Decision-Making and Boundaries with the Tenth Age

It's Decision Time!

Tenth Age classes had Character lessons about decision-making and boundaries.  The decision-making lesson focused on the fact that many decisions are simple (having milk for lunch), but others are difficult (studying for a quiz or playing with a new computer game).  The difficult ones were the ones we focused on, and we talked about specific steps to take to make a decision.
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Here is an example:
You have been invited to a birthday party and accepted the invitation.  A few hours later, you get asked to a Ravens game.  You have never been to one of their games and are a huge fan of the team.   What are you going to do? Think about your options and the consequences.  Ask yourself, "How will this decision affect me and how will it affect others?"

The decision-making model we used is:

1. Look at the decision to be made
2. Consider all the options or choices
3. Think of the consequences
4. Consider how the decision will affect others
5. Pick the best solution from all the options 
6. Evaluate your decision. 

I emphasized that it is important to make decisions that are in keeping with the four Calvert Pillars, and in line with being a positive student, friend, and family member. In addition, I asked them to think of several adults they could talk with about a tough decision.  Participation was excellent, and we will do a follow-up lesson in January!

The boundaries lesson focused on the importance of both physical boundaries as well as verbal, social, behavioral, and emotional boundaries.  I used tape to "draw the line" down the middle of 10-A and 10-B to show how boundaries can be permanent or temporary depending on the situation.  Good boundaries help us to stay safe and define ourselves; they also help us  respect others and their needs and rights.  Studies show that children who have difficulties recognizing and respecting others' boundaries may:

• Not accept "No" for an answer
• Encroach on others' physical or emotional space
• Exhibit out of control emotions or behaviors
• Have difficulty maintaining friendships
• Have difficulty accepting limits set by parents and teachers
• Lack awareness of socially acceptable interpersonal behavior
• Insist that others agree with them

When both schools and homes are consistent with boundaries for their children, they will see healthy interactions, strong self-esteem, steady self-regulation, and respect for rules and appropriate behavior.

"Drawing the Line" with 10-A