6.ICR.1.1

6.ICR.1.1 Classify behaviors as either productive or counterproductive to group functioning.Individuals belong to many groups throughout their lives, beginning with their families. Sixth graders may belong to scouting groups, sports teams, youth organizations such as 4-H or Boys and Girls Clubs, and youth groups in their place of worship. Belonging to groups requires the development of positive skills and dispositions, including cooperation, communication, an ability to compromise, consideration, and respect for others. Groups need leaders and followers and all roles are important. Often roles and responsibilities change within groups so everyone’s strengths are valued and utilized.

Some behaviors contribute to the ability of a group to function productively; other behaviors distract and detract from the group’s mission. Behaviors that are considered counter-productive include: interrupting, arguing, coming late or leaving early, bullying, acting out, being negative, leaving others out, complaining, withdrawing, and not listening. Positive behaviors for group functioning are listening, sharing and taking turns, respect for ideas different from one’s own, valuing the contributions of others, and stepping up to do one’s part.
 * The student will identify behaviors that contribute to or diminish group productivity.
 * The student will behave in ways that help the group be positive and productive.

6.ICR.1.2 Implement verbal and non-verbal communication skills that are effective for a variety of purposes and audiences.Effective communication is of the utmost importance to getting along with others and being able to achieve in life. It is the foundation for successful relationships. Non-verbal communication is expressed through posture, gestures, eye contact, and facial expression (what is called “body language”). Verbal messages (the actual words and tone) are more obvious than non-verbal, though even our words can be sometimes be misunderstood. Sometimes one gives a mixed message: when words and the non-verbal do not match. That is particularly confusing to others. If the verbal message is inconsistent with the non-verbal message, the listener does not know which to believe.

Practicing effective verbal and non-verbal communication can improve the message. One can practice in a mirror or ask for feedback from a friend. It is also possible to digitally record a conversation to see how verbal and non-verbal communication comes across. Consistent messages are especially important when using refusal or negotiation skills.
 * The student will be able to list characteristics of effective and ineffective verbal and non-verbal communication.
 * The student will practice giving consistent verbal and non-verbal communication.

6.ICR.1.3 Use strategies to communicate care, consideration, and respect for others.Active listening is one of the best ways to demonstrate consideration and respect for others. Through active listening, one is able to listen with his or her head and heart as well as with the ears. Non-verbal cues that one is really listening include nodding, smiling, and leaning forward. Examples of verbal cues showing one is really listening are: asking questions, paraphrasing the words of the person talking, providing positive feedback, and showing empathy for the person’s feelings. A popular bumper sticker suggests that people should “practice random acts of kindness.” Being kind to others is such a simple thing, but speaks volumes about the type of person one is. Practicing those behaviors in youth prepares one for healthy relationships in adulthood. It is important to show respect and care by giving, by showing appreciation, and by helping others when one is able. These behaviors result in healthy and loving relationships now and in the future.
 * The student will recognize behaviors that show care, consideration, and respect.
 * The student will demonstrate behaviors that show care, consideration, and respect.