MANAGING BEHAVIOUR SESSION PLAN

SESSION: MANAGING BEHAVIOUR
Expected Progress:
Observational skills.
Identify the difference between aggressive, passive and assertive behaviour.
Have the knowledge to give examples of different types of body language and behaviour.
To achieve a desired outcome influenced by body language
Awareness of Criticism / Description:
These activities focus on Behaviour, Body Language and Criticism. All of which link in with the Interpersonal and Self Management Skills PDE unit.
Instructions, discussion points and an evaluation sheet are also supplied.
Resources required:
Computer/Projector
Paper/Flipchart
Magazines/Newspapers
Internet Images
Glue/Sticky tape
Pens
Card/Paper
Review Sheet (with additional resources) / LLN Opportunities:
Present information and own points of view clearly to a group;
Take part in informal group discussion;
Provide verbal constructive feedback;
Write in full sentences using correct punctuation, spelling and grammar / STEM Opportunities:
See ice breaker / Qualification Opportunities:
Interpersonal & Self Management Skills
SCQF Interpersonal and Self Management Skills
DESCRIPTION OF ACTIVITY / RESOURCES / SUGGESTED LEARNING OUTCOMES AND ASSESSMENT CRITERIA
Introduction and icebreaker
Explain to young people: humans and animals alike all behave in varying ways to display different thoughts, emotions, and needs. Behaviour is essentially communication, at the most basic level.
Split young people into groups and have each one research or brainstorm one of the following facts, and record thoughts on flipchart or paper:
Chimpanzees show their teeth in an expression that looks like a smile when nervous. Have you ever smiled while nervous? What is one other behaviour that chimps demonstrate to communicate an emotion?
Some people tend towards harmful behaviour like shoplifting. What are some reasons for why someone would shoplift and engage in this behaviour?
In Thailand, the head is seen as the most sacred part of the body – so it is extremely rude to touch anyone’s head. What would a Thai person think if we ruffled their hair, or pointed at their head? Are there any other cultural behaviours that you can think of that would be considered extremely rude in a different culture?
As, a group, reflect on all answers:
Is behaviour always clear? Is the message of behaviour easily misinterpreted? For example, if someone was smiling because they were nervous, someone could misinterpret and think they were not taking what they were doing seriously. Or someone might shoplift because their family is hungry – that tells a different story to what we might immediately think. It is important not to immediately judge people on behaviour as we do not always have back story or understand the behaviour straight away – we are very complex.
Recognising different types of behaviour
Introduce the three types of behaviour that young people are going to be looking at during this session; passive, aggressive and assertive. Record these key words on a word wall.
Ask the group if they can give their own definition of each of these behaviours, and if they can give an example of when they have seen, or displayed, this type of behaviour. Record definitions on a word wall.
Using the behaviour cards, ask young people as a group, or in pairs, to read, discuss and match each type of behaviour to the correct:
verbal characteristics
non-verbal characteristics
thinking style
positive/negative outcomes / Behaviour cards
Flipchart/
whiteboard / Level 1/Scotland Level 4
Assessment Criteria: give examples of aggressive, assertive and passive behaviour
Level 2/Scotland Level 5
Assessment Criteria: describe examples of aggressive, assertive and passive behaviour
Recognising different types of behaviour
Now show young people a range of video clips, identified in the ‘Behaviour videos’ resource. Read out the video talking point questions before watching the clips.
After each clip, encourage young people to discuss the behaviour that they have seen, using the talking points identified in this resource. Record discussion points for each video on a piece of flipchart paper so that everyone can see.
Before each discussion, remind young people to allow others to express their views/responses without interrupting and to listen to what other people in the group have to say, encourage turn taking.
Higher level learners should complete the Behaviour worksheet, to show how different behaviours can impact upon others and how assertive behaviour can be used effectively / Video Talking Points,
Projector with Internet,
Behaviour Worksheet / Young people understand and can give examples of aggressive, passive and assertive behaviour, and how these impact on others
Behaviour collages
Ask young people to make their own behaviour collages, showing different examples of aggressive, assertive and passive behaviour.
To make these collages, young people could use magazines, newspapers and internet images but should annotate each image to explain which type of behaviour each one represents.
Once these collages have been completed, young people should be split into pairs or small groups. Ask them to present their collage to the person/people they are grouped with.
Those listening to the presentation should feedback and provide positive, constructive feedback on how each collage/presentation could be improved.
Model and share examples of constructive feedback by providing young people with sentence starters, such as: “My favourite part was ______because ______.” After they start with something positive, ask young people to point out areas that could be improved on in terms of content, style, voice, and clarity by using another sentence starter: “You could improve your presentation by ______as it would make ” Ask young people to think of additional sentence starters and record them on the whiteboard/flipchart. / Magazines/Newspapers
Internet Images
Glue/Sticky tape
Pens
Card/Paper
Paper / Young people can demonstrate an understanding of different types of behaviour and communicate these
Managing behaviour
Explain that now that the young people have recognised different types of behaviour, it will be easier for them to manage their own behaviour. If they find that they are feeling angry, they can be more aware of how they are communicating that. As they have seen, acting aggressively or using negative or confrontational body language is not always the best way of communicating that they are feeling angry. What are some other ways they can communicate that feeling without it meaning that they have to behave negatively?
Young people should return to their own action plans and record any interpersonal skills that they would like to improve after this session.
If young people haven’t already completed an action plan, the session in support of this can be found here. / Action plan / Entry Level 3/Scotland Level 3
Assessment Criteria: Give examples of how to improve own interpersonal or self-management skills
Level 1/Scotland Level 4
Assessment Criteria: identify own strengths in relation to interpersonal or self-management skills
Assessment Criteria: Give examples of how to improve own interpersonal or self-management skills
Level 2/Scotland Level 5
Assessment Criteria: describe own strengths in relation to interpersonal or self-management skills
Assessment Criteria: describe how to improve own interpersonal and self- management skills

1 (April 2017)