Tools for Change: An Educator's Resource Site

Author(s): Maria O’Moore and Stephen James Minton

Publisher: Paul Chapman Publishing

Type of Resource: Training Manual

Target Grades: Grades 5-10  (the resource is aimed at educating teachers, parents and children above 10 years of age)

Canadian Resource? No

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)

Subject Areas:language, the arts, health and physical education, social studies, religion, family life, career studies, learning strategies, individual and family living, healthy active living, English

GRADE FIVE

Language: Oral and Visual Communication

Ask and answer questions on a variety of topics to acquire and clarify information

Express and respond to ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyze media works

Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.

Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group

Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations

The Arts: Drama and Dance

Solve problems presented through drama and dance, working in large and small groups and using various strategies

Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama

Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions

Health and Physical Education: Healthy Living

Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)

Identify strategies to deal positively with stress and pressures that result from relationships with family and friends

Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers

Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others

Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)

Catholic Education Religion and Family Life

Religion:

• right and wrong choices; consequences and responsibilities

Family Life:

• changes within the family and friendships
• choices, responsibility and consequences, commitment
• community, signs of a good community

GRADE SIX

Language: Oral and Visual Communication

Make reports, describe and explain a course of action, and follow detailed instructions

Ask and answer questions to obtain and clarify information

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyze media works

Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations

Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)

Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)

Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution

Evaluate drama and dance performances, with reference to their own experiences in daily life

Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions

Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources

Health and Physical Education: Healthy Living

Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships

Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

GRADE SEVEN

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Ask questions and discuss different aspects of ideas in order to clarify their thinking

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyze and interpret media works

Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners

Listen and respond constructively to alternative ideas or viewpoints

Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class

Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Health and Physical Education: Healthy Living

Explain how harassment relates to personal safety

Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations

Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)

Identify people and resources that can support someone experiencing harassment

History: Conflict and Change

Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts

Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and broaden their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyze and interpret media works

Use tone of voice and body language to clarify meaning during conversations and presentations

Contribute collaboratively in group situations by asking questions and building on the ideas of others

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

The Arts: Drama and Dance

Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group

Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices

Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations

Produce pieces that deal appropriately with youth problems

Produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life

Health and Physical Education: Healthy Living

Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being

Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance

Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety

Identify support services (e.g., the school guidance department, shelters, Kid’s Help Phone) that assist victims of violence, and explain how to access them

Health and Physical Education: Active Participation

Demonstrate respectful behaviour towards the feelings and ideas of others

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS1O/GLE1O/GLE2O)

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

Healthy Active Living Education, Grade 10, Open (PPL2O)

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• use appropriate social skills and positive attitudes when interacting with others.

Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)

Self and Others - Overall Expectations

• analyse strategies to develop and maintain effective relationships;

Personal and Social Responsibilities - Overall Expectations

• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• demonstrate practical skills that contribute to the proper functioning of families and that are transferable to the workplace and to the community.

Social Science Skills - Overall Expectations

• demonstrate effective collaborative group skills.

English, Grade 9, Academic (ENG1D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

English, Grade 10, Academic (ENG2D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships.
• How healthy relationships support a healthy sense of well-being.
• Differentiate between healthy/equal relationships and relationships that are negative/unequal
• How the nature of relationships are characterized by growth and change.
• Increase awareness of how actions and choices impact the well being of others.
• Increase awareness of how actions/choices of others impact personal well-being.

Skills

• Explore relationships from personal perspectives and experiences.
• Define values of healthy, supportive and carting relationships.
• Develop personal self-awareness and understanding of well-being.
• Develop and practice mutual empathy.
• Identify and practice values of mutual respect.
• Express personal feelings, thoughts and experiences.
• Opportunity for classmates to respond empathetically and respectfully.

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures, of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence.
• Recognize and understand oppression on the basis of gender and other forms of inequality (race, culture, socioeconomic status, education, geographic location, ability/disability, etc.)
• Develop understanding of multiple forms and contexts of violence.
• Recognize and make connections of varied forms of violence in different contexts (home, schools, community, media)
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment.
• Develop understandings of the difference between power over and power with.
• Knowledge about the social relations of equality inclusion acceptance and empowerment.

Skills

• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.
• Explore personal experiences of vulnerability and privilege by understanding social inequality and oppressions.
• Opportunity to personalize knowledge of social relations of oppression and empowerment.
• Engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change.

Exploring Identity, Gender and Diversity

Knowledge

• Knowledge to examine social identities relationships and experiences within the context of multiple social relationships and structure of inequality.
• Knowledge about how values and biases are used to exclude and cause harm to individuals and groups of individuals.
• Knowledge to build and understanding of differences on the basis of gender, race, socioeconomic status, ability/disability, sexual orientation, language, culture, education, etc. in ways that enable students to move away from thinking in the terms of better than/worse than.

Skills

• Opportunity for students to identify, explore and name their own identities, experiences and values.
• Opportunity for students to develop and understanding and respect for the identities, experiences and values of their classmates / peers.
• Opportunity to explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest.
• Opportunity for students to engage with and learn from differences and diversity.
• Opportunity for students to express, learn from and build multiple perspectives on social experiences and diversity.

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships.
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships.
• Engagement in learning conflict resolution and anti-violence strategies.
• Gain in knowledge about choices and actions that promote mutual empowerment and respect.
• Knowledge is shared with students about where and how to seek out help and support.

Skills

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school.
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships.
• Experience and practice how to resolve conflict positively.
• Opportunity for the development of supportive connections between students and teachers/adults.

Structure and Format:

• Research-based introduction
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly.
• Availability of support to implement the program/resource.
• Availability of support to implement the program/resource.
• Accommodations for exceptional students: indirectly identified.

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching.
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection.

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Brainstorming

Indirect Instruction

• Guided teacher-direct inquiry
• Reflective discussions.

Teaching and Learning Activities/lessons Include:

• Choice, where possible, in student tasks and assignments.
• Multiple opportunities for practice and feedback.
• Opportunities for students to use their learning styles to learn and demonstrate learning.
• Integration of Multiple Intelligences theory to learn and demonstrate their learning.
• Oral and written reflection/journal writing.

Personal Communication:

• Students assess their own learning and set specific goals.

Experiential Learning

• Case students/scenarios.
• Simulation, role play.

Other:

• Parent involvement – information session.
• Parent involvement – strategies to transfer learning at home.
• School-wide connections.

This training manual is divided into 5 chapters. The manual educates about bullying from a no-blame approach. It seeks to avoid labelling people as bullies and to avoid blaming people for not detecting the bullying early on. The training provided through use of this resource is suitable for parents, educators, and children ages 10 and up. The resource is accompanied by appendices of educational slides/handouts that can be photocopied for distribution.

The manual includes many reproducible handouts for parents and students which help students explore well-being through relationships. Students are given the opportunity to identify personal strengths, and recognize individual values and characteristics in peers. Students are also taught about empathy and given opportunities to experience empathy.

The manual also looks at the social relations of violence, oppression and equality by examining different types of bullying, psychological, and physical abuse. The manual develops connections, creative thinking and participation by allowing students to engage in discussion and to practice conflict resolution skills. The manual also suggests many additional resources for reference.