Goal: To improve conflict management skills
Objective(s): The student will demonstrate the necessary skills to appropriately accept constructive criticism.
Process Steps:
1. Listen to what the person says.
2. Stop and think "Is it true?"
3. Decide whether to respond to the criticism.
Discuss
Definition: Constructive criticism is when someone says that what you've said or done would have been better if you had done it another way. Accepting constructive criticism means you can accept what the other person says, and know that the information is meant to be helpful. You do this without becoming upset.
Rationale: If a person can't accept constructive criticism it can lead to arguments or bad feelings. Knowing how to use this skill can help you know how to do things in a better way. People will have a positive attitude toward you and think you act maturely.
Where/When/Comments:
• Use this skill when someone is saying you could have done
a better job on something (home, school, job).
• Small group discussion deciding which given examples are
constructive vs. destructive (put down) criticism.
• Students brainstorm how they feel when receiving each type
of criticism.
• Video teen without the skill: positive and negative
examples (Hazel and et al, 1980 p. 79-81)
• Explain that students should listen to negative feedback,
then calmly tell their side or ignore comment. This avoids
arguments/disagreements.
• Discuss prejudice as a form of putting people down.
Model/Role-play with Feedback
• Videotape students role playing accepting constructive
criticism and evaluate their performance using rating sheet.
• In a structured group setting give feedback to each member
using the format, "3 smiles and a wish." The smiles are
positive comments, the wish is a constructive criticism. Remind
of skill steps and encourage respect from all.
• Conduct a "writer's workshop" where students
write paragraph and circulate among other students to critique.
• Give students a multi-step art project. At end of each
step, project is compared to model and given feedback by teacher.
(macramé bracelet, puppets, etc.)
• Gather information from other teachers, who work with
student.(shop class, academics, etc.)
• Keep a log of the feedback you receive from others about
your abilities. Note who said it, how you felt about it, and
whether you chose to accept or reject the judgment.
Role play situations:
• Your parents say you are not making good grades.
• Your parents criticize the way you cleaned your room.
• Your teacher says you are not working during class.
• Your friend complains about your lateness.
• Your boss criticizes you for not coming to work on the
previous day
Application with Feedback
• Have older student come in to tutor and help students
correct mistakes.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County