Introducing the Video(s)

The RDRN videos are best used as a complementary tool to reinforce the messages and activities outlined in the classroom curriculum. While the videos could be used as a stand alone component, it is also incorporated as part of the overall RDRN curriculum and complements the classroom activities. You can go to www.rightdecisionsrightnow.com/educators_new/betobaccofree.asp to download the entire RDRN curriculum.

Each grade contains 3 scenarios that address each of the categories listed below:

• Health scenario: primary focus is on the health consequences of using tobacco while illustrating struggles with peer pressure and peer influence.
• Interpersonal scenario: displays a conflict between two or more individuals focused on issues of peer pressure.
• Intrapersonal scenario: portrays internal conflict through the character’s actions focused on issues of peer influence.

Before you Start the Video: What You Need to Know

• Prior to playing each video segment, review the "Getting Started: Incorporating the Video" section at the top of the page under the video length box. This information will help to explain where to introduce each of the videos in conjunction with the RDRN curriculum.
• Introduce each scenario to the class by providing the students with a description of the characters, setting,and situation.
• Play the first portion of the video segment which sets up the scenario and leads up to the decision the character is facing. If you stream the video from the web, you can choose an option at the bottom right of the video to watch the video in full screen mode. This should be available using your Windows Media or Quicktime players as well.
• Stop the video when the "Pause Video" graphic appears.
• Discuss the scenario with the students and the decision that the main character is faced with making. Encourage students to share their thoughts and feelings about the situations in each of the scenarios. Starter questions have been provided under the "Pause Video: Suggested Classroom Discussion Starters" heading to get the conversation started with students. Ask additional questions to extend the conversation.
• When the discussion is over, press "play" to continue the video segment and watch how the main character moves through the decision-making process and comes to a decision that’s right for them.
• At the conclusion of the video segment, discuss how the character handled the situation using the decision-making process and the refusal skill they illustrated in their response. Starter questions have been provided under the "Conclusion of the Video: Suggested Classroom Discussion Starters" heading to get the conversation started with students. Ask additional questions to extend the conversation or ask students to role-play alternative endings to the scenario using the refusal skills they have learned.