Using Manners
I. Defining Manners
A) Manners are proper ways of doing things
B) Manners are rules of behaving
C) Manners are using nice words or doing nice things for others
1) Example: using please and thank you or opening the door for someone
II. Explain the importance to using manners
A) Respect
1) Using our manners gets us respect from other people
2) People look at us differently and treat us differently when they see us use our manners.
a) People treat us nicely and we don’t get yelled at
3) We become better people when we use our manners.
B) Intelligence
1) When we use our manners it shows a sign of intelligence.
2) When we are rude it shows a sign of ignorance
C) Becoming a better person
1) When you use your manners, others will use manners with you
2) You feel good about yourself
III. Call on students for examples and response
A) Announce that you will be asking questions and you want students to practice raising their hands and wait to be called on
1) If students do not raise their hand within 10 seconds of asking the question then call on a student.
2) Be sure that each student has an opportunity to respond to each question
a) Reinforce students for sharing in the class
b) Reinforce students for raising their hand and waiting to be called on
3) If a student refuses to respond give (1) encouragement to respond
A) If the student refuses again then move on
B) Questions:
1) When you have been in classes, did you notice how teachers and other students react to a person when they using their manners?
a) If students are having difficulty answering, cue that they are treated nice and with respect
2) How do you feel when someone says please or thank you to you?
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled to respond
2) Manners are proper ways of doing things.
A) What are manners? (Signal) proper ways of doing things
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses
3) Manners are rules of behaving.
A) What are manners? (Signal) rules of behaving
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
4) Using our manners earns us respect.
A) What does using our manners earn us? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
5) Using our manners shows intelligence.
A) Using our manners shows? (Signal) intelligence
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
6) Using our manners makes us better people.
A) Using our manners makes us? (Signal) better people
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
V. Conclusion
1) Reinforce the students for a great job showing their manners for respecting the teacher and listening
2) Inform the students that they can now show others how to earn respect and show intelligence by using manners
Using Manners Worksheet
Sam raised his hand in class and said, “Can I have a piece of paper”.
What should Sam have said to show his manners?
How would you ask for a pencil? (Call on students to give examples)
Bill and Tim never met and were over-heard talking during recess.
Bill: Hi, my name is Bill, can I join you in playing basketball please.
Tim: Sure, my name is Tim you can have the ball first.
Bill: Thank you, nice meeting you.
Tim: Nice meeting you, you have a cool shirt
Bill: Thanks
Why was Tim so nice to let Bill play ball with him?
What do you think might have happened if Bill did not use manners?
Becky was walking into the school when she turned and saw Angela walking up to the door. Becky continued walking into the school and to her locker.
Was Becky rude in any way?
What kind of day do you think Angela is having after what Becky did?
What kind of day would Angela have if Becky held the door open for her?
April said to the teacher, “may I please go to the library”. The teacher asked, “Are you done with all your work”. “Yes, Mrs. Simms”, replied April. The teacher said, “Please use the library pass and you can go to the library”. “Thank you”, replied April.
Does this look like a positive conversation?
Why?
Do you think the teacher would let April go to the library a lot if she didn’t use her manners?
Using Manners Worksheet Answers
Sam raised his hand in class and said, “Can I have a piece of paper”.
What should Sam have said to show his manners? Can I please have a piece paper?
How would you ask for a pencil? (Call on students to give examples)
Bill and Tim never met and were over-heard talking during recess.
Bill: Hi, my name is Bill, can I join you in playing basketball please.
Tim: Sure, my name is Tim you can have the ball first.
Bill: Thank you, nice meeting you.
Tim: Nice meeting you, you have a cool shirt
Bill: Thanks
Why was Tim so nice to let Bill play ball with him? Because Bill started the conversation using manners
What do you think might have happened if Bill did not use manners? Tim would say no, Tim may have ignored him, they would not have played ball
Becky was walking into the school when she turned and saw Angela walking up to the door. Becky continued walking into the school and to her locker.
Was Becky rude in any way? Yes, she did not open the door or hold the door open for Angela
What kind of day do you think Angela is having after what Becky did? A bad or sad day because she may feel rejected or feels that Becky was a rude person
What kind of day would Angela have if Becky held the door open for her? A good day because she was treated with manners
April said to the teacher, “may I please go to the library”. The teacher asked, “Are you done with all your work”. “Yes, Mrs. Simms”, replied April. The teacher said, “Please use the library pass and you can go to the library”. “Thank you”, replied April.
Does this look like a positive conversation? Yes
Why? Because both April and the teacher were using their manners
Do you think the teacher would let April go to the library a lot if she didn’t use her manners? Probably not
Thursday, November 29, 2007
Raise Your Hand Rule
The “Raise your hand and wait to be called on” Rule
I. Begin the lesson by asking: How do we get the teacher’s attention when we are in class?
Raise your hand and wait to be called on
1) If students answer (raise our/your hand) without raising their hands:
A) State: That is incorrect, the teacher just asked a question and you must first raise your hand and wait to be called on. When the teacher calls on you then answer the question.
B) Re-ask the question (model raising your hand after re-asking the question)
1) Reinforce the students for raising their hand with “excellent job raising your hand and waiting to be called on
2) correct the students again if one or more student answers without raising their hand.
II. Explain the importance to raising your hand
A) Chaos vs. order in class:
1) If many students talk or answer questions in class without raising their hand we would have chaos with lots of talking and noise.
2) If students raise their hand and wait for the teacher to call on them we will have quiet in class and everyone can here the answer.
B) Respect
1) Raising our hand in class and waiting to be called on respects the teacher and the other students.
2) Blurting out answers is disrespectful to everyone
C) Intelligence
1) When we raise our hand and wait for the teacher to call on us it shows a sign of intelligence.
2) Blurting out answers is a sign of ignorance, especially if you get it wrong
D) It is a classroom rule to raise your hand and wait to be called on
1) Have you noticed that most of the classroom rules posted in the classroom have on there to raise your hand?
2) It is important to follow the rules of the classroom to keep things in check (order)
III. Call on students for examples and response
A) Announce that you will be asking questions and you want students to practice raising their hands and wait to be called on
1) If students do not raise their hand within 10 seconds of asking the question then call on a student.
2) Be sure that each student has an opportunity to respond to each question
a) Reinforce students for sharing in the class
b) Reinforce students for raising their hand and waiting to be called on
3) If a student refuses to respond give (1) encouragement to respond
A) If the student refuses again then move on
B) Questions:
1) When you have been in classes did you notice how others react to a person when they blurt out an answer?
a) If students are having difficulty answering, cue that others get disappointed, you hear the teacher get on their case about raising their hand, students look at them as if they were ignorant, and/or they don’t get a lot of respect from others
2) How do you feel when you have the answer to the question and you raise your hand but someone else blurts out the answer?
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled to respond
2) When we want to get the teacher’s attention in the classroom; we raise our hand and wait to be called on
A) How do we get the teacher’s attention in the classroom? (Signal) We raise our hand and wait to be called on
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses
3) Raising our hand and waiting to be called on keeps the class in order and not chaos.
A) Raising our hand and waiting to be called on keeps the class in? (Signal) order and not chaos
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
4) Raising our hand and waiting to be called on shows respect.
A) Raising our hand and waiting to be called on shows? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
5) Raising our hand and waiting to be called on shows intelligence.
A) Raising our hand and waiting to be called on shows? (Signal) intelligence
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
6) Raising our hand and waiting to be called on is a classroom rule.
A) Raising our hand and waiting to be called on is a? (Signal) classroom rule
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
V. Conclusion
1) Reinforce the students for a great job practicing raising their hand and waiting to be called on
2) Inform the students that they can now show others how to respect the teacher and other students by raising their hand and waiting to be called on
3) Encourage students to show their intelligence by raising their hand and waiting to be called on when in class
I. Begin the lesson by asking: How do we get the teacher’s attention when we are in class?
Raise your hand and wait to be called on
1) If students answer (raise our/your hand) without raising their hands:
A) State: That is incorrect, the teacher just asked a question and you must first raise your hand and wait to be called on. When the teacher calls on you then answer the question.
B) Re-ask the question (model raising your hand after re-asking the question)
1) Reinforce the students for raising their hand with “excellent job raising your hand and waiting to be called on
2) correct the students again if one or more student answers without raising their hand.
II. Explain the importance to raising your hand
A) Chaos vs. order in class:
1) If many students talk or answer questions in class without raising their hand we would have chaos with lots of talking and noise.
2) If students raise their hand and wait for the teacher to call on them we will have quiet in class and everyone can here the answer.
B) Respect
1) Raising our hand in class and waiting to be called on respects the teacher and the other students.
2) Blurting out answers is disrespectful to everyone
C) Intelligence
1) When we raise our hand and wait for the teacher to call on us it shows a sign of intelligence.
2) Blurting out answers is a sign of ignorance, especially if you get it wrong
D) It is a classroom rule to raise your hand and wait to be called on
1) Have you noticed that most of the classroom rules posted in the classroom have on there to raise your hand?
2) It is important to follow the rules of the classroom to keep things in check (order)
III. Call on students for examples and response
A) Announce that you will be asking questions and you want students to practice raising their hands and wait to be called on
1) If students do not raise their hand within 10 seconds of asking the question then call on a student.
2) Be sure that each student has an opportunity to respond to each question
a) Reinforce students for sharing in the class
b) Reinforce students for raising their hand and waiting to be called on
3) If a student refuses to respond give (1) encouragement to respond
A) If the student refuses again then move on
B) Questions:
1) When you have been in classes did you notice how others react to a person when they blurt out an answer?
a) If students are having difficulty answering, cue that others get disappointed, you hear the teacher get on their case about raising their hand, students look at them as if they were ignorant, and/or they don’t get a lot of respect from others
2) How do you feel when you have the answer to the question and you raise your hand but someone else blurts out the answer?
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled to respond
2) When we want to get the teacher’s attention in the classroom; we raise our hand and wait to be called on
A) How do we get the teacher’s attention in the classroom? (Signal) We raise our hand and wait to be called on
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses
3) Raising our hand and waiting to be called on keeps the class in order and not chaos.
A) Raising our hand and waiting to be called on keeps the class in? (Signal) order and not chaos
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
4) Raising our hand and waiting to be called on shows respect.
A) Raising our hand and waiting to be called on shows? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
5) Raising our hand and waiting to be called on shows intelligence.
A) Raising our hand and waiting to be called on shows? (Signal) intelligence
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
6) Raising our hand and waiting to be called on is a classroom rule.
A) Raising our hand and waiting to be called on is a? (Signal) classroom rule
1) Ensure and repeat until all students respond correctly
2) Reinforce students for their responses with praise
V. Conclusion
1) Reinforce the students for a great job practicing raising their hand and waiting to be called on
2) Inform the students that they can now show others how to respect the teacher and other students by raising their hand and waiting to be called on
3) Encourage students to show their intelligence by raising their hand and waiting to be called on when in class
Lesson It's OK to Walk Away
It’s OK to Walk Away
I. Begin the lesson by stating: It’s Ok to walk away from a conflict
1) Walking away from a conflict resolves the conflict
A) A conflict is defined as a verbal argument or physical fight
B) To resolve a conflict means to end the conflict
2) When we walk away from a conflict we can let an adult know what happen
A) If we stick around the conflict gets worse
B) If the conflict gets worse than an adult will get involved
1) Who gets into trouble if an adult has to resolve the conflict? We do
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
2) Who gets into trouble if we walk away to resolve the conflict? The other person
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
II. Why should we walk away from a conflict?
1) Walking away is OK because it shows we are stronger than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are stronger and can resolve the conflict like adults.
2) Walking away is OK because it shows more respect than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we have more respect for others and the school and can resolve the conflict like adults.
3) Walking away is OK because it shows we are smarter than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are smarter than the other person and can resolve the conflict like adults.
1) Remember, if we walk away we don’t get into trouble
III. What do we do after we walk away?
1) If you feel the conflict is not worth it than let it go
A) If the conflict was a small argument or someone called you a name, let it go and go do something fun
2) If the other person continues to bother you, walk up to a teacher
A) Its OK to inform a teacher
3) Let a teacher know what happen so they can keep an eye out for it to happen again
A) Teachers will respect you
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) A conflict is: an argument or physical fight
A) What is a conflict? (Signal) an argument or physical fight
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Resolving a conflict means: when we end the conflict
A) What does resolving a conflict mean? (Signal) when we end the conflict
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) We resolve a conflict by Walking Away.
A) How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) Call on each individual student: (student name) How do we resolve a conflict? (Signal) by Walking Away
6) It’s OK to walk away because it shows we made a good choice
A) When we walk away it shows? (Signal) We made a good choice
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
7) It’s OK to walk away because it shows we are smarter
A) When we walk away it shows? (Signal) we are smarter
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
8) It’s OK to walk away because it gives us respect
A) When we walk away it gives us? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
V Closing
1) Hand out a worksheet to each student and read with them or for them
A) Ask the students to answer the questions orally by raising their hand and giving a response when called on.
2) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by walking away from a conflict.
It’s OK to Walk Away Worksheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault?
Why?
B) What could Sandy have done when Carry got up in her face?
What would have happened to Sandy if she walked away?.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault?
Why?
B) What could Jason have done when John hit him with the ball?
What would have happened to Jason if he walked away?
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault?
Why?
B) What did Sarah do that was great?
What trouble did Sarah get into?
Was Sarah still angry?
It’s OK to Walk Away Worksheet Answers
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault? Sandy
Why? Because she used physical aggression or physically hit Carry.
Carry was in her face and using verbal name calling. Once Sandy hit her it took it to a higher level of unacceptable behavior.
B) What could Sandy have done when Carry got up in her face? Walked away, and talked to a teacher” Because it’s OK to walk away.”
What would have happened to Sandy if she walked away? Nothing, Sandy would have made a very good choice and prevented getting into trouble. Tomorrow Sandy would be out for lunch recess with her friends.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault? Jason
Why? Because he wouldn’t let it go and wanted revenge.
B) What could Jason have done when John hit him with the ball? Walked away, and talked to a teacher “Because it’s OK to walk away.”
What would have happened to Jason if he walked away? Nothing, Jason would have made a very good choice and prevented getting into trouble. Tomorrow Jason would be spending his time with his friends during the school day.
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault? Mark
Why? Because he started the problem.
B) What did Sarah do that was great? Walked away,” Because it’s OK to walk away.”
What trouble did Sarah get into? None, because she Walked Away
Was Sarah still angry? Probably, but she wasn’t in trouble to make herself even angrier.
I. Begin the lesson by stating: It’s Ok to walk away from a conflict
1) Walking away from a conflict resolves the conflict
A) A conflict is defined as a verbal argument or physical fight
B) To resolve a conflict means to end the conflict
2) When we walk away from a conflict we can let an adult know what happen
A) If we stick around the conflict gets worse
B) If the conflict gets worse than an adult will get involved
1) Who gets into trouble if an adult has to resolve the conflict? We do
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
2) Who gets into trouble if we walk away to resolve the conflict? The other person
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
II. Why should we walk away from a conflict?
1) Walking away is OK because it shows we are stronger than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are stronger and can resolve the conflict like adults.
2) Walking away is OK because it shows more respect than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we have more respect for others and the school and can resolve the conflict like adults.
3) Walking away is OK because it shows we are smarter than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are smarter than the other person and can resolve the conflict like adults.
1) Remember, if we walk away we don’t get into trouble
III. What do we do after we walk away?
1) If you feel the conflict is not worth it than let it go
A) If the conflict was a small argument or someone called you a name, let it go and go do something fun
2) If the other person continues to bother you, walk up to a teacher
A) Its OK to inform a teacher
3) Let a teacher know what happen so they can keep an eye out for it to happen again
A) Teachers will respect you
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) A conflict is: an argument or physical fight
A) What is a conflict? (Signal) an argument or physical fight
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Resolving a conflict means: when we end the conflict
A) What does resolving a conflict mean? (Signal) when we end the conflict
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) We resolve a conflict by Walking Away.
A) How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) Call on each individual student: (student name) How do we resolve a conflict? (Signal) by Walking Away
6) It’s OK to walk away because it shows we made a good choice
A) When we walk away it shows? (Signal) We made a good choice
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
7) It’s OK to walk away because it shows we are smarter
A) When we walk away it shows? (Signal) we are smarter
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
8) It’s OK to walk away because it gives us respect
A) When we walk away it gives us? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
V Closing
1) Hand out a worksheet to each student and read with them or for them
A) Ask the students to answer the questions orally by raising their hand and giving a response when called on.
2) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by walking away from a conflict.
It’s OK to Walk Away Worksheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault?
Why?
B) What could Sandy have done when Carry got up in her face?
What would have happened to Sandy if she walked away?.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault?
Why?
B) What could Jason have done when John hit him with the ball?
What would have happened to Jason if he walked away?
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault?
Why?
B) What did Sarah do that was great?
What trouble did Sarah get into?
Was Sarah still angry?
It’s OK to Walk Away Worksheet Answers
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault? Sandy
Why? Because she used physical aggression or physically hit Carry.
Carry was in her face and using verbal name calling. Once Sandy hit her it took it to a higher level of unacceptable behavior.
B) What could Sandy have done when Carry got up in her face? Walked away, and talked to a teacher” Because it’s OK to walk away.”
What would have happened to Sandy if she walked away? Nothing, Sandy would have made a very good choice and prevented getting into trouble. Tomorrow Sandy would be out for lunch recess with her friends.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault? Jason
Why? Because he wouldn’t let it go and wanted revenge.
B) What could Jason have done when John hit him with the ball? Walked away, and talked to a teacher “Because it’s OK to walk away.”
What would have happened to Jason if he walked away? Nothing, Jason would have made a very good choice and prevented getting into trouble. Tomorrow Jason would be spending his time with his friends during the school day.
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault? Mark
Why? Because he started the problem.
B) What did Sarah do that was great? Walked away,” Because it’s OK to walk away.”
What trouble did Sarah get into? None, because she Walked Away
Was Sarah still angry? Probably, but she wasn’t in trouble to make herself even angrier.
Lesson Respect
Respect
I. Begin the lesson by stating: Respect …. Who cares?
1) In fact most people do care that others respect them but they have a difficult time showing it
A) If a student responds in a negative manner or in a sarcastic way, use the student as an example of disrespect.
1) Explain that his/her actions was disrespectful and leads to having others disrespect him/her
2) If you were to ask family, friends and neighbors what is one thing parents should teach their kids; what do you think the answer would be? RESPECT
A) Emphasize that children respecting others shows that their parents are respectful people too.
B) Emphasize that children respecting others shows that the child is a respected person.
3) Define respect as: showing care and consideration toward others
A) When showing consideration to someone you are giving careful thought about their feelings
1) I’m considering _____________ feelings and giving him/her respect by saying; how has your day been?
4) Define respect as accepting a person for who they are.
II. How do I get respect?
1) Explain to students that we do not get respect we earn respect
A) Explain that respect does not come free. If we want people to respect us we must respect them FIRST.
2) How many of you here have heard yourselves or others say; this teacher sucks, or that teacher is mean and/or ugly?
A) Provide students a few seconds to raise their hand.
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
B) Explain; regardless if you have said it or heard someone else say it that is disrespect
1) Explain; a person that says things like that about a teacher or any other person does not get respect from others
3) How many here have seen where students and/or teachers don’t really show respect to another student?
A) What are things that the student who is not respected say to or about others?
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
B) How does the student that does not get respect act towards others?
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
III. How can we be respectful?
1) Ask: Who here has asked anyone today if they are having a good day?
A) Give students a few seconds to raise their hands.
1) Call on 2-3 students to respond
B) Explain; asking someone if they are having a good day is showing respect to that person
C) Explain to the students that showing respect is caring about someone else enough to ask them how they are doing,
3) Explain to the students that showing respect is:
A) Being nice to someone
B) Using manners
C) Listening to others
D) Following instructions
E) Doing what an adult asks
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) Respect is: Showing care for someone else
A) What is a Respect? (Signal) Showing care for someone else
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Respect is: Showing consideration for someone else
A) What is a Respect? (Signal) Showing consideration for someone else
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) Respect is: accepting a person for who they are
A) What is a Respect? (Signal) accepting a person for who they are
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) If I want respect I have to earn respect
A) If I want respect I have to? (Signal) earn respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
6) Repeat this statement and then use each of the following statements. To be respectful is:
A) Being nice to someone
1) To be respectful is? (Signal) Being nice to someone
B) Using manners
1) To be respectful is? (Signal) Using manners
C) Listening to others
1) To be respectful is? (Signal) Listening to others
D) Following instructions
1) To be respectful is? (Signal) Following instructions
E) Doing what an adult asks
1) To be respectful is? (Signal) Doing what an adult asks
V. Closing
1) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by showing respect
A) Emphasize showing respect earns us respect.
I. Begin the lesson by stating: Respect …. Who cares?
1) In fact most people do care that others respect them but they have a difficult time showing it
A) If a student responds in a negative manner or in a sarcastic way, use the student as an example of disrespect.
1) Explain that his/her actions was disrespectful and leads to having others disrespect him/her
2) If you were to ask family, friends and neighbors what is one thing parents should teach their kids; what do you think the answer would be? RESPECT
A) Emphasize that children respecting others shows that their parents are respectful people too.
B) Emphasize that children respecting others shows that the child is a respected person.
3) Define respect as: showing care and consideration toward others
A) When showing consideration to someone you are giving careful thought about their feelings
1) I’m considering _____________ feelings and giving him/her respect by saying; how has your day been?
4) Define respect as accepting a person for who they are.
II. How do I get respect?
1) Explain to students that we do not get respect we earn respect
A) Explain that respect does not come free. If we want people to respect us we must respect them FIRST.
2) How many of you here have heard yourselves or others say; this teacher sucks, or that teacher is mean and/or ugly?
A) Provide students a few seconds to raise their hand.
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
B) Explain; regardless if you have said it or heard someone else say it that is disrespect
1) Explain; a person that says things like that about a teacher or any other person does not get respect from others
3) How many here have seen where students and/or teachers don’t really show respect to another student?
A) What are things that the student who is not respected say to or about others?
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
B) How does the student that does not get respect act towards others?
1) Give students a few seconds to raise their hands.
2) Call on 2-3 students to respond
III. How can we be respectful?
1) Ask: Who here has asked anyone today if they are having a good day?
A) Give students a few seconds to raise their hands.
1) Call on 2-3 students to respond
B) Explain; asking someone if they are having a good day is showing respect to that person
C) Explain to the students that showing respect is caring about someone else enough to ask them how they are doing,
3) Explain to the students that showing respect is:
A) Being nice to someone
B) Using manners
C) Listening to others
D) Following instructions
E) Doing what an adult asks
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) Respect is: Showing care for someone else
A) What is a Respect? (Signal) Showing care for someone else
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Respect is: Showing consideration for someone else
A) What is a Respect? (Signal) Showing consideration for someone else
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) Respect is: accepting a person for who they are
A) What is a Respect? (Signal) accepting a person for who they are
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) If I want respect I have to earn respect
A) If I want respect I have to? (Signal) earn respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
6) Repeat this statement and then use each of the following statements. To be respectful is:
A) Being nice to someone
1) To be respectful is? (Signal) Being nice to someone
B) Using manners
1) To be respectful is? (Signal) Using manners
C) Listening to others
1) To be respectful is? (Signal) Listening to others
D) Following instructions
1) To be respectful is? (Signal) Following instructions
E) Doing what an adult asks
1) To be respectful is? (Signal) Doing what an adult asks
V. Closing
1) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by showing respect
A) Emphasize showing respect earns us respect.
Respect
It’s OK to Walk Away
I. Begin the lesson by stating: It’s Ok to walk away from a conflict
1) Walking away from a conflict resolves the conflict
A) A conflict is defined as a verbal argument or physical fight
B) To resolve a conflict means to end the conflict
2) When we walk away from a conflict we can let an adult know what happen
A) If we stick around the conflict gets worse
B) If the conflict gets worse than an adult will get involved
1) Who gets into trouble if an adult has to resolve the conflict? We do
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
2) Who gets into trouble if we walk away to resolve the conflict? The other person
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
II. Why should we walk away from a conflict?
1) Walking away is OK because it shows we are stronger than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are stronger and can resolve the conflict like adults.
2) Walking away is OK because it shows more respect than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we have more respect for others and the school and can resolve the conflict like adults.
3) Walking away is OK because it shows we are smarter than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are smarter than the other person and can resolve the conflict like adults.
1) Remember, if we walk away we don’t get into trouble
III. What do we do after we walk away?
1) If you feel the conflict is not worth it than let it go
A) If the conflict was a small argument or someone called you a name, let it go and go do something fun
2) If the other person continues to bother you, walk up to a teacher
A) Its OK to inform a teacher
3) Let a teacher know what happen so they can keep an eye out for it to happen again
A) Teachers will respect you
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) A conflict is: an argument or physical fight
A) What is a conflict? (Signal) an argument or physical fight
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Resolving a conflict means: when we end the conflict
A) What does resolving a conflict mean? (Signal) when we end the conflict
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) We resolve a conflict by Walking Away.
A) How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) Call on each individual student: (student name) How do we resolve a conflict? (Signal) by Walking Away
6) It’s OK to walk away because it shows we made a good choice
A) When we walk away it shows? (Signal) We made a good choice
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
7) It’s OK to walk away because it shows we are smarter
A) When we walk away it shows? (Signal) we are smarter
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
8) It’s OK to walk away because it gives us respect
A) When we walk away it gives us? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
V Closing
1) Hand out a worksheet to each student and read with them or for them
A) Ask the students to answer the questions orally by raising their hand and giving a response when called on.
2) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by walking away from a conflict.
Worksheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault?
Why?
B) What could Sandy have done when Carry got up in her face?
What would have happened to Sandy if she walked away?.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault?
Why?
B) What could Jason have done when John hit him with the ball?
What would have happened to Jason if he walked away?
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault?
Why?
B) What did Sarah do that was great?
What trouble did Sarah get into?
Was Sarah still angry?
Worksheet Answer Sheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault? Sandy
Why? Because she used physical aggression or physically hit Carry.
Carry was in her face and using verbal name calling. Once Sandy hit her it took it to a higher level of unacceptable behavior.
B) What could Sandy have done when Carry got up in her face? Walked away, and talked to a teacher” Because it’s OK to walk away.”
What would have happened to Sandy if she walked away? Nothing, Sandy would have made a very good choice and prevented getting into trouble. Tomorrow Sandy would be out for lunch recess with her friends.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault? Jason
Why? Because he wouldn’t let it go and wanted revenge.
B) What could Jason have done when John hit him with the ball? Walked away, and talked to a teacher “Because it’s OK to walk away.”
What would have happened to Jason if he walked away? Nothing, Jason would have made a very good choice and prevented getting into trouble. Tomorrow Jason would be spending his time with his friends during the school day.
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault? Mark
Why? Because he started the problem.
B) What did Sarah do that was great? Walked away,” Because it’s OK to walk away.”
What trouble did Sarah get into? None, because she Walked Away
Was Sarah still angry? Probably, but she wasn’t in trouble to make herself even angrier.
I. Begin the lesson by stating: It’s Ok to walk away from a conflict
1) Walking away from a conflict resolves the conflict
A) A conflict is defined as a verbal argument or physical fight
B) To resolve a conflict means to end the conflict
2) When we walk away from a conflict we can let an adult know what happen
A) If we stick around the conflict gets worse
B) If the conflict gets worse than an adult will get involved
1) Who gets into trouble if an adult has to resolve the conflict? We do
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
2) Who gets into trouble if we walk away to resolve the conflict? The other person
a) Pause and allow students to raise their hand and answer
b) Correct students if they do not raise their hand and blurt out an answer
II. Why should we walk away from a conflict?
1) Walking away is OK because it shows we are stronger than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are stronger and can resolve the conflict like adults.
2) Walking away is OK because it shows more respect than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we have more respect for others and the school and can resolve the conflict like adults.
3) Walking away is OK because it shows we are smarter than the person that wants the argument or fight
A) When we walk away the teachers and other students will see we are smarter than the other person and can resolve the conflict like adults.
1) Remember, if we walk away we don’t get into trouble
III. What do we do after we walk away?
1) If you feel the conflict is not worth it than let it go
A) If the conflict was a small argument or someone called you a name, let it go and go do something fun
2) If the other person continues to bother you, walk up to a teacher
A) Its OK to inform a teacher
3) Let a teacher know what happen so they can keep an eye out for it to happen again
A) Teachers will respect you
IV. Direct Instruction:
1) Explain to the students they will be answering as a group when they are signaled (pointing toward the group they will respond.
2) A conflict is: an argument or physical fight
A) What is a conflict? (Signal) an argument or physical fight
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
3) Resolving a conflict means: when we end the conflict
A) What does resolving a conflict mean? (Signal) when we end the conflict
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses with praise
4) We resolve a conflict by Walking Away.
A) How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
B) Repeat: How do we resolve a conflict? (Signal) by Walking Away
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
5) Call on each individual student: (student name) How do we resolve a conflict? (Signal) by Walking Away
6) It’s OK to walk away because it shows we made a good choice
A) When we walk away it shows? (Signal) We made a good choice
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
7) It’s OK to walk away because it shows we are smarter
A) When we walk away it shows? (Signal) we are smarter
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
8) It’s OK to walk away because it gives us respect
A) When we walk away it gives us? (Signal) respect
1) Ensure and repeat until all students respond correctly
2) Verbally reinforce students for their responses
V Closing
1) Hand out a worksheet to each student and read with them or for them
A) Ask the students to answer the questions orally by raising their hand and giving a response when called on.
2) Inform the students that they can now show others how to resolve a conflict by walking away
3) Encourage students to show they are smarter, more respectable, and can make good choices by walking away from a conflict.
Worksheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault?
Why?
B) What could Sandy have done when Carry got up in her face?
What would have happened to Sandy if she walked away?.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault?
Why?
B) What could Jason have done when John hit him with the ball?
What would have happened to Jason if he walked away?
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault?
Why?
B) What did Sarah do that was great?
What trouble did Sarah get into?
Was Sarah still angry?
Worksheet Answer Sheet
1) During lunch recess, Carry walked up to Sandy and got her face calling her names. Sandy slapped Carry. A teacher saw Sandy and escorted her to the office. Sandy can not go to lunch recess for 2 weeks.
A) Who was at fault? Sandy
Why? Because she used physical aggression or physically hit Carry.
Carry was in her face and using verbal name calling. Once Sandy hit her it took it to a higher level of unacceptable behavior.
B) What could Sandy have done when Carry got up in her face? Walked away, and talked to a teacher” Because it’s OK to walk away.”
What would have happened to Sandy if she walked away? Nothing, Sandy would have made a very good choice and prevented getting into trouble. Tomorrow Sandy would be out for lunch recess with her friends.
2) During gym class John threw the ball and hit Jason in the head when the teacher was not looking. Jason ran after John and shoved him to the floor. The teacher saw Jason and now Jason has In-School for 2 days.
A) Who was at fault? Jason
Why? Because he wouldn’t let it go and wanted revenge.
B) What could Jason have done when John hit him with the ball? Walked away, and talked to a teacher “Because it’s OK to walk away.”
What would have happened to Jason if he walked away? Nothing, Jason would have made a very good choice and prevented getting into trouble. Tomorrow Jason would be spending his time with his friends during the school day.
3) Sarah was having a bad day and was very angry. Mark walked past Sarah in the hall and knocked her books out of her hands. Sarah started to run after Mark then stopped and walked away. Mark ran around the corner and knocked over a teacher. Mark received a half day of In-school.
A) Who was at fault? Mark
Why? Because he started the problem.
B) What did Sarah do that was great? Walked away,” Because it’s OK to walk away.”
What trouble did Sarah get into? None, because she Walked Away
Was Sarah still angry? Probably, but she wasn’t in trouble to make herself even angrier.
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