Making Positive Decisions

Warm-Up Questions

CPS Questions 1-2

Chapter 2, Lesson 3

Lesson Overview

A goal-setting process to arrive at healthful decisions

Impact of communication skills on leadership

Responsible use of electronic media

Chapter 2, Lesson 3

Quick Write

List three decisions you made since getting up this morning. Place a check next to those that had an influence on

your health.

(Note to teacher: Use “Pick a Student” button in CPS)

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Decision-Making and Goal-Setting Skills

Even a small decision can have great significance

Decision-making skills Help you make the best choices and

find healthy solutions to problems Goal-setting skills

Help you take control over your life and give it purpose and direction

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Decision-Making Process

Step 1: State or identify the situation Step 2 and 3: Listing your options and

weighing the outcomes Step 4: Consider your values and the

values of society Step 5: Making your decision

and taking action Step 6: Evaluating the results

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Activity 1: The Decision-Making Process

Review the section in your textbook on the decision-making process

Read the scenario and go through the six-step decision-making process

Help her decide what to do

Chapter 2, Lesson 3

Learning Check Questions 

CPS Questions 3-4

Chapter 2, Lesson 3

Why Set Goals?

Goals help you use your time, energy, and other resources wisely Short-term goals Intermediate goals Long-term goals

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SMART Goal Setting

SMART goal setting system SpecificMeasurableAttainableResultsTime frame

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Activity 2: Goal Setting

Review the section in your textbook on goal setting

Create a plan to accomplish a goal you want to achieve

Identify the long-term and intermediate goals

Develop three supporting short-term goals to help you reach the long-term goal

Chapter 2, Lesson 3

Communication Skills

Some people are better communicators than others

Your body language can communicate your thoughts and feelings Smiling and nodding encourage

communication Frowning and crossing arms

tightly across the chest discourage communication

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“I” Message

“I” messages usually contain four elements: How you feel about the behavior and

its effects A description of the behavior The actual, concrete, tangible effects

of that behavior on you The behavior you would prefer

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What Does an “I” Message Do?

Provides a high chance of changing the behavior of another person

Protects the self-esteem or feelings of the other person

Preserves the quality of the relationship

Helps the other person to understand and improve

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Good Communication Tips

Use “I” messages Make clear, simple statements Be honest with thoughts and

feelings Use appropriate body language

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Activity 3: Sending “I” Messages

Review the section in your textbook on using “I” messages

Identify everyday situations where “you” messages might occur

Change that same message to an “I” message

Answer the questions

Chapter 2, Lesson 3

Learning Check Questions 

CPS Questions 5-6

Chapter 2, Lesson 3

Being a Good Listener

A speaker’s message has meaning only if the listener receives it

Good communication involves active listening

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How to Improve Listening Skills

Listen carefully and use appropriate body language

Nod or ask questions to show you are listening

Repeat what the person said After the person has finished speaking, ask

questions or add your own comments or opinions

Chapter 2, Lesson 3 Photo Courtesy of Fotolia

Saying No!

Saying no can be difficult—that’s why refusal skills are important Let others know that you mean

what you say Speak clearly, calmly, and in a

firm tone of voice Be sure that your body language

and gestures match your words Use eye contact

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Eliminate Communication Barriers

Image and identity issues Unrealistic expectations Lack of trust Prejudice Gender stereotyping

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Activity 4: “Saying No!” Role-Play

Choose a “persuader” and “participant” for the activity

The “persuader” will read the scenario and the “participant” will react to the scenario in front of the class

Chapter 2, Lesson 3

Social Media and Communication

Communicate with anyone any time No need to actually talk directly to the

other person Only 7 percent of communication is based

on the verbal or written word

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Responsible and Safe Social Networking

Posting information on illegal activities Bullying Trashing your teachers or school Posting objectionable content from

school computers or network Posting confidential or personal

information Providing overly specific locations when

communicating Chapter 2, Lesson 3 Photo Courtesy of Fotolia

Responsible and Safe Social Networking, cont.

Lying, cheating, or plagiarizing Threatening violence Ignoring school-specific policies Portraying unprofessional public profiles Relying on privacy settings to keep you

100% safe Posting emotionally

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Chapter 2, Lesson 3

Learning Check Questions 

CPS Questions 7-8

Activity 5: Posting on Social Networks

Create a collage of appropriate pictures, words, and phrases to post on a social network

List guidelines for responsible social networking

Chapter 2, Lesson 3

Summary

Chapter 2, Lesson 3

A goal-setting process to arrive at healthful decisions

Impact of communication skills on leadership

Responsible use of electronic media

Chapter 2, Lesson 3

Review Questions 

CPS Questions 9-10

(Note to teacher: Use “Pick a Student” button in CPS)

Next….

Done – making positive decisions

Next – emotional and mental health care

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