Tag Archives: social-emotional learning

Term of Art: Acting Out

“Acting out: 1. In psychoanalysis, the enactment rather than the recollection of past events, especially enactments relating to the transference during therapy. It is often impulsive and aggressive, and it is usually uncharacteristic of the patient’s normal behavior. The concept was introduced by Sigmund Freud (1856-1839) in An Outline of Psychoanalysis (1938/40): the patient ‘acts it [the past event] before us, as it were, rather than reporting it to us’ (Standard Edition, XXIII, pp. 144-207, at p. 176). 2. A defense mechanism in which unconscious emotional conflicts or impulses are dealt with by actions, including parapraxes, rather than thought or contemplation. act out vb.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

The Order of Things: Drugs–Addiction Potential

Here’s a lesson plan on the addiction potential of drugs with its list as reading and comprehension questions. Both are adapted from the text of Barbara Ann Knipfer’s book The Order of Things. All are catalogued–and searchable–as such at Mark’s Text Terminal.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Aesop’s Fables: The Boy Bathing

On a ninety-degree day in Vermont, here, appropriately, is a lesson plan on the Aesop’s fable “The Boy Bathing.” You’ll need this reading and inquiry questions for students to conduct the lesson. You’ll notice, as you will in all of these lessons I’ve posted on Aesop’s fables, that there is plenty of room to expand the range and nature of the questions on the worksheet. That’s by design. Aesop’s fables are miniature lessons in philosophy, and the kinds of questions they arouse can be improvised based on student perception, interest, and need.

Incidentally, this is the last of these I have to post at the moment. I could write more relatively easily. Are you using them? If so, leave a comment, and I’ll put writing a few more on my to-do list.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Morphine

When I left Vermont in August of 1996 to seek my fortune as a doctoral candidate in history, I intended to return posthaste–if not to Vermont, than as near to the state as possible. Last August (of 2019) I finally made it back here to work in a public school system. I’d visited every summer for many years, but as I learned slowly and the hard way (like the way I learn everything in my life, alas), living in a place is quite a bit different than visiting it.

Of course I was aware of the opioid crisis in the state–it has been national news–and a national problem, after all–but I hadn’t had a chance to see it up close.

Now I have, and I can tell you that in the 23 years I was away, opioids cut a wide swath through the social and economic fabric of this fine state. So, for any young person who thinks that trying opioids won’t necessarily lead to personal disaster, here is a reading on morphine along with its accompanying vocabulary-building and comprehension worksheet.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Homosexuality

When I started working with troubled adolescents in 1990, I was surprised to see that the the clinical professionals with whom I worked, tread very lightly, if at all, around the issue of sexual identity in the kids we saw. In fact, on the only occasion I saw it addressed directly, one of the more highly placed professional angrily denied that it was a precipitant to other clinical issues.

I’m not qualified to speak deeply about clinical pathology, but at the same time I knew that gay kids coming of age in a deeply homophobic society faced challenges that I clearly hadn’t experience and therefore didn’t understand. I did know that gay kids suffered a very high rate of suicidality.

Things have changed, fortunately. Here is a reading on homosexuality along with its accompanying vocabulary-building and comprehension worksheet. This has, along the way in my time as a teacher, become a high-interest item, so I have tagged it as such.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Testis

OK, last but not least this afternoon, for you health teachers, here is a short reading on testis along with its attendant vocabulary-building and comprehension worksheet if you can use them.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Word Salad

“Word Salad: One of the most common symptoms of schizophrenia is a disturbance in the use of language. Rather than select words which make communication possible, schizophrenics may combine words in idiosyncratic ways, or use associations that are out of context. This tendency may generate a minor language disturbance; or, in extreme cases, a word salad in which the combination of words is unintelligible to the listener and so makes communication impossible.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Lesbianism

One bright spot to appear in the last generation or so, it seems to me, is the weakening power of social censure, and therefore the closet, in the lives of gay men and lesbians. When I first started working with kids a couple of hundred years ago, my co-workers and I, several of whom were gay and lesbian themselves, were really unable to recognize or address the needs of young people in the midst of a crisis of sexual identity in a repressive society. I’m not saying that is gone–but, again, it has been weakened.

And that’s a good thing. So here, for high schoolers, is a reading on lesbianism and its accompanying vocabulary-building and comprehension worksheet. This has tended to be a high-interest item in my classroom, so I’ve tagged it as such; it is also material written to address personal identity, so I’ve tagged it as social-emotional learning as well.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

A Lesson Plan on Watson, Crick, and DNA

OK, folks, here is the last post for today, a lesson plan on Watson, Crick, and DNA. The work of this lesson is simply this short reading and its accompanying vocabulary-building and comprehension worksheet. I wrote this lesson last fall for the Personal Development class the school in which I served required its students to take. I wanted the material, and its presentation, to arouse the big essential question, “Is biology destiny?”

However, if you’re more interested in teaching this material as a science lesson, here is a slightly longer version of the reading and worksheet. If you want to amplify this lesson, especially for girls interested in science, the reading does mention Rosalind Franklin, whose story is a cautionary tale by any standard I recognize.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Prisoner’s Dilemma

Over the years, I have produced a number of documents based on the interest of one student. This reading on the prisoner’s dilemma and its vocabulary-building and comprehension worksheet are one such set of documents.

My own first exposure to the prisoner’s dilemma came from a friend who encountered it as an undergraduate in what, if memory serves, was a history course. This same friend went on to law school, so he may have encountered it there. In any case, the prisoner’s dilemma is part of a broader study of mathematical models of human cognition and resultant conduct called game theory. I actually started to develop a unit on game theory when I realized two things: the first was that the student for whom I prepared the material offered in this blog post wasn’t as interested in it as he thought; the second was that I was woefully unqualified to teach a single lesson on game theory, let alone a whole unit.

If you have the time–I didn’t–a unit on game theory might be just the thing for a certain kind of student. However, it is a complicated field, and even adapting it for struggling or alienated high school students is no small task.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.