Reality Ride Sample Lesson – Secondary

Whether you are using the PowerPoint Tool, projecting the metaphor, or providing individual copies, follow the sequence annotated by the red flags on the metaphor. It will be a guide to help you walk the students through the Metaphor:

Ask the question: What does the word “reality” mean to you? Facilitate a discussion and emphasize that reality is what is real or what is actually happening in our lives. You could have students write down their definition of “reality” underneath the word “Reality” on their copy of the picture. To help increase understanding, you can also compare and contrast the difference between reality and what is not reality. 

Say: To better understand the point of this Roller Coaster, I need you to think of a goal. Ask: What is a goal that you have for your life? Let students know that to get on this reality ride, they need to identify one goal or dream for their life. Discuss that they can have any goal, as long as it doesn’t break the following rule: The goal can’t hurt themselves or others. It must be a positive goal. (Note: You may not like the goal that they choose, but as long as it doesn’t hurt them or others, just “go with it” for now. Often students have unrealistic goals or dreams, but it’s best not to get hung up on those. We use the goal to inspire them to take the harder but worth it track later in our discussion)

Ask the question: What are the three main environments where you spend most of your time? Quickly discuss that the three wheels have the letters H, S, and P on them. These represent the three main places where they spend their time: at home, at school, and with peers. Ask the students, “What do the wheels do for the roller coaster?” (They take the roller coaster down the track.) Say just like the wheels take the cars down the track, we make a lot of decisions in our lives in those three places. We also have a lot of challenges come up in those three places.

Ask the questions one at a time: What are some of your challenges at home? at school? and with peers? Note: If you are teaching this one-on-one, you may ask personal questions about some of their challenges at home, at school, and with peers. (If you are working with a group, it’s best to keep your questions general. For example, “What are some of the challenges that kids your age have at home?” Students can feel very uncomfortable answering personal questions about their home life in front of a group.) As you go through each question, list answers for all to see or have them write on their own copy. Examples of student responses may include the following: At HOME: Too many rules, bored, parents too strict, divorce, fighting, no money, can’t communicate with parents, etc. At SCHOOL: Too hard, boring, “My teacher doesn’t like me,” failing With PEERS: Peer pressure to fit in, don’t have any friends, bullying or being bullied 

Discuss with the students: “When you have difficult problems in life, life can be hard.” Point to the uphill part of the track, and explain that life’s problems are like this part of the track. It’s important to emphasize students’ challenges in these environments. Be careful here not to discuss what they are doing wrong. (Step 5 will focus on what they are doing that is getting them into trouble in these three areas.) During the discussion, be empathetic with students, showing that you understand that dealing with challenges can be tough. This part of the discussion is all about listening.

Ask the question sometimes, as a result of challenges, we do things that get us into trouble. What are the things that are getting you or kids your age into trouble at home, at school, and with peers? Examples of student responses may include not doing homework, talking back to the teacher, getting in fights, stealing/shoplifting, doing drugs, drinking alcohol, staying out past curfew, partying, sexually acting out, etc. Based on the age and group of students you are working with it is important to make this discussion simple and to the point, but not spend a lot of time highlighting or digging deep into any of the answers. You are basically making a list. 

Ask students: “When you do these things, is it fun?” and “What are some other things you feel while doing these things” You will find that in most cases, students will recognize that there is a thrill associated with each one of those examples. Discuss just like the high part of the roller coaster, doing those things is a thrill and is fun.

Say and ask: This ride is called the ‘reality ride.’ I want you to be real and honest with me about how you really see things. What have been the consequences of doing the things you listed in Point 5 that get you into trouble? What are the possible consequences of these situations?” (It’s important to use the word “possible consequence” here to point out that even though they may not get caught each time, we want them to recognize what the possible consequences are.) For example: Out past curfew: Upset parents, loss of freedom, anger, and frustration. Fighting: Legal and court problems (charged with assault), you could get hurt, you could hurt someone else, suspended from school. Stealing: Legal and court problems (arrested for shoplifting), probation, have to pay back. Drugs: Legal and court problems, addiction, loss of freedom, hangovers, loss of self-respect, and death (possible consequence). Not attending or trying in school: Suspension, failing grades, less opportunity and money, more time spent in school. 

Point to the list of consequences that you identified and ask students: Will any of these give you lasting opportunity, freedom, and self-respect? Note: Most of us recognize the answer to that question is “no.” However, you will find that many students will think of an exception and challenge you on this. For example, they might say, “I know this guy who sells drugs and makes lots of money, gets lots of respect, has a sweet car, and has a hot girlfriend. This isn’t true.” In situations like this, be very careful how you respond. If you tell a student they are wrong, you are basically telling them that what they think doesn’t matter. The reality is, in their life, what they think is all that matters. You may want to respond by saying, “You know, you’re right. Sometimes you do see people who are doing those things but not yet experiencing the negative consequences. 
Say: Everything we have discussed so far describes the Easy-Fast track of the Reality Ride. Challenges come and we respond by doing things that get us in trouble, but the thrill from this part of the roller coaster can go away when we hit the bottom and run into this wall. This wall represents the consequences and potential consequences we just described. A lot of times when we make decisions that put us on the fast and easy path we don’t realize the wall we are about to crash into or we hope it isn’t going to happen, but then we have to face the reality of those choices.

Say: Ask yourself why we sometimes take the Easy-Fast track? How can we avoid making choices that lead us to crash into a wall?