[Adult Roles and Responsibilities]

Parenting-Positive Guidance
Overview: Students will learn positive guidance through
hypothesis and experience as they participate in a concept attainment lesson.

[Grades 11-12] [90 minute class]

Teaching Materials
Colored popsicle sticks Card descriptions for activity You tube videos journals

Standards and Objectives: (Cognitive 1, Knowledge)

Standard 7: Students will identify the various skills and responsibilities of parenting. Objectives C. Identify positive guidance techniques
(natural/logical consequences)

Resources/Technology
Projector/computer for you tube videos.

Objective D. ARR Performance objective#8 Apply positive guidance techniques to resolve three childrearing problems.

Introduction/Set Induction (10 minutes):

As students enter the room they are given a popsicle stick that is a certain color. The students come in and get into groups according to the color of the stick. In the groups they discuss what was learned the last class period and draw a picture to illustrate what they all learned.

Transition (1 minute):
Students pull out another sheet of paper to take notes for the day

Lesson Body (70 minutes): (Positive guidance and consequences/think pair share, discussion, journal write)
Concept Attainment: PHASE 1: Presentation of Data & Identification of Concept (30 minutes): PLEASE DO PLEASE DONT: The teacher will ask for 6 volunteers I will give each of them a piece of paper that explains what they are to do. Two of the students will be obedient and do what they are told, the next two are not obedient, and the last two are told to come in and sit on the table one is obedient to the teacher while the other is not. The last two will be rewarded or punished (consequences) according to their choices. They will go out into the hall and come in one at a time. The point of this activity is for the student to sit in the chair that is in the front of the classroom, with folded arms, and a smile on his/her face. The teacher will do one of two things for each of these students. Either he/she will tell them all the things they CANT do or I will just tell them all the things they CAN do. The class and I will observe how positive and negative guidance works for the different personalities of children.

[Kristy Buswell FCSE 4400]

Examples and Non-examples are presented to students: The teacher writes YES and NO on the board. Under each of these words the teacher writes the names of the students who were in the yes category and the students who were in the no category. The people in the yes category are the people who the teacher used positive guidance with. Students compare attributes in examples and non-examples: Students will turn to their partner and compare the attributes in the examples. Students generate and test hypotheses: Together in the partnerships the students will come up with a hypothesis they will share with the partnership next to them. So there will be four in the group and they will compare the hypothesis statements from both groups and try to consolidate to one. Students state a definition according to the essential attributes: The class will come together and share the hypothesis statements they came up with in the groups of four. PHASE 2: Testing Attainment of the Concept (25 minutes): Students identify additional unlabeled examples as yes or no: http://www.youtube.com/watch?v=QPpqt8wA-MM Brave Authoritarian Parenting beginning to 1.11 negative guidance http://www.youtube.com/watch?v=s0sZ8xZ_dWY .46- 1.36 Tarzan (Two worlds) positive guidance http://www.youtube.com/watch?v=nFY0HBkUm8o Bill Cosby Regular People .16 to 2.50 positive guidance Consequences natural/logical Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes: The teacher explains that positive and negative guidance. He/she also explains consequences and how parents can help their children learn from the consequences of the choices made. Students generate examples: Students get back into the groups of four and come up with some more examples of positive and negative guidance. PHASE 3: Analysis (15 minutes): Students describe thoughts: Students will be given time to analyze the information given by writing in their journal examples of positive and negative guidance. They will be asked, What kind of guidance have you received in your life? What are the pros and the cons? What kind of guidance do you see yourself using when you are a parent? Students discuss role of hypotheses and attributes: Class discussion Students discuss type and number of hypotheses: Class discussion.

[Kristy Buswell FCSE 4400]

Transition (1 minute):
Students get back into the groups they were in originally, according to the color of the popsicle stick received.

Summary/Closure (8 minutes):
Students will talk about what they learned today. They will be given 3 scenarios of child rearing problems and will be asked to discuss how they will take care of the situation using positive guidance techniques. Then write their answers in their journal.

3 Situations:
1. 2. 3. The child is 4 years old and keeps trying to take a toy away from his sister who is 2 years old. They are both upset. The family is eating dinner together and your toddler starts throwing food all over the place and even takes the bowl of spaghetti and throws it on the ground. You are baby-sitting a 3 years old little girl who keeps trying to play with a outlet socket. She keeps trying to unplug the lamp and plug it back in while it is still on.

Assessment/Evaluation:
The students will be assesses/evaluated based on participation and the journal write at the end of class.

[Kristy Buswell FCSE 4400]