LESSON 1:

RESPECT IN RELATIONSHIPS

At UPP we believe in living by the ‘Platinum Rule’. You may have heard of the Golden Rule, ‘treat others the way you would like to be treated’ however the Platinum Rule takes this one step further by stating that we should ‘treat others the way THEY would like to be treated’. The thing is, we are all different, and that is something that we need to recognise, understand and accept. When we do this we learn that Respect is a huge part of any and every relationship we have. Check out the Learning Intentions below and follow the instructions to complete this lesson.

Equipment:

  • UPP Workbook and Pen

  • Notebook / Blank Paper

  • Colouring In Pencils

  • Whiteboard and Whiteboard Markers

Learning Intentions:

  • Students to understand that even though we are all different we all have more in common than we sometimes think.

  • Students to understand what respect is, that we all deserve respect, and that to receive respect we first need to give it.

ACTIVITY 1 - everybody is unique

TIME: 20+ Minutes

Method:

  1. Students are to make groups of 3-5.

  2. Students are to discuss what they think the word “Unique” means.

  3. Each group is to take a blank piece of paper and draw a simple outline of a human being. Groups are to then draw two horizontal lines across this persons body to divide it into 3 parts. One line is to be just below the neck, and the other is to be at the waist. Explain that in a moment the students are going to go through each section and draw / design this “Unique” human from their imagination, not based on someone they know.

  4. Students are to start by considering what features may make up this persons head and neck area. Explain to students that people can have light or dark coloured eyes, long or short hair, big or small ears, etc. Encourage students to think of other features such as freckles, glasses, a hat, etc. As the groups discuss this part of the persons body they are to draw some things on their person that they all agree on.

  5. Next, groups are to consider what features make up this persons torso area. Lead students to understand that some of us are skinny while others may be bigger, some people are more muscular while others may be more frail, some may have more square shoulders while others are more round-shouldered. Students are also to begin thinking of what type of clothes their “Unique” person may wear. Are they wearing a T-shirt, a sweater, a singlet, etc.

  6. Groups are to now move onto the lower body of their “Unique” person. Again, help students understand that people can have long legs while others have short legs, some people have feet that point in while others can have feet that point out, etc. Encourage students to think about what kinds of clothing they may be wearing, are they in shorts, jeans, tracksuit pants, etc. What kinds of shoes are they wearing? High heals? Boots? Sandals?

  7. Finally this “Unique” person needs a name. Groups are to name their person before moving on to the next part of the activity.

  8. Once all groups have finalised their “Unique” person draw a basic outline on the whiteboard of your classroom. Go around the class and ask for each group to make one suggestion each about this person until they are complete, don’t forget the name. This is now the classes “Unique” person.

  9. After your class has created their person, lead students to understand that what we see on the outside has nothing to do with what is on the inside! Everyone has a personality, traits, skills, interests, etc. Ask the class to consider and discuss what personality traits this person might have? What are some of their interests? What special talents or particular qualities does this person have? Write these on the board beside your classes “Unique” person.

  10. In the same groups as earlier, students are to consider and discuss why this person could be their next and newest best friend. They may like to consider what they have in common? What interests do they share? What do they appreciate about them? Encourage some students to share their thoughts / answers with the class.

Activity Reflection:

  • Ask: What about this person might students have in common? What differences may the students have?

  • Ask: Why does this persons exterior (body features, clothing, etc.) not define who they are on the inside?

  • Discuss with the class the concept of Respect, and how everyone deserves Respect.

This resource has been curated from Education World and adapted for you by Unleashing Personal Potential.

activity 2 - video and discussion

TIME: 5 - 10 Minutes

Watch the following video before moving on to Activity 3. After the video, students are to think of one thing they may have learnt, reflected on or connected with throughout the video. Encourage some students to share their reflections with the class.

ACTIVITY 3 - FIVE THINGS IN COMMON

TIME: 10 Minutes

Method:

  1. Students are to make groups of 5.

  2. Students are to work as a group to come up with 5 things that everyone in their group has in common that is not to do with school. Make the rule that body parts (we all have arms, etc.) and clothing (we all wear pants, etc.) do not count.

  3. Have one person in each group write the 5 things their group all has in common with each other.

  4. When all groups have finished considering, discussing and writing their 5 things in common have one person from each group share their findings with the class. See if anything overlaps across any, or even all, groups.

Activity Reflection:

  • Ask and discuss: Was it difficult to find things your group had in common? Why?

  • Ask and discuss: Did you find anything your group had in common which was surprising or strange?

  • Ask and discuss: Do you think you could find things in common with others, outside of your group?

  • Ask and discuss: Do you think you are more connected with others than you maybe originally thought?

ACTIVITY 4 - red flag behaviour

TIME: 10+ Minutes

  • Students are to turn to page 2 of their UPP Workbook and complete the page on Red Flag Behaviours.

  • Once students have finished the Red Flag Behaviour worksheet they are to continue on to page 3 and answer the reflection questions. After students have answered these questions individually they are to pair up and discuss their answers with a partner.

ACTIVITY 5 - REflection on learning

TIME: 10 Minutes

  • Review the learning intentions by asking students to comment on what they have learnt throughout the lesson.

  • Lead students to consider a time they were shown respect by someone else and reflect on how they felt in that moment. Ask some students to share.

  • Lead students to consider a time they were not shown respect, how did they feel? Would others also feel like this if we were to act in this way toward them?

  • Have students to discuss the importance of respect in our relationships.