Assertiveness Skills - Grade 7

Assertiveness Skills

Foundational Objectives and Learning Objectives

Level A - Extend Knowledge Base

Foundational Objectives

Students will acknowledge that adolescents have options in choosing how to act or react in given situations.

Students will acquire and evaluate multiple sources of information about assertiveness skills.

Learning Objectives

Students will:

• define the terms passive, assertive, and aggressive
• identify selection criteria and use them to evaluate sources of information about assertiveness (CCT)
• identify passive, assertive, and aggressive behaviours
• describe the traits of assertive people
• analyze their current problem-solving style
• outline the steps involved in delivering an assertive message
• learn how to enhance an assertive message by using appropriate body language and voice qualities
• practise delivering assertive messages
• explain several of their rights as human beings
• recognize the importance of respecting facts, evidence, and views of others when engaging in rational discussions (PSVS).

Level B - Make an Informed Decision

Foundational Objectives

Students will develop the lifelong practice of making and acting on health-enhancing decisions. Students will acknowledge the role of personal commitment in making decisions and attaining goals.

Learning Objectives

Students will:

• identify situations when they may be required to assert their beliefs in the face of opposition from peers
• explore the consequences of communicating assertively
• identify factors that affect goals and the ability to attain them
• predict the strategies of personal commitment necessary to meet new goals about assertiveness
• define goals that reflect personal commitment to communicating assertively.

Level C - Carry Out Action Plan

Foundational Objective

Students will practise planning for personal commitment to responsible health action.

Learning Objectives

Students will:

• construct clear, achievable goals and plan to meet them (IL)
• develop action plans that accurately follow the suggested sequence of steps to deliver assertive messages in day-to-day life
• identify the traits and skills of a person who can support personal commitment
• identify criteria and use them to assess the design elements of action plans
• implement the action plans in ways that feature personal commitment
• evaluate the implementation of action plans and redesign the plans as necessary (IL).

Unit At a Glance

Background Information for the Teacher

If young people are to choose and maintain healthy behaviours, they must be able to assert their beliefs in the face of persuasive peers. Throughout grade 6 Health Education, students learned to make decisions that affirm their personal standards. In g rade 7 Health Education, students learn the assertiveness skills that are sometimes required to carry out their decisions.

Although this unit focuses on behaviours associated with being passive, aggressive, and assertive, it is essential that teachers remember the great diversity that exists among cultures and among individuals. The most important thing for each student to discover is his or her own way of being assertive — one that is in keeping with the student's personality, values, and unique way of relating to others.

Assertiveness

Research and experience indicate that assertive people are less likely than unassertive people to become involved in health-risking behaviours. Assertiveness helps build self-respect and self-esteem because it helps people be themselves.

Assertiveness involves standing up for one's rights without violating the rights and opinions of others. It is a means of direct and honest communication between individuals.

It is important to note that adults do young people a disservice if they allow them to believe that assertive behaviour is 'fool-proof'. Unpleasant and difficult situations cannot always be prevented.

Non-verbal Communication

Accompanying assertive verbal messages with appropriate non-verbal communication strategies makes the message more effective. It is important to recognize that different cultures express assertiveness, verbally and non-verbally, in different ways. It i s crucial to explore such differences in a sensitive and respectful manner throughout this unit and to encourage students to respond in personally and culturally appropriate ways.

Passive Response Style

'Passive people try to avoid trouble. They want everybody to be happy, everything to be nice, and the world to appear conflict-free. They would rather let someone stand on their foot than risk making them angry by asking them to move' (Hipp, 1995, page 85).

Passive people allow others to violate their rights. As a result, they suffer in silence and do not get their needs met. They end up feeling hurt, misunderstood, and angry.

Why are some people passive? Some of the reasons include:

• they fear that if they make their needs and feelings known, they will lose approval from those who are important to them
• they want to avoid conflict and keep peace at all costs
• they mistake passiveness for being polite or kind
• they mistake assertiveness for being pushy
• they are uncertain about their basic rights as human beings (Hipp, 1995, page 86).

It is important to note that most people give in to someone else from time to time, which does not mean they are necessarily passive. It could be that they honestly agree with the other person or have been convinced to change their mind.

Aggressive Response Style

Aggressive people are loud, sarcastic, make fun of authority, argue, gossip, tease, and put others down. They violate the rights of others.

Why are some people aggressive? Some reasons include:

• they have seen others get what they want by being mean or taking advantage of others
• they have not been taught how to be assertive
• they confuse personal strength with dominating people and situations
• they are unclear about people's basic rights and think they can do whatever they want (Hipp, 1995, page 89).

Releasing angry or frustrated feelings can give a person a temporary sense of control. Aggressive people who continually ignore the feelings of others usually find themselves alone and disliked.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: structured overview	Use the wall chart of the Decision-making Process as a visual aid while providing an overview of the Assertiveness Skills Unit. This overview informs students of what they will be learning and doing throughout the three levels of the Decision-making Pr ocess and allows them time to think about what they already know and what they might want and need to know.
Interactive Instruction: talking circle/ circle of knowledge	Begin the Assertiveness Skills Unit by finding out what students already know about the topic. A talking circle is suggested as it gives each student an opportunity to speak. Students can choose to pass if their ideas have already been offered by previ ous speakers. Note: The talking circle is designed to find out what students know about the terms passive, assertive, and aggressive. This is not an activity designed to judge people. It is important to remember that some students in the class will recognize themselves and e ach other as using passive, assertive, and aggressive communication styles. When asked to describe passive people, grade 7 students are likely to say something like: people who don't stick up for themselves people you can take advantage of people who let other people lead them along people who do not take charge people who do not express their own ideas and only express what they think others want to hear people you can't spend a lot of time with because they complain about things they don't have or are unable to do. When asked to describe aggressive people, students may offer ideas such as: people you can't stand to be around for very long because they are too loud and domineering people who seem angry and frustrated a lot of the time people who often hurt and insult others people who don't know how to respect others people who want others to follow them but the only way they can achieve that is through intimidation. When asked to describe assertive people, students may suggest: people who are clear about what they will and will not do people who can express their feelings without putting others down people who express their opinion even if it is different from the opinion of others in the group people who are easy to be around because they respect the opinions and feelings of others.
Interactive Instruction: brainstorming	Build on the students' knowledge base by connecting their ideas to definitions and further information about assertiveness found in a variety of print and non-print resources. Begin by asking students where they might locate information about passive, assertive, and aggressive communication styles. Encourage them to think of print and non-print sources of information.
Direct Instruction: mini-lecture	When multiple resources have been gathered, use the Sample Checklist for Evaluating Health-related Sources of Information (Grade 7), which is located in Appendix 7-B, to present criteria that can be used to evaluate source s of information about assertiveness. Four of the five criteria were introduced in grade 6. The newly added criterion will require an explanation to ensure that students understand indicators of expertise in a specific discipline.
Interactive Instruction: discussion	Select one print and one non-print resource and use them as the focal point of a discussion. The purpose of the discussion is to evaluate the two selected sources of information about passive, assertive, and aggressive communication styles and how the information applies in situations of pressure. One readily available resource is the video, Good Practice Today! from the series Your Choice, Our Chance (Agency for Instructional Technology, 1989). It is available through Media Group. A seco nd option is the print title How to Say No and Keep Your Friends (Scott, 1986). It may already be part of your school collection. Use the inside cover, the title page, and page ii of the Teacher's Guide for Your Choice, Our Chance. The information provided can be used to evaluate the source of the video Good Practice Today! and the print material that supports it. Use the information on the page 'About the Author' in the resource How to Say No and Keep Your Friends to evaluate it as a source of information on this topic.
Interactive Instruction: peer practice	Arrange students in pairs to practise using criteria for evaluating sources of information in a peer-practice setting. Provide pairs of students with the bibliographic information, information on the back cover, and the information found on the 'About the Author' page of the resource, Fighting Invisible Tigers (Hipp, 1995). Also provide pairs of students with the Sample Checklist for Evaluating Health-related Sources of Information (Grade 7). Ask students to evaluate this resource (or another te acher-selected resource) as a source of information about passive, assertive, and aggressive communication styles. Advise each pair of students that their evaluation will be used as part of their Level A assessment. Debrief the peer-practice activity by comparing peer-partner findings and comments. In particular, look for similarities and differences in their ratings related to each criterion.
Direct Instruction: mini-lecture	Present definitions of the terms passive, assertive, and aggressive as found in the resources gathered on the topic. Compare these definitions to student comments about the same terms as gathered at the beginning of the unit. Encourage discussion about the cultural appropriateness of the definitions presented. Are they culturally inclusive? Do they promote ideas, behaviours, or actions that reflect a particular or unique set of values?

Student Assessment Techniques The work produced by peer-partners as they evaluate one resource as a source of information can be used to assess the degree to which students have attained the ability to evaluate sources of information. Asking students to define the terms passive, assertive, and aggressive on a pencil and paper test is one way of assessing their understanding. Such definitions should allow for personally and culturally relevant responses. Alternative assessment method s could provide students with examples of passive, assertive, and aggressive behaviour in newspaper articles, novel excerpts, or video clips and have students define these behaviours.

Instructional Strategies/Methods	Teaching Notes
Indirect Instruction: case studies	Provide students with a scenario and three responses from Appendix 7-F. Ask them to identify the passive response, the assertive response, and the aggressive response. Also, ask them to respond to the questions that follow the responses. Project the image 'Behaviour Characteristics' found in Skills for Healthy Relationships, page 2 of Activity 8 in the Student Manual. This acts as a visual aid for students as they identify the three different response styles. If students' responses to the questions will be used as part of Level A assessment data, advise students of these intentions ahead of time. Place student responses in their individual portfolios.
Direct Instruction: mini-lecture	Students have defined passive, assertive, and aggressive communication styles and they have identified one from the other. At this time, present a few traits of assertive people. Emphasize that when people behave assertively they: know what they want and make it clear by coming to the point are straightforward and honest about their feelings speak for themselves and do not try to tell others what to think or do can say 'No' without a lot of excuses or apologies do not believe that they have to say 'Yes' to be liked by others.
Independent Study: assigned questions	The true and false questions located in Appendix 7-G, My Problem-solving Style, are designed to help students discover if they have a particular way of reacting to problems. It is suggested that this information be saved i n student portfolios. It is valuable data to use in comparing 'before' and 'after' response styles.

Student Assessment Techniques Assessment data, specific to students' abilities to identify passive, assertive, and aggressive behaviours and to analyze own problem-solving styles have been collected and stored in individual student portfolios. A written or oral response to a quest ion, such as 'Describe the traits of an assertive person', is an appropriate way to assess the degree to which students have attained that learning objective. The question may specify 'three traits' of an assertive person as that may be a fair indication of student understanding or the question may specify 'five traits' of an assertive person accompanied by an example of each.

Instructional Strategies/Methods	Teaching Notes In this section of the unit, students learn that the amount of preparation they do before delivering an assertive message often determines the success of their delivery. They learn a sequence of steps to use in delivering an assertive message. They dev elop the message by writing the sequence of steps. Lastly, they practise delivering their assertive messages orally.
Direct Instruction: mini-lecture and Interactive Instruction: discussion	Present the following four steps for delivering an assertive message: Explain your feelings and the problem. Make your request. Ask how the other person feels about the request. Accept with thanks. As a visual aid, use the handout Steps to Deliver an Assertive Message, located in Skills for Healthy Relationships (page 2, Activity 9, Student Manual). Discuss applying the above four steps in a realistic situation for grade 7 students. Money Problems is a sample script found in Skills for Healthy Relationships (page 3, Activity 9, Student Manual).
Direct Instruction: guides for reading, listening, and viewing	Show Part B - Assertive Skills in the segment It Happens? Assertion on the Skills for Healthy Relationships video. Note: This video is available through Media Group. It is available for the cost of a blank video tape and a minimal amount to cover the cost of duplication. Review the four steps of delivering a message assertively, as presented in the video clip. Note that the first two steps in the video clip message and the Money Problems script both began with the word 'I'. Emphasize that the listener is less likely to become defensive if he or she hears the word 'I' rather than the word 'You'.
Interactive Instruction: discussion	Display an overhead transparency of Script Sheet for Lights Out, which is located in Skills for Healthy Relationships (page 5, Activity 9, Student Manual). Discuss and develop an assertiveness script. Advise students that if, following an assertive message, the other person does not agree, the strategies to use next are: negotiate, delay, and refuse.
Interactive Instruction: brainstorming	Divide the class into three groups. Each group selects a recorder and a reporter. The time allotment is 5-8 minutes. Assign each group one of the response styles — passive, assertive, or aggressive. Each group is to list verbal and non-verbal beha viours typical of the response style assigned to them. To get the groups started, offer three adjectives such as quiet, fair, and bossy. The results may include the following: Passive avoid are powerless are followers make little or no       eye contact are submissive are doormats Assertive are fair are doers are confident are leaders make appropriate       eye contact state feelings state beliefs Aggressive are bossy blame, accuse criticize complain glare, stare try to dominate point are rude Some of the descriptors (e.g., make little or no eye contact) can vary across cultures and in accordance with the situation. It is important to develop student sensitivity to cultural and personal differences and appropriateness. After each reporter posts and reviews his or her group's ideas, bring closure to the brainstorming activity by emphasizing the following: all people demonstrate each of these behaviours some of the time the purpose is not to categorize people or to judge them the purpose is to understand the three response styles only then can we begin to decide upon which is most appropriate in what situations.
Experiential Learning: role playing	Refer to Appendix 7-H. Select three 'good sports' or ask for three volunteers. Have the participants come to the front of the classroom for the first role play. Offer each of them an index card. Neither the class nor the o ther two participants see the instructions. Allow a moment or two, then ask each of the three students, one at a time, to role play their 'one-liner'. Repeat for the second and third one-liners. Debrief the role plays by summarizing the body language and the voice quality that enhance an assertive message. The overhead transparency master copy of Enhancing an Assertive Message, located in Skills for Healthy Relationships (page 6, Activi ty 9, Student Manual) provides a visual aid for the summary.
Experiential Learning: role playing	Project the overhead copy of Enhancing an Assertive Message throughout this next role playing in pairs activity. Divide the class into pairs (person A and person B). Display four statements on the chalkboard or flipchart. Have person A state the first statement A in an assertive fashion to his or her partner. Person B offers feedback on the observed body language and voice quality. It is important that this feedback respects personally and culturally relevant ways of responding. Sample A statement: 'I am returning your (walkman, jacket).' Next, person B states the first B statement to his or her partner. In return, person A provides feedback on the body language and voice quality observed. Again, such feedback needs to respect personally and culturally relevant ways of responding. Sample B statement: 'I would rather play tennis.' Repeat for the next set of A and B statements. A: 'Sure, you can borrow my (calculator, geometry set).' B: 'I really do not want to go.' Debrief the role play activity by emphasizing that the listener was acting as a mirror to let the speaker know how he or she looked and sounded when speaking assertively. Invite the same pairs of students to repeat the process, this time providing feedback to one another by completing a rating scale that features the four elements of body language and the four elements of voice quality.
Direct Instruction: guides for reading, listening, and viewing and Interactive Instruction: discussion	The last learning objective in this grouping employs the verb 'to practise'. Students develop, in writing, assertive responses to particular situations and then practise delivering the assertive messages. Introduce this section of the unit by showing t he video Good Practice Today! from the series Your Choice, Our Chance. Use the video to emphasize the importance of practising assertive responses. Rehearsing ahead of time often means that the message will be more effective. Note: This video is available through Media Group. It is available for the cost of a blank video tape and a minimal amount to cover the cost of duplication. The Teacher's Guide for Your Choice, Our Chance includes discussion questions that can be used after viewing the video Good Practice Today! Some of the questions focus on the value of practising assertive responses.
Experiential Learning: role playing and Interactive Instruction: co-operative learning groups	Divide the class into pairs. Provide each pair with the Action Scenarios handout. (See Appendix 7-I.) Each pair selects one scenario and develops an assertive script that follows the Steps to Deliver an Assertive Message. Remind students to keep the script brief. One way to encourage brevity is to have students write their script on the Script Sheet for Action Scenario #___ found in Skills for Healthy Relationships (page 9, Activity 9, Student Manual). Each characte r's comments are contained in a cartoon-style 'balloon' or 'voice bubble'. Arrange for one partner to read the script to the other partner, who acts as a responder. The responder's task is to listen to how the script sounds and to give feedback on body language and voice quality. The partners switch roles so each has a chance to be the speaker and the responder. Encourage students to revise their scripts if they do not sound honest, direct, or realistic. Ask each pair of students to join another pair who has written a script for a different scenario. Post a flipchart of the Steps to Deliver an Assertive Message and of Enhancing an Assertive Message for student reference. One pair role plays their scrip t to the other pair, improvising from the script as much as possible. The other pair gives feedback on how closely the script follows the Steps to Deliver an Assertive Message. They also comment on the body language and voice quality. Pairs reverse roles. Observe the class at work and ask two or three pairs, who appear to be comfortable with the activity, to role play their scripts for the class. Note: As pairs practise and provide feedback, it is very helpful to display a flipchart of the Steps to Deliver an Assertive Message and Enhancing an Assertive Message.

Student Assessment Techniques It is important to assess student achievement in ways that correspond with how they spend their time in class on a particular skill or concept. One way to assess the degree to which students can outline the steps involved in delivering an assertive me ssage is to ask them to list, in writing, the four steps of delivering an assertive message. An assessment that more closely corresponds to how students spent their time in class is to combine the assessment strategy already described with the additional strategy of asking students to provide an example, in written fashion, using a blank Script Sheet. This combination strategy helps students see the connection between their participatory efforts in class and their assessment. They are also given credit, i n a concrete way, for participating in class. To assess students' abilities to use body language and voice qualities to enhance assertive messages, teachers can prepare an assignment to assess the degree to which students have learned that body language and voice quality can affect an assertive me ssage. An additional assessment strategy is to use the Rating Scale Template found in the Templates for Assessment and Evaluation section of this guide, and tailor it to this activity by specifying the four criteria for body language and the four criteria for voice quality. Use the Rating Scale referred to above to gather assessment data regarding students' abilities to deliver assertive messages. There should be ample time to observe each student prepare and present an Action Scenario for a partner, for a pair of student s, and for another pair of students.

Instructional Strategies/Method	Teaching Notes
Interactive Instruction: co-operative learning groups	Divide the class into 10 groups. Each group selects a recorder and a reporter. Display the list of Assertive Rights on the chalkboard, or flipchart, or using an overhead projector. Assign each group one of the stated rights. Allow 10-15 minutes for dis cussion and completion of two tasks: elaborate on and clarify the Assertive Right they are assigned if possible, create an example. Each group reporter then reports to the larger group. Before the groups begin the task, spend a few minutes on the PSVS learning objective that accompanies this process. Advise students that the list of rights are 'fact' in the sense that they are accepted as rights in our society. However, as students el aborate and clarify in their small group, they will find that different people hold different 'views'. Use the Co-operative Group Skills rating scale found in the Templates for Assessment and Evaluation section of this guide to show students some ways in which they can disagree in a respectful manner as they work in small groups. Advise them that you will be observing them during the 10-15 minute work period and recording the degree to which they demonstrate respect for facts, evidence, and views of other s when engaging in a discussion. Assertive Rights The right to say what you think and feel, and to be heard. The right to be treated with respect and taken seriously. The right to change your mind. The right to be human (i.e., not perfect), which includes the right to make mistakes and not to be liked by everyone. The right to ask for what you want knowing that others have the right to refuse. The right to say 'No' without feeling guilty or making excuses. The right to get what you pay for. The right to ask for help. The right to set your own priorities. The right to say 'I do not know the answer', or 'I do not understand', or 'I need some time to think about that'.
Direct Instruction: guides for reading, listening, and viewing	Show the video Thanks, But No Thanks from the series Your Choice, Our Chance. Inform the students that the video is about peer pressure. Ask them to watch the video and identify what rights were asserted by the characters Lenora and Rober t. The Teacher's Guide for Your Choice, Our Chance includes discussion questions to be used after students view this video. One of the questions focuses on our rights when being pressured by peers. At some point, it is important for students to discuss the various responsibilities that often accompany rights. Students should understand that having rights also means taking on responsibilities.

Student Assessment Techniques A written or oral response asking students 'to explain' several human rights is an appropriate way to gather data about the degree to which a student understands the rights of human beings. Students may explain in paragraph form, point form, or two se ntences depending upon the criteria developed for the assessment. Student Evaluation Techniques for Level A of the Decision-making Process A student's evaluation for the Assertiveness Skills Unit is based upon an evaluation of his or her abilities at each of Level A, Level B, and Level C. The mark assigned for Level A makes up one-third of a student's mark for the entire unit. Assessment data has been gathered for each of the learning objectives contained in Level A and stored in each student's portfolio. At this time, examine the data collected and make a judgement by assigning a mark that reflects the student's achievement of Level A learning objectives.

Decision-making Process Level B - Make an Informed Decision 3. State the challenge. Explore alternatives and consequences. 4. Make a decision. Set a personal goal. Learning Objectives Students will identify situations when they may be required to assert their beliefs in the face of opposition from peers. Students will explore the consequences of communicating assertively. Students will identify factors that affect goals and the ability to attain them. Students will predict the strategies of personal commitment necessary to meet new goals about assertiveness. Students will define goals that reflect personal commitment to communicating assertively.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: structured overview	Inform students that the next class period or two will be spent concentrating on the skills of Level B of the Decision-making Process. Point out Steps 3 and 4 on the wall chart.
Interactive Instruction: discussion	Review situations in the video segment It Happens? Assertion, and the videos Good Practice Today! and Thanks, But No Thanks. In these situations young people had to assert their beliefs in the face of opposition from their f riends. Encourage students to identify a few situations when they may have to do the same. Record their ideas on the chalkboard or a flipchart. Add some of the following if the general ideas are not included in the students' listing: saying 'No' to persuasive peers saying 'No' to persuasive sales people asking someone who is bugging me to stop making a request or asking for a favour refusing requests praising others accepting compliments expressing affection expressing anger. Conclude the discussion by saying that these are real situations in which grade 7 students might find themselves. They need to be able to assert their beliefs, knowing that some people may disagree.
Interactive Instruction: co-operative learning groups (partner activity)	In this section of the unit, pairs of students examine a situation where their alternatives are to respond passively, aggressively, or assertively using the four steps to delivering an assertive message. Have pairs discuss and record the positive and n egative consequences of communicating assertively. Example: Someone repeatedly offers you a cigarette. You do not want it. Passive 'I don't think so ...' (hesitantly, lacking confidence) Aggressive 'I told you I do not want any! Are you deaf?' (yelling, hands on hips) Assertive 'I feel pressured when you ask me the same question over and over.' 'Please don't offer me a cigarette again.' 'Are you willing to go along with that?' 'Good.' Positive Consequences of communicating assertively:     Negative Consequences of communicating assertively:     Several situations are included in Appendix 7-J, Response Alternatives and the Consequences of Communicating Assertively. Be sure to let students know that their responses to one situation will be used as assessment data f or Level B of this unit. Debrief the activity by having each pair of students share their positive and negative consequences of communicating assertively with the whole class. Record the consequences in two columns on the chalkboard or on a flipchart. Close students' work effo rts concerning the consequences of communicating assertively by reviewing the advantages and disadvantages as described below. Advantages of communicating assertively are reflected in the way people feel about themselves and how they relate to others. Those who communicate assertively tend to: feel better about themselves learn to communicate directly and honestly respect the rights of others gain the respect of others say 'No' without feeling guilty have better relationships with others. The disadvantages of communicating assertively are: A person who communicates assertively may elicit an aggressive response. This response is more likely when assertive behaviour is not typical of that person. Assertive behaviour can become aggressive behaviour (refer to Skills for Healthy Relationships, Teacher Manual, Activity 8, page 4). What defines assertive behaviour can vary among cultures. It is possible for assertive behaviour to be misinterpreted as aggressive.
Direct Instruction: mini-lecture	Review the factors that affect goals and our ability to attain them. They were first introduced in Level B of the Decision-making Process Unit for grade 6.
Direct Instruction: mini-lecture and Interactive Instruction: discussion	Also, review the strategies of personal commitment that were introduced in Level A of the Decision-making Process Unit for grade 7. In a discussion format, invite students to predict which strategies of personal commitment they feel are likely to be mo st pertinent in carrying out an action plan designed to meet goals about communicating assertively. Record predictions and revisit them in Level C at the time of assessing the design elements of an action plan.
Direct Instruction: mini-lecture and Interactive Instruction: co-operative learning groups (pairs activity)	Review the tips for writing goals as presented in Level B of the Decision-making Process Unit for grade 6. Note that one of the strategies of personal commitment, reviewed in the mini-lecture above, is to have realistic goals. Have each student consider the challenges that face her or him about communicating assertively and develop a goal statement to meet one of those challenges. Arrange students in pairs where they will help one another refine their respective goals based upon the tips for writing realistic, achievable goals. Note: Activity 11 in the Student Manual of Skills for Healthy Relationships includes a list of seven possible assertive goal statements from which students may choose. Advise students that their goal statements will be used as assessment data for Level B of this unit.

Student Assessment Techniques Written or spoken explanations are an appropriate way to assess the degree to which students can identify situations where assertiveness will be required, identify factors that affect goals, and predict strategies of personal commitment. Assessment data for exploring consequences was gathered in the form of a pairs activity. To find out the degree to which each student knows the consequences of communicating assertively, include a scenario test question that asks the student to respond to the situation, and to explain the consequences of communicating assertively in that situation. Each student's portfolio includes a personal goal statement. Use it as assessment data to determine the degree to which the student can write a goal that is achievable, realistic, and measurable. Student Evaluation Techniques for Level B of the Decision-making Process Gather the assessment data and make a judgement, converting the data into a mark that reflects the degree to which each student has attained the learning objectives of Level B. A student's mark for Level B contributes one-third toward his or her total mark for the Assertiveness Skills Unit. Levels A and C are also valued at one-third each.

Instructional Strategies/Methods	Teaching Notes
Direct Instruction: structured overview	Refer to the wall chart of the Decision-making Process to indicate the steps featured in Level C. Remind students that they will be designing and carrying out action plans as part of the Assertiveness Skills Unit. Provide each student with a copy of the Assertiveness Action Plan Outline found in Appendix 7-K. Discuss the outline, noting that the element 'how' is the same for all students. The element 'what' is their personal goal an d may be different for each person.
Interactive Instruction: brainstorming	Review the traits and skills of a person who can support and encourage personal commitment. Also review the variety of people who can play the role of a support person. This information was introduced in Level C of the Decision-making Process Unit for grade 7. Advise students to select their support person wisely.
Independent Study: homework	Ask students to complete the action plan outline.
Interactive Instruction: peer practice	Arrange students in pairs. Provide each student with a copy of the Sample Rubric for Evaluating the Elements of an Assertiveness Action Plan located in Appendix 7-L. Encourage students to compare each of their action plans to the descriptions contained in the rubric and to make any improvements necessary to their action plans.
Independent Study: homework	Ask students to rewrite their action plans, making the improvements suggested during the peer practice session. This time, they sign them and their support persons sign them too. Students submit both the original drafts of their action plans and the re written versions. At this time, teachers can assess the design elements of the revised action plan. Also, teachers can determine the degree to which each student can assess the design elements of an action plan by noting the changes the student made from the original ve rsion to the revised version.
Interactive Instruction: demonstration and discussion	The grade 6 action plan in the Nutrition and Body Image Unit was set at one week in duration. A 10-day assertiveness action plan may be considered reasonable for grade 7 students. It is an expectation that students will keep journals as they implement their action plans. Demonstrate two or three formats that are workable for the particular class. Some suggestions are provided in Skills for Healthy Relationships, Activity 9, page 10, and Activity 11, pages 4 and 5 of the Student Manual. One journal idea is also included in Appendix 7-M of this guide. Before students begin to implement their action plan and keep a journal of their day-to-day progress, generate, as a class, the criteria that will be used to evaluate the degree to which they carry out their action plans. They may suggest that they be evaluated based upon such things as: Did I achieve my goal? Did I start and finish when I said I would? Did I check in with my support person when I said I would? Did I achieve the benefits I thought I would? Did I overcome any obstacles? Did I request help from my support person, if required? Did I follow the steps to delivering an assertive message? If so, when, where, and with whom? Advise students that the implementation of their action plans will be assessed according to their answers to the above questions, and according to teacher answers to the same questions based upon supporting evidence found in the students' journals.
Independent Study: homework	As students set out to implement their action plans, launch their implementation with the information found on pages 36 and 37 in Everything You Need to Know About Self-confidence.
Independent Study: personal reflection	At the conclusion of the 10-day implementation, students submit their journals, which are read and assessed by the teacher. At the same time, they submit their answers to the evaluation questions listed above, supported by specific evidence from their journals.

Student Assessment Techniques The learning objective of Level C, which focuses on the traits of an effective support person, can be assessed using case studies or scenarios. Students' abilities to construct goals and to develop and assess action plans are assessed by the student a nd by the teacher using the sample rubric provided, or one similar to it. The actual implementation of the action plan is evaluated by the student and the teacher using responses to the evaluation questions generated as a class with supporting evidence fo und in the students' journals. Student Evaluation Techniques for Level C of the Decision-making Process Use the data collected in each student portfolio and make a judgement or assign a mark that represents the degree to which the student accomplished the six learning objectives of Level C. Level C contributes one-third to the student's mark for the ent ire unit. Average the marks earned in Levels A, B, and C to determine a student's mark for the Assertiveness Skills Unit.