· web view... you've got mail and have students answer the. you've got mail worksheet...
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Teaching ExpectationsLesson Plan
Expectation: Use active listening and proper interpersonal communication skills
Definition
Life skills we use every day to communication and interact with other people, both individually and in groups.
Rationale for having the Expectation
Communicating the Montessori way involves more than words and tone. It also involves attitude, body language, and actions responsive to the children and their needs.
Positive Examples: “Looks Like” Non-examples
Speaking in a pleasant tone at all times Using a sarcastic tone when communicatingBeing complimentary and using kind words Negative comments towards others/put downs
Using an appropriate voice level in each environment Shouting, yelling loudly over one another
What resources (websites, curriculum, programs, etc.) will you use to teach this Lesson Plan?
Behavior Lesson Plans – Teaching Rules, Teaching Procedures, Teaching Social Skills, Teaching Character Traits (Behavior and Reading Improvement Center)
The Montessori Method and the Standards for AMI and AMS Montessori Classrooms
http://www.browardprevention.org/mtssrti/rtib/
Character Education activities
Peer CounselorsSpecific steps of Lesson Plan (Include lesson format, activities, and details):Summary:
Students will identify types of communication styles, explain active/effective listening skills, and demonstrate
the ability to use active listening skills.
Main Curriculum Tie:
Adult Roles And Responsibilities
Standard/Objective
Identify various types of communication styles.
Materials:
Vocabulary worksheet
Listening Quotes PowerPoint
Effective Listening Skills transparency
Effective & Active Listening PowerPoint
Listening Blocks PowerPoint
Listening Blocks Transparency/Listening Activity
Active Listening PowerPoint
Active Listening Skills/Top 10 Teacher information sheet
How Well Do You Listen quiz
Teacher Information on Effective & Active Listening
Art of Listening Guide
Stop, Look and Listen worksheet
Reflective Listening Skills worksheet
You've Got Mail worksheet
Listening Triads worksheet
Wright Family Story
Attachments
WrightFamilyStory.pdf
ListeningTriadsWorksheet.pdf
You_veGotMailWorksheet.pdf
ReflectiveListeningSkills.pdf
StopLookListenWorksheet.pdf
Art_Of_Listening_Guide.pdf
TeacherInfoEffective.pdf
HowWellListenQuiz.pdf
ActiveListeningSkills.pdf
ActiveListening.ppt
ListeningBlocksActivity.pdf
ListeningBlocks.ppt
Effective_Active.ppt
EffectiveListeningSkills.pdf
ListeningQuotes.ppt
Vocabulary_Worksheet.pdf
Web Sites
Communication and Listening Skills
Active/Reflective Listening Skills http://www.uen.org/Lessonplan/preview.cgi?LPid=28907
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Mind Tools
Instructional Procedures:
Vocabulary
Primary Vocabulary
Reflective Listening
Active Listening
Use Vocabulary worksheet (pdf).
Introduction/Pre-Assessment
Option A:
Form a circle; sit "cross-legged" on floor. Give each person a penny or a piece of candy. I'm going to read a
story (The Wright Story (pdf)), and every time you hear any word that sounds like right or left, then pass the
penny to the person on your right or left. Start reading slowly, and then speed up. After a few passes stop the
story and ask how they are doing? Make sure everyone has a penny and keep going.
Process Questions:
Listening is important. Was it hard to listen and pass the objects 1. at the same time?
It is difficult when you are not concentrating on what is being said because you're busy doing something
else.
2.
3. Did you get frustrated when you or others couldn't keep up with the story?
4. How much of the story can you remember?
Option B:
Have a student stand in front of the room and give directions to the other students about how to draw a picture.
The student giving directions can not use their hands to illustrate how to make a certain shape. They are to
give direction continually so that the class does not have time to compare their drawings. They are not to
answer any question(s) from the other students.
Process Questions:
1. Listening is important. Was it hard to listen and draw the shapes?
2. Did you get frustrated when you could not ask questions? Why?
3. How much of the picture did you get right?
Option C:
The teacher should come in the classroom and begin taking roll in a different language. (If you do not know a
different language, just make up mixed-up words that the students will not be able to understand.) Relate to
students that this is the way communication is. If you do not speak the same language with the people you
associate with, you are in for some trying times.
Option D:
Or read the book, Yo! Yes!, by Christopher Raschka, ISBN #0-531-05469-1 or the book The King Who Rained,
by Frea Swynne, ISBN#0-671-66744-0, Half Moon Books, Simon and Schuster.
Content Outline, Activities and Teaching Strategies
(All options do not necessarily need to be taught. Select ones to cover standards and objectives and according
to your district policies.)
Option 1: Effective Listening Skills
Use the Listening Quotes Powerpoint and the Effective and Active Listening PowerPoint.
Have two students stand in front of class. Both will be reading aloud at the same time. One should be reading
from an encyclopedia, the other from a children's book the class would enjoy. After having the students read for
a couple of minutes, discuss with the class:
Whom did you listen to? Why?
How did you decide who to listen to?
What distractions were there in the room?
Is it hard to concentrate when you are hearing two conflicting messages?
If we want to be effective at communication we must learn to be good listeners. Review the Effective
Listening Skills Transparency (pdf) with the class.
Option 2: Listening Blocks
Use the Listening Blocks Powerpoint.
Discuss the transparency Listening Blocks (pdf) with the class. Have students complete the Listening Activity
as a class or as individuals.
Option 3: Active Listening
Use the Active Listening PowerPoint.
Active/Reflective Listening Skills http://www.uen.org/Lessonplan/preview.cgi?LPid=28907
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Review the information Active Listening Skills and Top Ten Listening Skills (pdf) with the students.
Option 4: How Well Do You Listen?
Have students complete the questions on the worksheet How Well You Listen (pdf). Discuss the findings as a
class.
Option 5: Introduction to the Communication Unit
Refer to the document Teacher Information Effective and Active Listening (pdf).
Simple Communication Guidelines
Make communication positive, 1. clear, and specific.
2. Recognize that each individual sees things from a different point of view.
3. Be open and honest about your feelings and accept other's feelings.
4. Ask question for clarification on an issue.
5. Learn to Listen. Allow time for the people to talk without interruptions.
Option 6: Video
Show the Video: The Laws of Listening by Learning Seed After the video discuss the "Effective Listening Skills"
vs "The Seven Laws of Listening". The attached Art of Listening Guide (pdf) for the video contains teacher
information which includes activities and questions for a classroom discussion.
VHS LS-1158-07-VHS ISBN 1-55740-818-1
DVD LS-1158-07-DVD ISBN 1-55740-817-3
Option 7: Active Listening Activity
Use the Stop, Look and Listen worksheet (pdf).
Option 8: Practice Listening Skills
Have students complete the Reflective Listening Skills Practice Worksheet (pdf).
Option 9: Video
To illustrate listening roadblocks show the clips from the movie, You've Got Mail and have students answer the
You've Got Mail worksheet (pdf).
Option 10: Performance Objective
Demonstrate the ability to use two constructive communication skills. Have the students complete the listening
activity Listening Triads (pdf).
Summary/Evaluation
Effective Communication takes practices. As always, balance is the key to effective listening. The conversation
between the message sender and the message receiver is a delicate dance. And even though your goal may
be to simple hear the message, it requires give and take from both parties, from the beginning stages of the
communication process down to the last word.
What is one thing you learned about active listening today that you can use in your communication? What one
thing about active listening are you going to work on today
Behavior Lesson Plan is documented in classroom plans AND Master PlanWeek of August 22nd, 29th, Oct. 28th, Oct. 31st (2016), Jan. 13th, Jan. 16th, Mar. 24th, and Mar. 27th (2017)
Instruction Implemented by:Administration / Guidance Counselor / Magnet Coordinator
Expectation 1: Be Respectful of the Environment
DefinitionEnsuring that communities have adequate resources to meet their needs and many of their wants.
Rationale for having the ExpectationPositive interactions with the natural environment are an important part of healthy child development, and these interactions enhance
learning and the quality of life over the span of one's lifetime.
Positive Examples: “Looks Like” Non-examplesEXAMPLE: Wiping down the table after eating Leaving garbage on the tableCreating a non-competitive environment where everyone is equal Students competing against each other
Maintaining a positive psychosocial climate in consideration of the varying age groups Disrespect toward a younger/older student's Montessori work space
All facets of the working environment must remain clean and orderly at all times Leaving work stations untidy and incomplete
Resources used to teach this Lesson Plan (2-3 resources with specific websites, curriculum, programs, etc.):
Professional Staff Development and Montessori trainings
Per the Montessori philosophy, each classroom has weekly community meetings which are student led and directed to discuss classroom, community, and environmental concerns that impact the community. Community Meetings give everyone involved the opportunity to gain a deeper understanding of the school's mission, strengths, and challenges.
Specific steps of Lesson Plan (3-5 sentences. Include lesson format, activities, and details to replicate):
Specific Skill: I Can Manage Personal and School PropertySkill Steps/Learning Targets – This means I will: Use and touch only your personal belongings Ask permission before using belongings of others/ Ask to borrow Use item carefully and return item as found Follow guidelines for managing school property
TELL (this should be a BRIEF opener to the lesson, the lesson emphasis should be on student guided practice)This component provides an introduction to what the skill is, rationale for why we need it, and a brief discussion of what are the skill steps.What is the skill? Choose 1 of the following to introduce the skill. State the skill: This week we are going to focus on the skill of managing personal and school property. Quote: “How we treat the things around us tells us a lot about who we are.” Data from school survey, SWIS, MSIP, etc. Read a piece of literature, picture book, social story, fiction, an excerpt from a novel or an article:
Activity: 1. Have students make a list of items at school that are precious to them, entitled “School Items That Are Precious to Me”. 2. Have students complete a T-chart with these two titles: 1)My Personal Property at School and 2) School Property. Have students make for both categories.
Rationale - why would a student need to know this skill? In what school settings would a student need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher education, etc. Discussion: Why do we need to manage our personal property and school property?
Discuss Skill Steps –using the list of skill steps above, quickly review the behavioral expectation for appropriately managing personal and school property. Managing Personal and School Property means we: 1. Use and touch only your personal belongings, 2.ask
permission before using belongings of others/ask to borrow, 3. use item carefully and return item as found and
4. Follow guidelines for managing school property
SHOWTeacher Model: both examples and non-examples
Example Almost ThereTEACHER ONLY
Non-ExampleTEACHER ONLY
Use and touch only your personal belongings
Ask permission before using belongings of others/ Ask to borrow
Use item carefully and return item as found
Follow guidelines for managing school property
Occasionally touches belongings of others
Touching first and then asking permission
Using items roughly and then returning slightly damaged
Forgetting to say please & thank you
Grabbing at the belongings of others
Taking without asking, or demanding items
Keeping the item or returning with broken or missing parts
Ignoring school guidelines for use of materials/equipment
Leaving lockers unlocked.Scenarios Read or act out the scenarios below and have students identify whether the behaviors are
examples, “almost there” or non-examples. Whenever possible teachers can/should make a connection to other curricular areas such as
ties to a character from literature, current events, famous quotations, or to a content area.
Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates)Week of August 22nd, 29th, Oct. 28th, Oct. 31st (2016), Jan. 13th, Jan. 16th, Mar. 24th, and Mar. 27th (2017)Community meetings are conducted on a weekly basis in each classroom. Dates and times are usually determined by the teacher based on the class schedule.
Who is responsible for teaching the Lesson Plan? Each teacher is responsible for their own classroom lessons and monitored through leadership meetings.
Expectation – Respect Yourself Lesson Plan
Expectation 1: Be Respectful of Yourself
DefinitionStudents act in a way that represent their true values. Students love themselves for who they are, not for what they do.
Rationale for having the Expectation
Montessori is both a philosophy of child development and a set of principles for guiding such growth. Children have the opportunity to realize their potential in a non-competitive environment
Positive Examples: “Looks Like” Non-examplesEXAMPLE: Wiping down the table after eating Leaving garbage on the tableBeing the best and expecting the best of yourself Doing the minimum amount of work and giving little effort
Displaying positive character traits Promoting negative actions that harm one's reputation
Utilizing the teacher's direction as a guide for self learning and independence Always relying on the teacher; taking no initiative to learn
Resources used to teach this Lesson Plan (2-3 resources with specific websites, curriculum, programs, etc.):
Parents and staff utilize existing knowledge and web based activities. Professional instructors from the outside community assist with lesson plan development. CAB Conference will be used to disseminate new plans.
Specific steps of Lesson Plan (3-5 sentences. Include lesson format, activities, and details to replicate):Expectation: Respect Yourself Lesson Plan
Brief DescriptionStudents read and respond to the quotations addressing the objective listed below. This lesson will likely take two days.
ObjectivesStudents will understand that respect begins with value and appreciation – that all people and their possessions deserve to be treated with respect.
Materials Needed Attached “quotes” cut into strips (MS and HS)Copies of the Respect Circle (elementary)
Lesson Plan 1. Review the definition of respect with class – to value or regard the worth of people and things and to
treat them with consideration, care, and concern.2. Brainstorm what we value:
a. First, a list of personal things”; discuss. Why do we value “things” – maybe usefulness, convenience, aesthetics, personal preference?
b. Then brainstorm a list of people that they value; discuss. c. Make the point: In a society where possessions can be more highly valued than individuals,
people are more likely to disrespect one another. Such is the case in today’s world…should it be like this?
3. Pass out the quotations to class members.a. Elementary teachers – you may want to choose one or two quotes to discuss with the whole
class – whatever way you think will be most appropriate for your grade levelb. Middle school and high school teachers – use all or as many of the quotes as you need for
the number of students in your class – work in pairs – pairs may have more than one quote to discuss
4. Provide time for pairs to determine how the quote is related to “respect” and what lesson or
message the quote sends.a. Share quote and reasonsb. Some of the points you should make include:
i. We place a high value on our belongings yet treat each other in a disrespectful way.ii. Respect is the same regardless of whether it is respect towards me and my
belongings or someone else and their belongings.iii. Respect is to show care and concern towards all.iv. Respect is treating others the way I want to be treated.v. A respectful person appreciates and values all life and the environment.
vi. A respectful person shows care and concern for himself by making choices that will keep him safe and healthy.
vii. We should treat everyone respectfully, by not abusing them verbally or physically.viii. Treating others with respect helps them reach their potential.
ix. Disrespect has become so common that it is often considered a normal part of life.x. Disrespect comes in different forms, but the result is always the same – hurt feelings,
anger and hate.
5. Follow-up – a. Elementary – complete the Respect Circle (attached) with pictures or sentences.
“You must stand for what is right or you will fall for anything.”
“What each person in the world needs right now is a perfect guide for human behavior.”
“One man’s junk is another man’s treasure.”
“Mutual regard for the possessions of others I part of the foundation of respect”
“It is hard to take care of something when you see the value in it.”
“Each person is like a diamond. A diamond is valuable; however, the more polished it is the more valuable it becomes.”
“Each person has goals, desires, and the potential to contribute something on value to the needs of others.”
“Respect is the foundation of all positive relationships.”
“Let respect begin and end with you.”
“To appreciate someone means to recognize that person for his or her qualities, talents, activities, and values.”
“Respect yourself first so that others may respect you.”
“Choose to be part of the construction crew that builds respect, not a part of the disrespectful demolition derby that tears you and others down.”
Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates)Week of August 22nd, 29th, Oct. 28th, Oct. 31st (2016), Jan. 13th, Jan. 16th, Mar. 24th, and Mar. 27th (2017)
Who is responsible for teaching the Lesson Plan? Administration / Guidance Counselor / Magnet Coordinator
Teaching ExpectationsLesson Plan
Expectation: Be Respectful to Others
Definition
Students act in a way that shows they care about others feelings and well-being.
Rationale for having the Expectation
Montessori is about learning to balance responsibility with freedom of choice when interacting with others in a positive manner.
Positive Examples: “Looks Like” Non-examples
Understanding cultural and social differences in others Calling students who are different from you namesBeing considerate of others feelings Laughing when a peer makes a mistake
Working and teaching other students on a daily basis Working independently for personal gain
What resources (websites, curriculum, programs, etc.) will you use to teach this Lesson Plan?
http://www.goodcharacter.com/BCBC/RespectingOthers.html
indiana.edu/~pbisin/resources/Respect.docx
Peace Table, Peace Garden, and Peace Rose
Specific steps of Lesson Plan (Include lesson format, activities, and details):
RESPECT Lesson PlanGrade Level: Variations included for Elementary to Upper Grade LevelsCharacter Trait(s): RespectTime Needed: Varies and can take more than one class period for follow-up/extension of knowledgeMaterials/Resources Needed: Chalkboard, Index Cards, Magazine, Newspaper, Poster Board, Glue, Blank drawing paper, markers/color pencils/crayons, scissors, internet access
Definition: Treat people and things with kindness and care
Key Words: Respect, compliments, kindness, care, cooperation, honor
Objective(s):
Become familiar with way to show kindness toward others Generate examples and non-example of respect Identify actions that help others feel welcome, cooperative, and cared for To encourage and reinforce positive behaviors To have students see respect as a valued trait Compare how respect may look differently across different cultures
Procedures/Activities:
Focus/Guided Practice:
1.) Introduce the meaning of respect. Emphasize how the meaning of respect is influenced by our experiences, such as in our families and community. Respect means more than one thing, and depends
greatly in the context. Acknowledge how within the school context students are expected to act respectfully, but that without their help misunderstanding can occur and feelings can be hurt/people can get defensive.
2.) Begin by asking students to discuss the Golden Rule: Treat others the way you would like to be treated. What does this mean to you? Tell students that when they follow the Golden Rule, they are being respectful and considerate of others and themselves. Have the students generate examples of ways they show respect IN SCHOOL. Write their responses on the board.
3.) Create another list, by asking students how their families show respect to each other AT HOME. Write student responses on the board.
After students have generated examples of ways they can show respect in school and at home, have the students come up with one non-example for every example on the board. Write the non-examples next to the example on the board.
Examples Non-Examples
1. Listen to others when they speak 1. Have side conversations that are not related to topic/lesson/activity
2. Listen to instructor while they provide directions 2. Write notes to your friend instead
of listening to teacher
3. Ask before touching things that belong to others 3. Take and keep things that do not belong
to you
4. Leave things as you found them 4. Lose a library book/Use and then lose classroom materials
5. Apologize when you make a mistake 5. Deny responsibility and blame others
6. Call people by their names 6. Create nicknames that poke fun at people
7. Use kind and caring words 7. Calling people by mean names
8. Use “I messages.” 8. Use language that makes people angry
9. Follow directions from adults 9. Disagree with adults and choose to complete another activity
Addition of discussion for Middle to Upper grade levels:
Ask students to compare the behaviors of respect at school versus at home. Are there any differences? Discuss why differences may emerge between the two lists (i.e., is it due to culture? Is it due to context? etc.) Identify which behaviors are acceptable in school and which may be misunderstood.
Enhance Concept Development
Have students create and then share through role-play examples to help others understand what respect looks like and how to act respectful in certain situations. Emphasize the interest to focus on the school context. Use examples from previous activity.
Role Play Procedure:
Organize students into small groups. Give each group an index card with a situation written on it. (The situations can be from the examples above.)
Tell students that members of each group will work together to act out the scene on the card. Give students a few minutes to brainstorm ideas for the scene (4-5 minutes). Have each group act
out the situation. Let the class discuss the scenes and outcomes. Write students' responses on the board or on a
chart.
Variations: Have each group present each situation, stopping the action just before the end. Let the class
predict possible endings and outcomes for each scene. For younger students, have class members work together to develop and dramatize one situation.
Check Understanding:
Elementary/Middle School
Have each student cut pictures from catalogs, magazines, and store circulars that depict different people participating in a variety of activities that show respect. Then have the students glue their pictures to poster board. Mount the posters under the heading "Ways We Show Respect”
Have each student select one example of respectful behavior. Direct students to draw a picture or write a short story about how someone can show respectful behavior in a desired location such as the classroom/hallway/cafeteria,etc.
Middle to Upper grade levels:
Have students divide up into small groups of three. Direct them to use online resources and media to identify images, news articles, or other forms of media that display respectful behavior. Remind students to think about how they show respect in other contexts. Have each group present them to the class and discuss their relevancy to the lesson and how respect may differ in different contexts.
Show short film and have students identify the different examples of behaviors that display respect. Have students identify non-examples.
Extend Concept Development
1.) Have students write journal entries related to the concept.
“Ways my friends show respect.” ”Ways I show respect toward others.” “Things I do that demonstrate respect for my school, parents, myself.”
2.) After story time or shared reading time, ask students to talk about specific actions from a character or certain main characters that either demonstrated or did not demonstrate respect. Ask students to pay attention to people of different cultures, such as gender, religion, race, age etc. Have students identify the differences and why some behaviors worked for the characters or why some behaviors may have been problematic/misunderstood for the character.
3.) Ask students to keep track of the number of times they see an example or a non-example of respect from a television show they watched the night before or from any social interactions they experience or observe. Have the students share both their examples and non-examples during the next circle time or at the start of the next day. For every non-example, ask students to generate what the person might have done instead.
4) Ask students to observe their families at home or in the community and identify the different ways that people show respect to each other. Identify differences for people of different groups (i.e., parents, grandparents, siblings, community members, etc.).
Lesson Plan Part 2
Specific Skill: I Can Show Respect For Others
Skill Steps/Learning Targets – This means I will: Keep hands, feet and objects to self Listen attentively to the designated speaker (see lesson “I Can Listen Attentively” for skill steps) Use appropriate volume and tone with my voiceUse kind words and positive body language
TELL (this should be a BRIEF opener to the lesson, the lesson emphasis should be on student guided practice)This component provides an introduction to what the skill is, rationale for why we need it, and a brief discussion of what are the skill steps.
What is the skill? Choose one of the following to introduce the skill. State the skill: Today we are going to review the skill “I can show respect for others”. Quote: “I am not concerned with your liking me or disliking me…All I ask is that you respect me as a
human being.” Jackie Robinson Data from school survey, SWIS, MSIP, etc. Read a piece of literature, picture book, social story, fiction, an excerpt from a novel or an article: 1.
Shubert’s Helpful Day by Becky Bailey (K-3) When one of his classmates arrives at school upset and angry, Shubert and his friends help her to deal with her feelings in a positive manner. 2. Oliver Button Is a Sissy by Tomie dePaola (K-3) His classmates' taunts don't stop Oliver Button from doing what he likes best. 3. Seven Spools of Thread by Angela Shelf Medearis, (2-5) When they are given the seemingly impossible task of turning thread into gold, the seven Ashanti brothers put aside their differences, learn to get along, and embody principles of cooperation, respect, and kindness.
Activity: Create a T-Chart with two headings Non-examples and Examples of Respect by characters in the above mentioned books. If there are no respectful examples, ask class what examples of giving respect you have seen.
Rationale - why would a student need to know this skill? In what school settings would a student need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher education, etc.
Discussion: Showing respect is a lifelong skill. Just like the signs of respect we show at home, in the community and at jobs, signs of respect are necessary at school.
Students show respect numerous times throughout the day at school. Sometimes students show respect to help them communicate well and get the things they want and need. Sometimes students show respect to keep them out of trouble. Are there other reasons for being respectful?
Discuss Skill Steps –using the list of skill steps above, quickly review the behavioral expectation for appropriately showing respect to others.Showing Respect means we: 1) keep hands, feet and objects to self, 2) listen attentively to the designated speaker, 3) use appropriate volume and tone with my voice, and 4) use kind words and positive body language.
SHOWTeacher Model: both examples and non-examples
Example Almost ThereTEACHER ONLY
Non-ExampleTEACHER ONLY
Keep hands, feet and objects to self
Listen attentively to the designated speaker
Use appropriate volume and tone with my voice
Use kind words and positive body language
Sometimes touches others
Student does not give undivided attention
Student responds correctly with words but without appropriate tone, volume or body language
Students’ hands or feet are purposefully playing or hurting with objects/others
Students are not listening, even after redirects
Student raises voice and uses rude tone
Student argues, complains, blames others, uses inappropriate language, rolls eyes or walks away
Student throws or uses objects inappropriately
GUIDED PRACTICE Optimally practice would occur in the setting(s) in which the problem behaviors are displayed. The guided practice component of the lesson is a pivotal part of every lesson to ensure that students can accurately and appropriately demonstrate the skill steps (Lewis & Sugai, 1998).Where can ideas for role play/guided practice come from? During your introductory discussions your students may have shared specific examples or non-
examples and those would be excellent for use as role play situations and extension activities throughout the week. These examples can be written out on chart paper for later use.
Pass out 3X5 index cards after the introduction of the skill and give students a moment to write down examples or non-examples they have experienced at school, home in the neighborhood, or at work. Young children can draw it! This option allows for anonymity. Save non-school examples primarily for discussion and use school based examples for role-play.
In the case of non-examples, have students problem solve appropriate behaviors that could have been done/used instead and then have them role play these replacement examples. Students NEVER ROLE PLAY NON-EXAMPLES! If a non-example needs to be demonstrated it is ONLY demonstrated by TEACHERS/Adults.
Give all students a task or job to do during ROLE PLAY! Some students will be actors; others can be given the task of looking for specific skill steps and giving feedback on whether the step was demonstrated.
Sample role play scenarios: 1. Read the scenarios from Oliver Button is a Sissy where the older boys were playing catch with his
shoes and the girls told the boys to leave Oliver’s shoes alone. Role play solutions that would show
respect. 2. The teacher asks Sam to move to the safe seat because he is drumming on the desk with his pencil
and dancing in his seat while the teacher is talking. Instead of getting up and going to the safe seat, Sam yells out, “Jacob was doing it, too. You aren’t sending him to the safe seat!”
3. The teacher asks Jonathan to move into the walk zone and he says, “Okay!” in a loud and angry tone.4. The class has a substitute for the day. The substitute asks the class to line up for recess. Some
students stand by their friends because they think the substitute doesn’t know their line order. Students argue loudly about their places instead of getting in line order.
5. Use your SWIS data to choose examples that your school or class can improve.
FEEDBACK – Teachers can ensure that students have the opportunity to reflect on performance of social skills by providing frequent positive feedback that is both contingent and specific (re-stating of skill steps/ learning targets). Research clearly indicates that positive feedback of this nature increases future demonstrations of target social skills (Brophy, 1980).
Following are some examples of phrases to use during practice sessions and throughout the rest of the year to give students performance feedback. “Thank you for showing respect for others by letting __________ sit next to you even though you wanted
to sit beside your best friend.” “Great job keeping your eyes on the teacher and not getting distracted by the student throwing paper.
I appreciate your respectful actions. ” “Thank you for showing respect to the substitute even though he or she did things differently than
your teacher.” “Thank you for showing respect to the teacher by moving to the end of the line without arguing or
complaining.”
What are some ways to get students to self-assess on their use of the social skill?o Assign “look fors” during role play.o Write or draw how they showed respect for others during the school day or during specials, recess,
and cafeteria (depending on the area your students need to focus on).o Students report to teacher how they did in specials (do this with specialist or supervisor, then that
person can affirm their self assessment)
How can teachers tie the school-wide feedback system to this social skill? Can teachers use a whole class contingency, individual feedback or other system to quickly but SYSTEMATICALLY give ALL students contingent, positive and specific performance feedback?
o Have charts for each period/hour where teacher or directed student can tally a “+” or “-“ for showing respect.
o Use pre-made tangibles and hand to students displaying the skill and place in cans/tubs/bucket for specific period/hour.
o Give school-wide tangibles to students, they sign and put in a random drawing box at the main office, or “cash-in” for various prizes or privileges at the designated time and place (if applicable to your school).
Review and Practice Throughout the Week Teacher can observe students for examples, almost there’s and non examples of showing respect
for others throughout the week. Teacher can hold follow up discussion/have students categorize examples.
Prior to beginning a lesson, teacher can review “listen attentively” behaviors
Create a system for tracking respectful behaviors
Example Almost There Non-example Do Instead
Additional Activities: Teachers will have the opportunity to assess student knowledge and in some cases use of the social skills steps for learning primarily through role play and demonstration (performance) or during discussions (personal communications). In some circumstances the teacher may opt to assess student knowledge and perception of personal use of the social skills through the use of written work (extended response) or in limited fashion through the use of quizzes (selected response). Ideas for possible curricular/content or extension activities are provided below.
Extensions: United Streaming Video-Respect: Give It, Get It (3-5)(17 minutes). See each video segment and use Teacher’s Guide p. 6-9 for discussion questions and p. 17 for a student chart for listing respectful behavior for friends, teachers, and parents.
Behavior Lesson Plan is documented in classroom plans AND Master PlanWeek of August 22nd, 29th, Oct. 28th, Oct. 31st (2016), Jan. 13th, Jan. 16th, Mar. 24th, and Mar. 27th (2017)
Instruction Implemented by:Classroom Teacher