Welcome MessageToday’s students need to be steered in the right

direction when it comes to character. How can we

make an impact as teachers, administrators,

counselors, and support staff when it comes to

character? Can we create a brain compatible

atmosphere using Life Goals and Lifelines to give

students a clear direction when it comes to Character

and Behavior?

Task: Name a character trait YOU think is most

important in building a positive climate of respect in

your school?

ASSURANCE

MEANING

Integrating Lifelines and Life Goals into the behavioral culture of the school becomes the missing piece to helping

students understand the importance of Character, Reputation, Growth Mindset and leadership.

• Displaying Lifelines and Student Commitments

• Brain Talk: Hearing the Lifelines in Context

• Lifeline Problem Solving and Goal Setting Sheets

• Guest Teacher Goal Setting and Self-Evaluation Sheet

• Community Circle

• Teaching: Direct Instruction and integrating into

literacy and collaboration

LIFE GOALS1. Do the Right Thing2. Treat People Right

The Life Goal’s become the foundation on the road

to respectable, successful behavior and guiding

student character.

C.L.A.S.S. LIFE GOAL PLEDGEC.L.A.S.S. LIFE GOAL PLEDGEC.L.A.S.S. LIFE GOAL PLEDGEC.L.A.S.S. LIFE GOAL PLEDGEI will do the right thing even if I don’t feel like it. I will do the right thing even if I don’t feel like it. I will do the right thing even if I don’t feel like it. I will do the right thing even if I don’t feel like it.

I I I I will treat people right even if I don’t feel like it. will treat people right even if I don’t feel like it. will treat people right even if I don’t feel like it. will treat people right even if I don’t feel like it.

Today I will remember my Today I will remember my Today I will remember my Today I will remember my will power is stronger than will power is stronger than will power is stronger than will power is stronger than what what what what I feel or how I think.I feel or how I think.I feel or how I think.I feel or how I think.

All All All All things are things are things are things are possible today. possible today. possible today. possible today.

Good news is Good news is Good news is Good news is heading my heading my heading my heading my way.way.way.way.

LIFELINESCreate Your Character Map to Success

• INTEGRITY PATIENCE KINDNESS

HONESTY INITIATIVE PERSEVERANCE

• EFFORT FRIENDSHIP RESPONSIBILITY

• CARING COURAGE SENSE OF HUMOR

• RESOURCEFUL RESPECT COMMON SENSE

• MANNERS JOYFUL ORGANIZATION

• PRIDE WELLNESS PROBLEM SOLVING

• FLEXIBILITY CURIOSITY COOPERATION

• GRATEFUL HUMBLE RESILIENCE

• GENEROSITY FORGIVE TRUSTWORTHY

• RESOURCEFULNESS SELF-CONTROL

Lifeline Displays

Displaying Lifelines

School or Classroom NewsletterParkside April Lifeline to Live By

Patience: To wait calmly without complaining

The following information was put together by our student ambassadors to help Parkside understand the word Patience at a deeper level.

Looks Like: Standing quietly in line, Smiling and looking pleasant, Sitting quietly, and Thinking positively

Sounds Like: May be silent, friendly conversation, polite, caring, kind, peaceful, positive self-talk

Feels Like: Difficult sometimes, self-control, soothing self-talk, and good inside and proud.

Ambassador Home Advice: Be patient if you are upset with your siblings. Wait patiently to play with something. Be patient when your parents are talking with others or you are in the store.

Ambassador School Advice: Practice Patience when you are taking a difficult test. Be patient when waiting in line in the café. Practice patience on playground equipment. Be patient and raise your hand.

Ambassador Community Advice: Be patient in line at the store, help your family be patient while driving in the community, be patient at restaurants while waiting on food, be patient when people make mistakes.

RATE YOURSELF ON HOW YOU USE PATIENCE

1=Never 2=Sometimes 3=Always

I wait quietly and don’t complain in line or talk to others.

I raise my hand and wait calmly to be called on.

I can wait patiently in line until it’s my turn for the drinking fountain, the

cafeteria, and the playground.

I keep a positive attitude while I wait.

Lifeline Commitments

Lifeline Commitments

Lifelines and Behavior Procedures

1. Use the life goals to frame the behavior

procedures

2. Embed the Lifelines in the procedures.

3. State in the positive (Model Brain Talk)

BRAIN TALK BRINGS EVERYONE TOGETHER

-Builds character language school wide

-Moves everyone in a positive direction

with their goals and their language.

-Gives language to difficult situations.

-Helps students identify their needs and goals,

words are put in context. (Break it down)

-Becomes “Team” Language

-Courageous conversations

Community Circle Connections

Thinking Questions: Engage and connect the brain

Heart Questions: Engage and connect the heart, empathy, caring, kindness

Courageous Questions: Questions which take thought and courage to answer honestly.

World Questions: Connect us to history, current events, past and present day leaders.

COURAGEOUS CONVERSATIONS

Can you plug into the lifelines?

1. Are Lifelines valid in middle schools and junior highs?

2. Name a way you may display liflines in your classroom or building.

3. BRAIN TALK: what will be the hurdles in using this language in your class and in your school in the positive?

4. How could community circle help your students build community and understanding of the lifelines in a positive

way?

CREATING COURAGEOUS

CONVERSATIONS

Plugging students into lifelines?

Use the dice to help create courageous

conversation questions for your students. Take

turns by rolling one Lifeline die and one

questioning die. Put the two together to create

a questions. Have someone in the group record

the courageous questions to use with students

in community circle.

LIFE GOALS and PROBLEM SOLVINGDo the Right Thing Treat People Right

Student:________________________ Date:________________________

What did you do that was not treating people right or doing the right thing?

Explain: Did your behavior hurt others, prevent learning, or destroy property?

What is a better choice you could have made? What is the right thing to do?(Did you make it bigger or better?)

Circle two Lifelines goals you will work on? Write one thing you will do to work on each Lifeline.

Respect

Self-Control

Responsibility

Patience

Integrity

Friendship

Problem Solving

Cooperation

Perseverance

Parent Signature _____________________________________ Student Signature_______________________________

Teacher Signature___________________________________ Team Member Signature___________________________

GUEST TEACHER REFLECTION and SELF EVALUATION

Name: ____________________________________________________

Date:_________________________

Our guest teacher today is:____________________________________

My Lifeline Goals for today are:

1) ______________________________________________________

2) ______________________________________________________

Place a number in each area that shows how you met your Lifeline Goals.

4=Excellent

3=I’m on target

2=I needed help and reminders to do the right thing

Morning ________ Lunch/Recess ________ Afternoon ______

Today I did the right thing by: (put a number to show your success)

_______Practicing Active Listening ________Having self-control

_______Showing respect ________Following Directions

I met my lifeline goals by:

________________________________________________________________________________

________________________________________________________________________________

____________________________________________________________________

I could have improved today by _________________________________________________

________________________________________________________________________________

________________________________________________________________________

Signature of Student ________________ Signature of Parent/Guardian______________

Notes from Guest Teacher: _____________________________________________________

Apology ProcedureDo the Right Thing

Treat People Right

Show Self Control

•Cool down

•Name the problem

•Take responsibility for your actions (own it)

•Practice your apology-write it or say it

•Deliver the apology and set a goal to change the situation

•Return to learning

Circle In Circle Out

Collaboration Structure: Circle In Circle Out

Literacy Concept: Characters/Setting/Comparisons/Predictions

Lifeline Connection: Courage/Perseverance/Effort/Caring

Literature: Thunder Cake By: Patricia Polacco

Circle In Circle OutDivide the class in half. Half of the students stand in a circle in the

room. The other half stand in a circle around them. Everyone has

one person they are directly connected to as a partner. Inside circle

processes a question posed by the teacher with the outside circle

partner. The teacher stands in the middle to hear the conversations

and then lets the students know which way to move their circle after

processing their question. For example: Outside circle move three

people to your right. Once they are set with their new partner a

new question can be asked for discussion.

Pair-A-Dice Processing

Pair A Dice Processing

Discussion questions or problems

are arranged from 1 to 6 on a

board or chart. A student rolls

two dice. They can choose to

share or respond to either of the

two options they have after

rolling the dice. After the student

has answered the question, the

dice are passed to the person to

the right.

1. When and how would you use the lifeline problem solving sheet?

2. How could the apology procedure to change the climate to one of high

regard for character?

3. What ways could you incorporate lifelines into your curriculum?

4. What do you already have in place connected to Lifelines? Share your

idea with the group.

5. Share a take away from todays’ presentation that you will implement

immediately.

6. What lifeline do you want to get better at as an educator?

Are you plugged in to the Lifelines?