The document discusses analyzing goals based on the SMART criteria and provides examples of other people's goals. It then has activities for rewriting the goals to make them SMART and sharing personal long-term goals.
This document provides exercises to practice listening skills by spelling out colors. It includes a pre-listening exercise to match colors with pictures, an ordering exercise during listening, and a spelling exercise to write the colors heard. The purpose is to improve listening comprehension through interactive color exercises, with a discussion at the end about favorite colors.
This document provides instructions and prompts for a 6-part "Word of the Week" challenge. Students are asked to complete vocabulary-focused assignments on a weekly basis, answering questions that require them to use assigned words correctly in full sentences, draw representations of words, complete Frayer models, provide examples and non-examples, and write a short story incorporating three given words. Completing the weekly challenges enters students to win a raffle prize. The challenges are designed to help students engage with and demonstrate understanding of new vocabulary terms.
The document discusses the different generations and types of families people experience over their lifetime. Most people will have at least two significant family generations - their family of origin, which raised them, and their family of choice, which they create through marriage or partnership. One may change families through life events like divorce, death, or marriage and start a family of procreation if they have children. How past family experiences affect expectations and standards for future families is also addressed.
Managing relationships requires self-awareness, self-control, and tolerance of other beliefs. It is important to regularly evaluate relationships to ensure one's needs are being met and the relationship is fair and comfortable. Peer pressure can be positive or negative, and one should avoid suggestions that contradict personal values. Anger is a natural emotion in conflicts but should be controlled to avoid verbal or physical attacks. Poor anger management includes suppressing or lashing out with anger, while good management focuses on forgiveness, positivity, communication, problem-solving, understanding causes, and acceptance of feelings.
March 26 i messages and communication roadblocksEben Schaeffer
This document discusses avoiding communication difficulties by defining bias, prejudice, stereotyping, and ethnocentrism. It notes that using "you-messages" can make communication more difficult by putting pressure on the message and causing people to feel attacked or become defensive. In contrast, using "I-messages" takes the pressure off by stating personal feelings or thoughts in a way that cannot be wrong and allows communication to move forward in a more constructive manner.
This document discusses communication and provides information about verbal and non-verbal communication. It defines communication as the exchange of information between two or more people, and notes that successful communication requires a sender to compose and transmit a message and a receiver to observe, interpret, and understand the message. The document also discusses the importance of active listening when receiving messages and provides tips for being a good active listener such as concentrating, keeping an open mind, making eye contact, listening for understanding rather than just waiting for a response, asking clarifying questions, controlling emotions, and not interrupting.
This document provides instructions for a role model research and presentation assignment. Students must present on two role models, one personal and one public figure, in 1-2 minutes each. For the personal role model, no references are needed, while references excluding Wikipedia are required for the public figure. The presentations should include an introduction with the role model's decade, origin, positive accomplishments, admirable personality traits, reasons for admiration, current status, and whether they are alive or deceased. Students have flexibility in choosing a personal role model from family, friends or teachers, and a public role model from fields like science, art, sports or music. Presentations should be easy to follow and in the student's own style.
A role model is a person who shows behavior that is positive and worthy of imitation. Good role models demonstrate characteristics like integrity, empathy, strong work ethic, leadership skills, and passion for helping others. They inspire others through their actions and achievements.
This document provides exercises to practice listening skills by spelling out colors. It includes a pre-listening exercise to match colors with pictures, an ordering exercise during listening, and a spelling exercise to write the colors heard. The purpose is to improve listening comprehension through interactive color exercises, with a discussion at the end about favorite colors.
This document provides instructions and prompts for a 6-part "Word of the Week" challenge. Students are asked to complete vocabulary-focused assignments on a weekly basis, answering questions that require them to use assigned words correctly in full sentences, draw representations of words, complete Frayer models, provide examples and non-examples, and write a short story incorporating three given words. Completing the weekly challenges enters students to win a raffle prize. The challenges are designed to help students engage with and demonstrate understanding of new vocabulary terms.
The document discusses the different generations and types of families people experience over their lifetime. Most people will have at least two significant family generations - their family of origin, which raised them, and their family of choice, which they create through marriage or partnership. One may change families through life events like divorce, death, or marriage and start a family of procreation if they have children. How past family experiences affect expectations and standards for future families is also addressed.
Managing relationships requires self-awareness, self-control, and tolerance of other beliefs. It is important to regularly evaluate relationships to ensure one's needs are being met and the relationship is fair and comfortable. Peer pressure can be positive or negative, and one should avoid suggestions that contradict personal values. Anger is a natural emotion in conflicts but should be controlled to avoid verbal or physical attacks. Poor anger management includes suppressing or lashing out with anger, while good management focuses on forgiveness, positivity, communication, problem-solving, understanding causes, and acceptance of feelings.
March 26 i messages and communication roadblocksEben Schaeffer
This document discusses avoiding communication difficulties by defining bias, prejudice, stereotyping, and ethnocentrism. It notes that using "you-messages" can make communication more difficult by putting pressure on the message and causing people to feel attacked or become defensive. In contrast, using "I-messages" takes the pressure off by stating personal feelings or thoughts in a way that cannot be wrong and allows communication to move forward in a more constructive manner.
This document discusses communication and provides information about verbal and non-verbal communication. It defines communication as the exchange of information between two or more people, and notes that successful communication requires a sender to compose and transmit a message and a receiver to observe, interpret, and understand the message. The document also discusses the importance of active listening when receiving messages and provides tips for being a good active listener such as concentrating, keeping an open mind, making eye contact, listening for understanding rather than just waiting for a response, asking clarifying questions, controlling emotions, and not interrupting.
This document provides instructions for a role model research and presentation assignment. Students must present on two role models, one personal and one public figure, in 1-2 minutes each. For the personal role model, no references are needed, while references excluding Wikipedia are required for the public figure. The presentations should include an introduction with the role model's decade, origin, positive accomplishments, admirable personality traits, reasons for admiration, current status, and whether they are alive or deceased. Students have flexibility in choosing a personal role model from family, friends or teachers, and a public role model from fields like science, art, sports or music. Presentations should be easy to follow and in the student's own style.
A role model is a person who shows behavior that is positive and worthy of imitation. Good role models demonstrate characteristics like integrity, empathy, strong work ethic, leadership skills, and passion for helping others. They inspire others through their actions and achievements.
This document outlines the rules for a relationship pictionary game where teams will draw pictures depicting different types of relationships without labeling them. Teams earn points for correct or incorrect guesses by the other teams, with the most points winning. Players will choose a relationship type to draw from options like family, friends, or acquaintances, including settings, roles of people, and their actions, with the type written and stapled to the back of the drawing without being visible.
There are different types of relationships that serve different purposes. Family relationships are generally unconditional while friendships can range from acquaintances to intimate friends. Functional relationships help meet non-emotional needs like academic or financial needs and prioritize tasks over personal feelings. A healthy relationship is one where the benefits received are greater than or equal to the costs based on the social exchange theory, while exploitation occurs when one person benefits far more than the other. Maintaining balanced, equal relationships promotes well-being.
This document discusses relationships with friends and the qualities of good relationships. It provides examples of ways a special friend might be described, such as the things they do together, say to each other, or believe in common. It then discusses why relationships are important, noting they help people feel more complete by providing feedback, encouragement, support and acceptance. The document also outlines characteristics of good relationships, such as rapport, respect, commitment and compromise.
This document outlines a 7-step process for decision making: 1) identify the problem, 2) consider results for success, 3) identify alternative actions, 4) predict consequences, 5) estimate probability of consequences, 6) choose the best plan of action, and 7) finish the plan and evaluate results. It discusses defining standards, identifying problems, brainstorming solutions, considering outcomes, choosing a plan, implementing it, and reviewing results. The document provides examples of personal standards and guides the reader through applying the decision making process to a case study with their partner.
Setting goals provides internal motivation and is an effective way to measure success. Goals work best when they are specific, measurable, achievable, relevant and time-bound (SMART). Good goals include milestones or stepping stones to break larger goals into smaller, shorter-term mini-goals. While maintaining focus on the overall task, goals should remain flexible - increasing resources used or adjusting target dates if progress is too slow. The key things are that the goal continues motivating efforts and movement toward achievement.
Self-esteem refers to how one feels about their self-image and whether they see themselves as a good or bad person. For adolescents, developing self-esteem is important as they work to accept themselves during this stage of personal development. The document provides steps to build self-esteem, such as taking responsibility, learning from mistakes, accepting praise, focusing on strengths to help others, and accepting oneself by recognizing that making some mistakes does not make a person entirely bad if they are having a positive effect on others.
There are four main areas of development that people experience throughout their lives: physical, intellectual, emotional, and social. Physically, adolescence involves changes through puberty like growth spurts and developing muscles and body shape. Intellectually, logical thinking and higher-level abstract thinking skills increase. Emotionally, new feelings emerge and control over emotions develops. Socially, skills in making and keeping friends, working well in groups, and understanding one's place in the world improve.
This course explores challenges faced in daily life and transitioning to adulthood. Students will develop interpersonal, decision-making, and practical skills through instruction on families, relationships, and managing resources. The course covers topics from several social sciences like psychology, sociology, anthropology, and economics to study human behavior and interactions, especially as they relate to families and living situations. Students will create a collage representing themselves at this stage in their lives.
The document discusses the differences between needs and wants. Needs are things that are essential for survival and development, like food, water, shelter. Wants are things that are not essential but would improve quality of life if obtained, and vary between individuals based on interests and values. It also introduces Maslow's Hierarchy of Needs, which arranges human needs in levels of importance, with physiological needs at the bottom and self-fulfillment needs at the top, explaining that lower level needs must be met before progressing to meet higher level needs.
Values are the ideas and beliefs that guide our lives and things that are important to us, including both tangible items like possessions and intangible qualities like love and friendship. We begin learning values from birth primarily through how we are raised and influences from family, friends, and personal experiences, with many values developing further during adolescence as we determine what brings happiness versus pain and benefits the common good of others.
This document provides prompts for a family hobbies assignment. Students are asked to make a list of their own hobbies and their family members' hobbies. They should consider if there are any differences between generations. Students are then prompted to imagine their family living in the past, such as 1980, 1960, or 1900, and how their hobbies may have differed due to the time period. For a report, students should discuss their current family's hobbies, differences between generations, hobbies of families in the past, and how their family may have been different if living in another time period.
April 26 families through history (continued)Eben Schaeffer
The remaining dollar is still with the manager. When the three guests originally paid $30, and the room rate was only $25, the manager should have given $5 back. However, he instead gave the full $5 to the bellboy to return to the guests. The bellboy pocketed $2 of that $5 and distributed the remaining $3 among the 3 guests as $1 each. So the total amounts are:
- Each guest originally paid $10 and got $1 back, so paid $9, for a total of $27 among the 3 guests
- The bellboy pocketed $2
- So between the guests ($27) and bellboy ($2) is $29
- The original overpayment
1) Animals form families for survival of both individuals and species. For some animals, hunting alone allows better chances of survival so they remain solitary, while others require parental care of offspring over a long period for babies to survive and ensure the species continues.
2) Historically, human families formed for survival reasons as well. Babies require long-term care and assistance, so parents stayed together to provide food and security for helpless young.
3) Even as humans gained intelligence, the reasons why monogamous relationships form over long-term are still debated by scientists, with nature and culture both potentially playing a role.
This document defines different types of families and their key characteristics. It begins by stating that families are defined by what they do, not by how many or what kind of people they have. It then provides definitions for terms like spouse and common-law partner. The document outlines the core functions of families like physical care, socialization of children, and providing for basic needs. It describes different family forms such as nuclear, blended, single-parent, and same-sex families. Key family types are defined based on factors like the number of adults and children present and the relationships between family members.
The document provides guidance on creating effective questionnaires. It discusses determining the necessary information and intended use of data. Various question types are described, including dichotomous, scaled, contingency, open-ended, and multiple choice single-answer questions. Guidelines are given for writing exhaustive and mutually exclusive multiple choice options. The document recommends structuring questionnaires with an introduction, questions, and demographic sections and analyzing results to draw conclusions.
Trends identify opportunities in markets by analyzing information over time to show long-term patterns. Performing primary research requires choosing a research instrument like questionnaires or interviews to directly contact people using a survey method. Secondary research finds already collected information from other sources. Different survey methods have various considerations like cost, reliability, and flexibility. Common survey types include telephone, mail-in, in-person, and internet questionnaires as well as focus groups. Questionnaires and interviews are very similar but differ in being written versus spoken.
April 12 jeopardy - individual and familiy living test 2 reviewEben Schaeffer
The document describes the rules for a game of "Individual and Family Living Jeopardy". Teams compete by answering questions to earn points. A correct answer means the team can relax for two rounds. The team with the most points at the end wins. Questions will cover topics like relationships, communication, managing relationships and conflicts.
Families can be defined in different ways, such as by blood relation, adoption, or mutual consent between two or more people who share a connection over a long period of time. A family performs responsibilities like caring for each other's physical and emotional needs, raising children, providing food and shelter, and showing love. The document concludes that any group of two or more people who agree to support each other and take on family roles can be considered a family, regardless of traditional definitions.
Unhealthy relationships and harassment can take many forms, including physical, verbal, emotional, and sexual abuse, as well as bullying, discrimination, and harassment based on factors like race, religion, gender, or sexual orientation. Bullying involves cruel behavior that causes harm between individuals who know each other, often involving a power imbalance. To prevent harassment, individuals should ask the harasser to stop, avoid the situation, and get help from trusted adults. Witnessing harassment without intervening encourages continued abusive behavior.
There are different types of conflicts that can occur including power struggles, personality differences, and situational conflicts. Conflicts can be resolved through acquiescence, compromise, negotiation, or mediation. The negotiation process involves 7 steps: 1) define the problem, 2) identify who is affected, 3) identify possible solutions, 4) evaluate solutions, 5) select the best solution, 6) check that the solution is working, and 7) deal with failure to find a solution.
This document outlines the rules for a relationship pictionary game where teams will draw pictures depicting different types of relationships without labeling them. Teams earn points for correct or incorrect guesses by the other teams, with the most points winning. Players will choose a relationship type to draw from options like family, friends, or acquaintances, including settings, roles of people, and their actions, with the type written and stapled to the back of the drawing without being visible.
There are different types of relationships that serve different purposes. Family relationships are generally unconditional while friendships can range from acquaintances to intimate friends. Functional relationships help meet non-emotional needs like academic or financial needs and prioritize tasks over personal feelings. A healthy relationship is one where the benefits received are greater than or equal to the costs based on the social exchange theory, while exploitation occurs when one person benefits far more than the other. Maintaining balanced, equal relationships promotes well-being.
This document discusses relationships with friends and the qualities of good relationships. It provides examples of ways a special friend might be described, such as the things they do together, say to each other, or believe in common. It then discusses why relationships are important, noting they help people feel more complete by providing feedback, encouragement, support and acceptance. The document also outlines characteristics of good relationships, such as rapport, respect, commitment and compromise.
This document outlines a 7-step process for decision making: 1) identify the problem, 2) consider results for success, 3) identify alternative actions, 4) predict consequences, 5) estimate probability of consequences, 6) choose the best plan of action, and 7) finish the plan and evaluate results. It discusses defining standards, identifying problems, brainstorming solutions, considering outcomes, choosing a plan, implementing it, and reviewing results. The document provides examples of personal standards and guides the reader through applying the decision making process to a case study with their partner.
Setting goals provides internal motivation and is an effective way to measure success. Goals work best when they are specific, measurable, achievable, relevant and time-bound (SMART). Good goals include milestones or stepping stones to break larger goals into smaller, shorter-term mini-goals. While maintaining focus on the overall task, goals should remain flexible - increasing resources used or adjusting target dates if progress is too slow. The key things are that the goal continues motivating efforts and movement toward achievement.
Self-esteem refers to how one feels about their self-image and whether they see themselves as a good or bad person. For adolescents, developing self-esteem is important as they work to accept themselves during this stage of personal development. The document provides steps to build self-esteem, such as taking responsibility, learning from mistakes, accepting praise, focusing on strengths to help others, and accepting oneself by recognizing that making some mistakes does not make a person entirely bad if they are having a positive effect on others.
There are four main areas of development that people experience throughout their lives: physical, intellectual, emotional, and social. Physically, adolescence involves changes through puberty like growth spurts and developing muscles and body shape. Intellectually, logical thinking and higher-level abstract thinking skills increase. Emotionally, new feelings emerge and control over emotions develops. Socially, skills in making and keeping friends, working well in groups, and understanding one's place in the world improve.
This course explores challenges faced in daily life and transitioning to adulthood. Students will develop interpersonal, decision-making, and practical skills through instruction on families, relationships, and managing resources. The course covers topics from several social sciences like psychology, sociology, anthropology, and economics to study human behavior and interactions, especially as they relate to families and living situations. Students will create a collage representing themselves at this stage in their lives.
The document discusses the differences between needs and wants. Needs are things that are essential for survival and development, like food, water, shelter. Wants are things that are not essential but would improve quality of life if obtained, and vary between individuals based on interests and values. It also introduces Maslow's Hierarchy of Needs, which arranges human needs in levels of importance, with physiological needs at the bottom and self-fulfillment needs at the top, explaining that lower level needs must be met before progressing to meet higher level needs.
Values are the ideas and beliefs that guide our lives and things that are important to us, including both tangible items like possessions and intangible qualities like love and friendship. We begin learning values from birth primarily through how we are raised and influences from family, friends, and personal experiences, with many values developing further during adolescence as we determine what brings happiness versus pain and benefits the common good of others.
This document provides prompts for a family hobbies assignment. Students are asked to make a list of their own hobbies and their family members' hobbies. They should consider if there are any differences between generations. Students are then prompted to imagine their family living in the past, such as 1980, 1960, or 1900, and how their hobbies may have differed due to the time period. For a report, students should discuss their current family's hobbies, differences between generations, hobbies of families in the past, and how their family may have been different if living in another time period.
April 26 families through history (continued)Eben Schaeffer
The remaining dollar is still with the manager. When the three guests originally paid $30, and the room rate was only $25, the manager should have given $5 back. However, he instead gave the full $5 to the bellboy to return to the guests. The bellboy pocketed $2 of that $5 and distributed the remaining $3 among the 3 guests as $1 each. So the total amounts are:
- Each guest originally paid $10 and got $1 back, so paid $9, for a total of $27 among the 3 guests
- The bellboy pocketed $2
- So between the guests ($27) and bellboy ($2) is $29
- The original overpayment
1) Animals form families for survival of both individuals and species. For some animals, hunting alone allows better chances of survival so they remain solitary, while others require parental care of offspring over a long period for babies to survive and ensure the species continues.
2) Historically, human families formed for survival reasons as well. Babies require long-term care and assistance, so parents stayed together to provide food and security for helpless young.
3) Even as humans gained intelligence, the reasons why monogamous relationships form over long-term are still debated by scientists, with nature and culture both potentially playing a role.
This document defines different types of families and their key characteristics. It begins by stating that families are defined by what they do, not by how many or what kind of people they have. It then provides definitions for terms like spouse and common-law partner. The document outlines the core functions of families like physical care, socialization of children, and providing for basic needs. It describes different family forms such as nuclear, blended, single-parent, and same-sex families. Key family types are defined based on factors like the number of adults and children present and the relationships between family members.
The document provides guidance on creating effective questionnaires. It discusses determining the necessary information and intended use of data. Various question types are described, including dichotomous, scaled, contingency, open-ended, and multiple choice single-answer questions. Guidelines are given for writing exhaustive and mutually exclusive multiple choice options. The document recommends structuring questionnaires with an introduction, questions, and demographic sections and analyzing results to draw conclusions.
Trends identify opportunities in markets by analyzing information over time to show long-term patterns. Performing primary research requires choosing a research instrument like questionnaires or interviews to directly contact people using a survey method. Secondary research finds already collected information from other sources. Different survey methods have various considerations like cost, reliability, and flexibility. Common survey types include telephone, mail-in, in-person, and internet questionnaires as well as focus groups. Questionnaires and interviews are very similar but differ in being written versus spoken.
April 12 jeopardy - individual and familiy living test 2 reviewEben Schaeffer
The document describes the rules for a game of "Individual and Family Living Jeopardy". Teams compete by answering questions to earn points. A correct answer means the team can relax for two rounds. The team with the most points at the end wins. Questions will cover topics like relationships, communication, managing relationships and conflicts.
Families can be defined in different ways, such as by blood relation, adoption, or mutual consent between two or more people who share a connection over a long period of time. A family performs responsibilities like caring for each other's physical and emotional needs, raising children, providing food and shelter, and showing love. The document concludes that any group of two or more people who agree to support each other and take on family roles can be considered a family, regardless of traditional definitions.
Unhealthy relationships and harassment can take many forms, including physical, verbal, emotional, and sexual abuse, as well as bullying, discrimination, and harassment based on factors like race, religion, gender, or sexual orientation. Bullying involves cruel behavior that causes harm between individuals who know each other, often involving a power imbalance. To prevent harassment, individuals should ask the harasser to stop, avoid the situation, and get help from trusted adults. Witnessing harassment without intervening encourages continued abusive behavior.
There are different types of conflicts that can occur including power struggles, personality differences, and situational conflicts. Conflicts can be resolved through acquiescence, compromise, negotiation, or mediation. The negotiation process involves 7 steps: 1) define the problem, 2) identify who is affected, 3) identify possible solutions, 4) evaluate solutions, 5) select the best solution, 6) check that the solution is working, and 7) deal with failure to find a solution.
2. Other People’s Goals We will look at a number of examples of goals. For each goal, decide: Is it SMART? What are some possible obstacles that might slow the progress to achieving this goal? How could the person deal with / overcome / reduce the effect of these obstacles?
3. Other People’s Goals Kumar has a Geography project due at the end of the month. He would like to finish it this week. Laura is learning how to play the guitar. She wants to be ready to play in a band in the talent show next month. Jennifer wants to be named “Employee of the Month” at her part-time job in a fast food restaurant. She is determined to win this honour in the next three months.
4. Other People’s Goals Nathan wants to buy a car as soon as he gets his driver’s licence. He will also have to pay insurance, of course. He has two years to save $1200. Jamela has gained 5kg over the summer. She felt that she was already 5kg overweight. She has decided to lose 10kg. Jason has a habit of losing his temper at home and at school. He has decided to learn to “keep his cool”.
5. Groups of 2 Change each goal to make it SMART. When you have finished writing your SMART goal, label the part that makes it Specific (S), Measureable (M), and so on.
6. Personal Goal (Individual) Think of 3 or more goals you would like to achieve for yourself. Choose goals that have a term of more than 6 months. Share them with your partner.
7. Personal Goal (Individual) Share your goal with the class. (wire it on the board) Make your goal SMART Create a picture that shows (like the example) : Your goal. Each letter of the SMART acronym with the word it represents Next to each letter, re-write the part of your goal that satisfies that part of SMART