Refusal Skills
Option 1 Teacher Information
Page 1
Dating Values and Refusal Skills Lecture Guide
At the beginning of class, give each student one M&M. Tell them that they may eat it now, but it will be better if they do not eat it now, but rather wait until the end of class. Continue lesson as suggested below, giving more candies to those who choose not to eat their candies until later. Do not give any to those who at their candy at first. Increase quantity and quality of candy, periodically as the class moves on. Watch for reaction of students to understand the correlation of this learning activity and waiting until marriage for sex. Discuss with students.
“The chief cause of unhappiness and failure is sacrificing what is wanted most for what is wanted at the moment.”
YOU ARE THE PARENT – Discuss how parents feel about dating situations, using the case studies included in this lesson. Ask students to give other examples.
•
Review:
• Define the term ‘Values’?
Values are the principles that we believe in and that should guide our behavior.
• Why is it important to know about values and know about personal values?
•
•
•
•
Play a few songs and ask students to relate what they think is the focus value of the song.
Show a clip or two and ask the same question; what is the focus value of the situation in the clip.
Go back to the case studies or share others and ask the students what the parents' values are.
Play Corners (Put up three signs in the rooms I agree, I disagree, I am unsure) Ask several of the questions from the Situation List.
Identifying Dating Sexuality Values—Have Students Complete Hand Out. Then read each statement aloud and have students get up and walk to whichever side of the room they identify with, Agree or
Disagree or Not Sure. Which was easier, writing your answer, or actually standing up and publicly affiliating with them? Why?
STAND UP FOR YOUR VALUES—Complete the activity, as explained. (Give students the option of
Page 1
Dating Values and Refusal Skills Lecture Guide
At the beginning of class, give each student one M&M. Tell them that they may eat it now, but it will be better if they do not eat it now, but rather wait until the end of class. Continue lesson as suggested below, giving more candies to those who choose not to eat their candies until later. Do not give any to those who at their candy at first. Increase quantity and quality of candy, periodically as the class moves on. Watch for reaction of students to understand the correlation of this learning activity and waiting until marriage for sex. Discuss with students.
“The chief cause of unhappiness and failure is sacrificing what is wanted most for what is wanted at the moment.”
YOU ARE THE PARENT – Discuss how parents feel about dating situations, using the case studies included in this lesson. Ask students to give other examples.
•
Review:
• Define the term ‘Values’?
Values are the principles that we believe in and that should guide our behavior.
• Why is it important to know about values and know about personal values?
•
•
•
•
Play a few songs and ask students to relate what they think is the focus value of the song.
Show a clip or two and ask the same question; what is the focus value of the situation in the clip.
Go back to the case studies or share others and ask the students what the parents' values are.
Play Corners (Put up three signs in the rooms I agree, I disagree, I am unsure) Ask several of the questions from the Situation List.
Identifying Dating Sexuality Values—Have Students Complete Hand Out. Then read each statement aloud and have students get up and walk to whichever side of the room they identify with, Agree or
Disagree or Not Sure. Which was easier, writing your answer, or actually standing up and publicly affiliating with them? Why?
STAND UP FOR YOUR VALUES—Complete the activity, as explained. (Give students the option of