Course Profile
Healthy Active Living Education, Grade 9 open,
Catholic
Unit 4: Personal Safety and Conflict Resolution
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Steve Charlebois, Simcoe Muskoka Catholic DSB
Theresa Conklin, Huron Perth Catholic DSB
Laura Gulley Annecca, Simcoe Muskoka Catholic DSB
Steve Henry, Bruce-Grey Catholic DSB
Heather Marcy, Huron Perth Catholic DSB
Michele May, Simcoe Muskoka Catholic DSB
Development Date: July 28, 1999
Students develop an understanding of violence and abuse (types, causes, impact, and prevention). Students have the opportunity to discuss and develop conflict management skills from a Catholic perspective. Topics include conflict resolution, active listening, reconciliation, and coping skills. This unit also deals with personal safety, injury prevention, and CPR. This unit is delivered through active participation, as well as classroom-based instruction.
Ontario Catholic School Graduate Expectations: CGE 1d, 1j, 2a, 3c, 3d, 7a, 7c, 7e, 7j.
Strand(s): Active Living, Healthy Living, Living Skills
Overall Expectations: ALV.03X, HLV.04X, LSV.02X, LSV.03X.
Specific Expectations: AL3.03X, AL3.04X, HL4.01R, HL4.02X, HL4.03X, HL4.04X, HL4.05X, HL4.06X, LS2.01R, LS2.02R, LS2.03R, LS2.04R, LS2.05R, LS2.06R, LS3.04R.
|
Activity 1 |
Conflict: Causes, Impact, and Management |
100 - 150 minutes |
|
Activity 2 |
Abuse and Violence: Types, Causes, Solutions, and Prevention Strategies |
40 - 60 minutes |
|
Activity 3 |
Injury Prevention |
175 - 225 minutes |
|
Activity 4 |
Understanding Cardiopulmonary Resuscitation |
175 - 225 minutes |
· Prior to the onset of this unit encourage students to privately discuss any personal concerns and/or experiences they may have which could affect their participation.
· In order to develop a positive self-concept, teachers accept students for who they are in order to help them achieve their God-given potential.
· The primary focus of this course centres around participation in physical activity. Therefore, it is recommended that Activity 3 be delivered through self-defense instruction. Secure the services of a professional instructor certified in self-defense prior to the onset of the unit.
· Make a tentative allocation of time for the entire unit to synchronize with the course time lines. Programming of this unit will vary due to school schedules, facilities, and availability of community resources.
· There are many support agencies in the community (e.g., student services department, local health units, police department, local martial arts club), which have resources available for classroom and student use. Resources (information pamphlets) and speakers from these agencies are often available
· Participation in professional development sessions on violence prevention, harassment, abuse, and conflict resolution is recommended.
· knowledge and skills about personal safety, injury prevention and conflict resolution identified in previous grades
· collaborative/co-operative learning skills
· communication skills (e.g., brainstorming, note making, listening)
· work productively with others
· peer-/self-assessment
· role-playing skills
· brainstorming
· demonstration
· self-reflection
· think/pair/share
· worksheets
· note-making
· collaborative/co-operative learning
· direct instruction
· role playing
· case studies
· question and answer
· community assisted learning
Teachers assess and evaluate individual student progress continually and use appropriate resources and strategies to facilitate and improve each student's learning. These different strategies provide opportunities for students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels.
The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.
|
Tool |
Type |
Who |
Activity |
|
student demonstration |
summative |
teacher |
Activity 3, 4 |
|
worksheets |
formative |
teacher/self |
Activity 2 |
|
group work rubric |
formative/summative |
teacher/self |
Activity 1 |
|
self/peer assessment |
formative |
teacher |
Activity 3, 4 |
|
quiz/test |
summative |
teacher |
Activity 3 |
CCCB. Be With Me. Teachers Manual, Year 9, Ottawa: 1997.
CCCB. Dreams, Dilemmas, Decisions. Ottawa: 1994.
Larkin, June and Pat Station. High School Education Kit on Sexual Harassment. Toronto: OISE, 1995.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
OCCB. Turning Points: Readings in Family Life Education. Teachers Manual. Scarborough: Prentice-Hall Ginn, 1997.
OSSTF. The Joke’s Over. North York.
WinWin Magazine. Miami, Florida: Peace Foundation, Inc., 1999.
In each of the five activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation and enrichment for all students:
· using video in place of printed materials;
· using organizers;
· providing heterogeneous groupings;
· partnering students;
· providing material at different reading levels.
Time: 100 - 150 minutes
In this activity students define and identify the types and causes of conflict. Students demonstrate an understanding of personal values that can lead to conflict. Coping skills are examined to help deal with internal conflict. Through class discussion students learn strategies to reach group agreement, manage conflict, and resolve problems before they escalate.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A discerning believer formed in the Catholic faith community:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
1j - recognizes that “sin, human weakness, conflict, and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
An effective communicator:
2a - listens actively and critically to understand and learn in light of gospel values.
A reflective and creative thinker:
3c - thinks reflectively and creatively to evaluate situations and solve problems.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7c - seeks and grants forgiveness;
7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.
Strand(s): Living Skills
Overall Expectations:
LSV.02X - explain the effectiveness of various conflict resolution processes in daily situations;
LSV.03X - use appropriate social skills when working collaboratively with others.
Specific Expectations:
LS2.01R - demonstrate understanding of personal values that can lead to conflict;
LS2.02R - use assertiveness techniques to avoid escalating conflict;
LS2.03R - demonstrate active listening skills (e.g., identifying non-verbal feelings expressed by others, paraphrasing the message, asking questions for clarification) when managing conflict;
LS2.04R - demonstrate the appropriate steps of conflict resolution in situations encountered in class, at school, with friends, and at home;
LS2.05R - demonstrate understanding of the triggers of conflict (e.g., defensive behavior in a group situation) to prevent escalation;
LS2.06R - identify coping skills (eg., involvement in physical activity, talking it out, participating in alternative activities or hobbies) to deal with the internal conflict and stress that often accompanies change;
LS3.04R - use appropriately a variety of methods for reaching group agreement (e.g., by consensus, by taking votes in which the majority rules).
· Be sensitive to the variety of student/family issues regarding conflict.
· Encourage students to respect individual feelings and opinions.
· Develop a number of real-life situations to be used for role play.
· Develop a number of “I” messages.
· communication skills
· role-play skills
· note-taking skills
· brainstorming skills
· listening skills
1. Start this activity with the question: What are the words that come to mind when you think of conflict? Students brainstorm and the teacher records the responses on the board (e.g., word web). Students develop and record their own personal definition and trigger(s) of conflict.
Lead a class discussion with the students offering their personal input and ideas regarding conflict. Outline the definition of conflict. The term conflict refers to the confrontation or struggle that occurs when something we value or need is being threatened. Conflict occurs when what is important to us is overlooked, denied, attacked, endangered or taken away (Porter, et al., 1996).
Continue the discussion emphasizing the importance placed on personal values. As human beings each of us is unique in terms of the aspects of life that we value most (Porter, et al., 1996) It is important for students to recognize that what is valued by one individual may not be as highly valued by another.
Explain the different types of conflict:
· Intrapersonal conflict: This type of conflict occurs within a person. Such a conflict may involve moral issues; personal goals, choices, or decisions; or conflicting needs and desires. Someone who faces the choice between being loyal to a friend and going along with a group experiences intrapersonal conflict.
· Interpersonal conflict: This type of conflict is between two or more individuals. Interpersonal conflict can occur, for instance, when a teenager wants a later curfew and his/her parents say no, or when one boy thinks another has stolen his girlfriend.
· Intragroup Conflict: This type of conflict occurs among members of a group, such as a club or a school faculty. If some members of the French Club want to have an end-of-the year dance and others want to have a picnic, there is an intragroup conflict.
· Intergroup Conflict: When members of two different groups have a dispute or disagreement, intergroup conflict occurs. The classic example of this is warfare, whether between rival gangs or warring nations.
Students work in pairs to list examples of conflict they have recently observed. Include in the examples whether the conflict was resolved, and how it was resolved. Provide the students with an information sheet outlining the responses to conflict (e.g., confrontation, avoidance, or problem solving). Questions for discussion:
·
What is your main way of responding to conflict:
avoidance, confrontation, or problem solving?
·
Is there anything about the way you handle conflict
that you would like to change?
Introduce the concept of active listening skills and discuss its importance in managing conflict. Students develop a list of ten effective techniques needed for active listening including both verbal and non-verbal methods.
Verbal - encourage, clarify, restate, reflect, summarize, validate, volume of voice.
Non-Verbal - social distance, eye contact, touch, silence, body/hand movement, facial expressions.
Lead a discussion about the importance of “I” messages in order to clearly state feelings about a situation. Students write an “I” message for scenarios provided by the teacher (e.g., When you tease me about my grades I feel so dumb. I wish you wouldn’t do that.).
Possible scenarios:
· Jane’s brother Mike always calls her ugly in front of her friends. Jane hates this. Jane’s “I” message to Mike is...
· Sarah’s boyfriend Todd gets mad whenever he sees her talking to another boy. Sarah’s “I” message to Todd is...
· Every time Mark gets on the phone, his mother just “happens” to pick up the phone so she can find out who he’s talking to. Mark’s “I” message to his mother is...
Review useful information about assertiveness and refusal techniques (Substance Use and Abuse Unit, Activity 4). Assertive behaviour enables individuals to express ideas, needs, and feelings in a positive way. This makes it possible to refuse a request or demand without putting down the other individual or getting angry or confrontational (Sunburst Communication, 1994).
Discuss the steps involved in resolving conflict (e.g., state the problem, state feelings, brainstorm to find solutions, pick a solution and agree to try it).
Discuss Appendix 4A - Reaching Consensus.
Provide the students with a number of role play situations to experience and explore the dynamics of conflict, such as:
You have a close
friend you’ve known and trusted since fourth grade. You tell your friend that
you would really like to go out with Cindy. Nobody else knows about this, and
your friend promises not to tell. The next day, several people give you a hard
time about liking Cindy. After school, your friend is waiting to walk home with
you. What is the conflict? How do you
feel? What can you do or say? Role play the scene.
If time permits engage students in a follow-up activity where they can practise reaching consensus.
· A summative assessment using a group work rubric (Appendix 3A) as students demonstrate their skills in a variety of role-playing scenarios.
Conflict Resolution Curriculum Module for Grades 9-12. Pleasantville, New York: Sunburst Communications, 1994.
How to Manage Conflict, Anger and Emotion. Kitchener: Shaughnessy Howell Inc.
Porter, Shirley, Anne MacDougall, and Judi Johnston. Peer Mediation Training Manual. London: Peer Power Centre, 1996.
· Provide photocopied notes for identified students (large print, braille, and visuals).
· Have the students work in pairs when needed.
· Implement required strategies for IEPs.
Time: 40 - 60 minutes
Students develop an understanding of the types and causes of physical and non-physical violence and abuse. They examine solutions and intervention strategies that they might use to counteract abuse or violent situations in their lives. Students examine strategies used by their school and community to prevent and end violence and abuse.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A discerning believer formed in the Catholic Faith community:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
A reflective and creative thinker:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions.
Strand(s): Healthy Living and Living Skills
Overall
Expectations:
HLV.04X - identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).
Specific
Expectations:
HL4.01R - describe specific types of physical and non-physical abuse (e.g., manipulation, intimidation, sexual harassment, verbal abuse);
HL4.02X - assess the impact of non-physical abuse on victims;
HL4.03X - identify the causes of abuse and violence;
HL4.04X - describe solutions and strategies to address violence in the lives of young people;
HL4.05X - explain how the school, the local community, and other community agencies are involved in developing strategies (e.g., a school’s code of conduct) to prevent or end the violence in young people’s lives.
· Review the contents of the School Code of Conduct relating to this topic before beginning this activity. Make a copy of the Code available to refer to during the activity.
· Prepare worksheet charts referred to in Teaching/Learning Strategy 2.
· Be sensitive to the prior experiences of students regarding this topic.
· brainstorming skills
· note-taking skills
· listening skills
2. Teacher leads a discussion based on the following questions:
· When does conflict become more serious?
· What is violence? (the use of physical force to injure or abuse another person or persons)
· What is abuse? (to hurt by treating wrongly; injure; physical or emotional harm)
Provide two worksheets in chart format with columns entitled: Types, Causes, Solutions to End, and Strategies to Prevent. One of these is entitled Violence and the other Abuse. Students will brainstorm to complete the first column.
The Violence chart includes:
· physical (fighting between two individuals and swarm situations);
· weapon use;
· domestic violence.
The Abuse chart includes:
· physical abuse;
· manipulation;
· intimidation;
· sexual harassment;
· verbal abuse;
· sexual abuse.
Once the first columns of the charts are completed, students participate in a think/pair/share activity to complete the rest of the charts. Use transparencies of the charts to facilitate the share portion.
Lead a discussion about the School Code of Conduct, highlighting how both the school community and the local community deal with and prevent violence and abuse.
· Formative assessment by the teacher of the completion and correctness of the worksheets.
CCCB. Dreams, Dilemmas, Decisions. Ottawa: 1994.
Larkin, June and Pat Station. High School Education Kit on Sexual Harassment. Toronto: OISE, 1995.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw-Hill, 1999.
School Code of Conduct.
· Allow extra time to complete the worksheets if necessary.
· Allow students to have a scribe if necessary.
· Preferential seating may be necessary for some students, especially when reviewing the worksheets.
· Implement strategies recommended in IEPs.
Time: 175 - 225 minutes
“Love toward oneself remains a fundamental principle of morality. Therefore it is legitimate to insist on respect for one’s own right to life” (Catechism of Catholic Church, #2264). Students demonstrate effective personal strategies to deal with emergency situations and minimize injury. Through the instruction of a trained professional, basic self-defense techniques are taught giving students the opportunity to learn how to reduce their risk of becoming a victim of injury or violence (e.g., never jog at night, don’t wear a walkman when jogging, learn to break falls). They learn and demonstrate ways to free themselves from basic wrist grabs, shoulder grabs, and chokes. The emphasis of this activity is to make the students more aware of possible dangers and ways to avoid them.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A discerning believer formed in the Catholic faith community:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
1j. - recognizes that “sin, human weakness, conflict, and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witness to Faith).
An effective communicator:
2a. - listens actively and critically to understand and learn in light of gospel values.
A reflective and creative thinker:
3c - thinks reflectively and creatively to evaluate situations and solve problems.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7c - seeks and grants forgiveness;
7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.
Strand(s): Active Living, Healthy Living
Overall Expectations:
ALV.03X - demonstrate safe practices regarding the safety of themselves and others;
HLV.04X - identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).
Specific Expectations:
AL3.03X - identify strategies to deal with emergency situations related to physical activities;
HL4.04X - describe solutions and strategies to address violence in the lives of young people;
HL4.06X - demonstrate effective personal strategies to minimize injury in adolescence.
· Secure the services of a trained professional, with knowledge of self-defence techniques, prior to the beginning of the unit.
· If the services of a trained professional are not available, present the material as a health activity, outlining the significant strategies to prevent personal injury.
· Be sensitive to the individual circumstances of students and experiences that they may have encountered with regard to personal injury.
· Share the assessment strategy with the students prior to the use of the Teaching/Learning Strategies.
· communication skills
· listening skills
· working productively with others
· collaborative/co-operative learning skills
· critical thinking skills
· peer-/self-assessment
3. Students brainstorm a list of factors that could lead to personal injury. Direct the discussion to follow two streams:
a) personal injury caused while being physically active (e.g., improper warm-up, failure to learn the proper technique in tackling or fatigue could lead to injury);
b) personal injury while being socially active (e.g., students must recognize the dangers of walking/running alone, hitchhiking, date rape).
Each student identifies an emergency situation to which they may be, or have been, exposed to in each of the streams above (e.g., physically active emergency such as athletic injury, socially active emergency such as assault) and records strategies to deal with each emergency situation. Students then share their situations and strategies in small groups.
Review the school’s emergency action plan (EAP) for dealing with injury. Discuss how emergencies are prevented in both physical and social activity by using safety precautions and maintaining a healthy lifestyle.
During a series of self-defense classes with a certified instructor (if available) students learn and demonstrate the proper technique of the following:
· warm-up/stretch;
· walking confidently (e.g., head up, steady pace);
· variations of falling (e.g., breaking falls, protecting the head);
· defensive techniques (e.g., “kiai”- power yell, stance, distance);
· escaping from wrist grabs (e.g., straight grab, cross grab);
· escaping from shoulder grab;
· escaping from chokes ( e.g., front, behind);
· take-downs.
The teacher leads a culminating discussion highlighting the important factors necessary for properly protecting oneself from injury. The concept of being Aware, Alert, and Always in Control is stressed. Methods of minimizing one’s risk (e.g., avoiding panic, gaining control of a situation, refraining from carrying weapons such as mace or nail files that could be used against you) are reviewed.
Present students with a variety of potentially dangerous situations in which they are required to use the proper defensive techniques learned to minimize personal injury.
Students complete a quiz/test to demonstrate the knowledge that they have gained from the activity.
· A formative assessment by peers throughout the activity to allow students to improve techniques.
· A summative evaluation of student performance of defensive techniques.
· A summative evaluation of the quiz/test.
CCCB. Be With Me. Teachers Manual. Year 9. 1997.
Canadian Red Cross Society. First Aid - The Vital Link. Mosby Lifeline, 1994.
Merki, Mary Bronson and Don Merki. Glencoe Health: A Guide to Wellness. Woodland Hills, California: Glencoe/McGraw Hill. 1999.
Larkin, June and Pat Station. High School Education Kit on Sexual Harassment. Toronto: OISE, 1995.
Ontario Physical Education and Health Association. Physical Education: Ontario Safety Guidelines. 1997-1999.
School Emergency Action Plan.
· Allow extra time to complete the quiz/test.
· Allow students to have a scribe for the quiz/test.
· Ensure that groups are heterogeneous in nature.
· Encourage students to excel to the best of their ability.
· Partner students with other students who are sensitive to their individual needs.
· Using short and simple instruction accompanied by skill demonstration is recommended.
· Consider using Board personnel (e.g., Physiotherapist/Occupational Therapist).
· Implement strategies recommended in IEPs.
Time: 175 - 225 minutes
The focus of this unit ensures students develop an understanding of strategies to deal with emergency medical situations. Students understand the risk factors of heart disease, recognize the warning signs of a heart attack, understand the importance of early access to medical help, and perform adequate compressions and ventilations doing one-person CPR.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
A reflective and creative thinker:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A responsible citizen:
7a - acts morally and legally as a person formed in Catholic traditions;
7j. - contributes to the common good.
Strand(s): Active Living
Overall Expectations:
ALV.03X - demonstrate safe practices regarding the safety of themselves and others.
Specific Expectations:
AL3.03X - identify strategies to deal with emergency situations related to physical activities;
AL3.04X - demonstrate understanding of cardiopulmonary resuscitation (e.g., one-person adult CPR).
· Gym scheduling for practical sessions of CPR training should be done prior to the start of the unit.
· If the teacher is not certified in CPR training the services of a trained professional have to be confirmed before the unit begins.
· As a three-day activity, teachers are not able to certify students in one-person CPR. However, the teacher can make this activity five days and certify the students in one-person CPR.
· Teachers prepare overheads outlining the Definition of CPR, The Chain of Survival, and Major and Minor Risk Factors of Heart Disease.
· Teachers provide performance checklists for the Heimlich manoeuvre, and the file cards.
· Teachers provide checklists of emergency procedures on chart paper.
· Teachers provide wall charts outlining the steps for the Heimlich manoeuvre and one-person CPR (these charts can be made ahead of time by a senior student or a peer helper).
· group work skills
· brainstorming
· class discussion
· communication
· listening skills
· collaborative/co-operative skills
· time-management skills
· observation skills
· peer- and self-assessment
4. Begin with this scenario: You are at a restaurant eating dinner when you notice a person choking. What would you do? Guide a discussion focussing on the responses to this question. During this activity the teacher gets an idea of those students who have had some first aid and/or CPR training. Discuss the causes of choking and the characteristics of partially blocked and completely blocked airways.
Demonstrate the Heimlich manoeuvre for helping a conscious choking person, a conscious choking person who becomes unconscious, and an unconscious unwitnessed victim with a complete airway obstruction. Distribute performance checklist. Students work in pairs to practise choking procedures by following the checklist. Once students have had an opportunity to practise, partners may provide a peer-assessment using the performance checklist as the student performs the procedure.
Outline the meaning of CPR (Cardiopulmonary Resuscitation), the four “R”s (Risk, Recognize, React, and Resuscitate), and terms associated with CPR including Chain of Survival (early recognition, early access ...911, early CPR, early defibrillation, early advanced care ...paramedics), Emergency Response System, angina, heart attack, cardiac arrest, and defibrillation.
Lead a class discussion regarding the Risk factors for heart disease. Students categorize whether the factors are major controllable risk factors (smoking, cholesterol, blood pressure, and diabetes) or minor controllable risk factors (obesity, lack of exercise, and stress). Help students make the connection between a healthy active lifestyle and the risk factors.
Discuss the importance of Early Recognition as the first link of the Chain of Survival. Teachers impress upon the students the importance of recognizing the signs and symptoms of a heart attack. Students brainstorm the signals of a heart attack (these may include pale skin, vomiting, shortness of breath, tiredness, pain in chest). Outline the difference between a heart attack (an artery is blocked, pain remains and the area of the affected heart muscle starts to die) and a cardiac arrest (heart stops beating, no longer pumping blood to the rest of the body).
Demonstrate the steps used in order to React (the third “R”) in an emergency situation involving someone with a suspected heart attack. These steps include:
· check for hazards (no gas, no glass, no fire, no wire);
· check responsiveness;
· call for help and/or call 911;
· position the person on a hard service on their back;
· loosen tight clothing;
· talk to the person.
Demonstrate one-person CPR to emphasize the fourth “R” - Resuscitation. Working in partners students will follow the directions of the teacher and make reference to the wall charts and/or checklist of the correct procedures. If possible students work on their own mannequin to practise the procedure for one-person CPR. One partner watches while the other partner performs the technique. Partners offer feedback for improvement. If mannequins are not available, students can practise simulated compressions and breaths on each other. Remind students: DO NOT COMPRESS on a living person. Students can practise land marking, pulse checks, compressions on mats, and simulated breaths.
Students create scenarios in order to demonstrate the appropriate actions for emergency situations including choking (conscious and unconscious), unconscious obstructed, not breathing, heart attack, and cardiac arrest. Using file cards with scenarios described on one side and emergency procedures described on the other, students work in pairs and move through a circuit of realistic situations (e.g., at home, school, backyard pool, mall, dance, woods). Use a performance checklist to evaluate students’ ability to identify appropriate strategies to deal with physical activity emergencies.
· A formative assessment by peers using a performance checklist
· A summative evaluation by teacher using a performance checklist related to emergency situation strategies, and one-person CPR.
· Partner students with other students who are sensitive to their individual needs.
· Use short and simple instruction accompanied by skill demonstration.
· Encourage students to excel to the best of their ability.
· Implement strategies recommended in IEPs.
Advanced Coronary Treatment (ACT) Foundation. ACT for High School CPR: a suggested High School model and the student manual. Ottawa, 1999.
www.actfoundation.ca or call 1-800-465- 9111.
Ontario Heart and Stroke Foundation.
http://www.hsf.ca/
Ontario Physical and Health Association (OPHEA). Physical Education: Ontario Safety Guidelines, Secondary Curriculum. October, 1999.
www.ophea.org
Heart and Stroke Foundation. CPR You Can Do It. 1994.
Consensus is a type of decision-making that is useful in resolving conflicts. In reaching consensus, everyone participates in shaping a final agreement on how the conflict is resolved. The final agreement must be approved by all, and all must agree to support it.
Resolving conflicts through consensus has several advantages. To feel good and uphold the final resolution of the conflict, everyone should have a say. There are no winners and no losers. Perhaps most important, the process of reaching consensus encourages respect for the opinions of all.
Consensus decision-making is often used with brainstorming. A group brainstorms alternatives, then decides on one that everyone can support. This occurs in both formal and informal groups. Consider this example:
THE DECISION TO BE MADE...
John: So
it’s Saturday night - what do we do?
BRAINSTORMING ALTERNATIVES
Chorus of voices: “The movies!” ... “pizza” ... “Jim’s house”
... “bowling” ... “let’s go to the mall!”
WORKING TO REACH CONSENSUS
Maria: Jim’s
away for the weekend.
Len: And
the mall is too far.
Darren:
Hey, there’s a great
movie at the Roxy tonight - The Matrix. How about it?
Maria:
Are you joking? Those violent movies make me sick.
Len:
Anyway I’ve seen it. How
about bowling instead?
John:
Bowling - right! Let’s spend Saturday night with some old guys
in funny shirts.
Len: I bet you’ve never
bowled in your life.
Tina:
Come on Jake - it’ll be
fun.
CONSENSUS ACHIEVED
John:
Is that what everybody wants
to do? Fine. I’ll try anything once.
But we go for pizza afterwards - OK?
Maria: You got it.
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