestions for using this activity are included in the Instructor’s Manual, Part II, Chapter 3, Suggestions for Using Activities. The students should be told to get their special projects approved by the second or third week of class, and a final due date is to be established. Some topics might be:
Ø Weight loss
Ø Smoking cessation
Ø Improving relationships
Ø Overcoming shyness
Ø Improving selfimage
Ø Improving study habits
Ø Stopping procrastination
N. Individual Activities/Homework and Participation
It is highly recommended that students be encouraged to interact with other class members, using some of the activities in Becoming Aware, along with other activities you have found to be especially valuable in your Human Relations/Personal Adjustment class. The more you have your students writing, thinking, and interacting with others, the more they will learn. The activities provided in Becoming Aware were selected to facilitate individual sharing and interaction in small groups and encourage selfevaluation and understanding of others. Suggestions for using the individual activities in each chapter of Becoming Aware are included in Part II in the Instructor’s Manual.
Also, some additional activities, not included in the text, are included in Part II, Supplemental Chapter Activities. It is highly recommended that you consider the completion of 20 to 30 selected activities as a portion of your students’ participation grade. It saves valuable class time to assign selected activities for completion with a designated duedate being given to students. Remember: there are no right or wrong answers to the activities. Therefore, completion should be the main criteria in your evaluation. Some instructors give credit for each activity assigned, and some instructors give credit for the completion of a group of chapter activities. It is relatively easy to go around the room and check students’ activities while they are working in small groups. You may opt to have students hand in some of the activities for your evaluation.
Sample Syllabi
Just as there are many methods of evaluating students in a Human Relations/Personal Adjustment class, there are many different ways a syllabus can be written to accomplish goals and objectives in a Human Relations/Personal Adjustment class. Three sample syllabi are provided in this manual to provide you with examples of different approaches when using Becoming Aware. You may choose to use one of the following or select aspects of one or more to create your own.
Sample Course Syllabus #1
I. COURSE TITLE AND CALL NUMBER: Human Relations/Personal Adjustment
II. Instructor:
III. Office:
IV. Office Hours: M _____T_____W_____TH____F_____
V. Phone/e-mail:
VI. Text: Becoming Aware: A Text/Workbook: Human Relations and Personal Adjustment, Velma Walker
VII. Goals and Objectives
§ The student will understand the qualities necessary in establishing and maintaining interpersonal relationships.
§ The student will achieve an increased awareness of self and be able to appreciate his/her individual uniqueness.
§ The student will gain an understanding of learning theory as it relates to relationships with others, as well as be able to recognize the key qualities essential in changing behavior patterns identified by the student as undesirable.
§ The student will understand how to achieve balance between emotional expression and emotional control.
§ The student will be able to identify effective communication styles and use them appropriately in an effort to function more effectively in his/her interpersonal relationships.
§ The student will gain an increased awareness of the key elements involved in establishing and maintaining friendships and love relationships.
§ The student will understand the essential elements of dealing with interpersonal conflict in a constructive manner.
§ The student will gain an increased awareness of how to effectively recognize and manage stress.
§ The student will understand some of the processes for identifying and prioritizing values, which is essential for establishing a lifestyle with meaning and purpose.
§ The student will achieve an increased awareness in goalsetting skills in order to plan his/her life in the desired direction.
VIII. Methods and Procedures
A. Lectures.
B. Group participation in discussions of lectures.
C. Films and other instructional media will be used to illustrate and amplify subject matter.
D. Interacting through groups and sharing on an individual basis.
IX. Course Requirements
A. Class Participation: Attendance is critical as Human Relations is a participationtype experience. It is difficult to “catch up” on class experiences and discussions. Students in MWF classes, who do not have more than three absences, and students in TTH classes who do not have more than two absences will automatically be exempt from Exam 4.