Choices: a Paradigm for Life, Lesson 4, Identifying Fun Need, Teacher Manual

Choices: a Paradigm for Life, Lesson 4, Identifying Fun Need, Teacher Manual
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3 MB|9 pages
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Many, if not all, disruptive behaviors are attempts to meet love, power, freedom, and/or fun needs. The needs are legitimate; the behavior is not. When students learn to meet their needs adequately and appropriately, disruptive behaviors will diminish and disappear. This lesson looks at helping students meet their fun need appropriately.

“Choices” teaches that we need fun and defines fun as creative problem solving. All fun is learning, all learning is not necessarily experienced as fun. Depending on our pictures, we experience a given activity as either fun or boring. By changing our pictures, we might transform a boring activity to a fun activity. Conceivably, we could have fun in everything we do.

Objectives: The students will
1. Identify their need for fun
2. Define fun in terms problem solving, experiencing newness, and as learning
3. Distinguish between experiences that actually meet one’s fun need and the culturally/commercially evolved mental pictures of things people think they have to do to have fun
4. Participate in two activities and compare and contrast simple and complex experiences of fun
5. Experience fun as problem solving, learning, and experiencing something new

Things to Think About:
1. Weariness and stress result from unmet needs.
2. Rest and contentment result from met needs.
3. In life, we have the primary task of meeting our needs.
4. Except for extreme situations of deprivation, we have the resources available to meet all our needs within a reasonable time frame. We must have to learn how to identify and appropriate them.
5. We may best define fun as creative problem solving and experiencing newness in that which most appropriately meets our needs including our need for fun.

Choices Principles:
1. Choices defines fun as using our creativity to solve problems, experiencing newness, and learning.
2. All fun is problem solving and learning. To have fun learning, the learner must see the relevance of what he or she learns. The learner must see that what he or she learns meets personal needs.
3. We have fun in thrilling situations, because some experiences always generate a sense of newness, because they stimulate emotions we like, and/or because we problem solve or learn new things in them.
4. We experience something as fun or as boredom depending or our pictures. With the proper adjustment in our pictures and our choice, we can have fun in practically all situations. We choose our pictures; therefore, we choose fun or boredom.
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9 pages
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