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Respect

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									               PBS Learning Sequence to Teach Concept of Respect


Background Information


As you know, our students completed some activities at the end of last year which
allowed them to develop four clear and positively stated behavioural expectations.
Research shows that tremendous gains can be made in the promotion of appropriate
behaviour and the discouragement of challenging behaviour if students are explicitly
taught these behavioural expectations. It is the intention of the PBS Committee to
design learning sequences which will assist our students to develop an understanding
of our behavioural expectations and ways in which to demonstrate positive behaviour.
This is about giving our students the skills they need to succeed both at school and in
later life.


The PBS Committee would be extremely grateful if each grade team could set aside
two or three lessons to deliver the following learning sequence. It is critical that all
our students are introduced to our behavioural expectations at the same time and that
we use the same concepts and language. Whilst each grade team is welcome to
modify the activities it would be helpful if the key concepts, attitudes, values,
understandings and skills being taught remain unchanged. In order to enhance the
relevance of this learning sequence we have already modified the content slightly for
each grade so that a school based focus is adopted for students in Grades 7 and 8, a
leadership focus for Grade 9 and a future study/career related focus for Grade 10.


Grade teams might like to consider modelling the appreciation of others by the use of
a reward or reinforcement system during these lessons. The three students in each
class who display the most respect by, for example, listening to others, following
instructions and supporting and encouraging others might be awarded a prize at the
end of each lesson. Research tells us that rewarding appropriate behaviour is a key
strategy to promote positive social and learning outcomes.
Guiding Question


What’s the big deal about respect?


Understanding Goals


During this learning sequence students will:


      develop a deep understanding of concepts such as respect and self-respect
      gain a heightened appreciation of the importance of showing respect for
       themselves, others and the environment
      develop an understanding of, and increased competence in, the specific skills
       associated with demonstrating respect and attain increased competence in the
       use of such social skills


Required Resources


      DVD player and DVD for the grade assembly (we will need to consider the
       arrangements for Block 2 carefully as both Grade 7 and 8 will require a DVD
       player at the same time)
      White board pens
      Paper for graffiti sheets
      Textas
      Photocopies of the page on respect from our school’s shared expectations
       matrix
      Handout sheet entitled ‘Are you a Repectful Person?’ (see this document)
      Copies of scenarios (contained within this document)
      Prizes for the three most respectful students in each class
Lesson 1


Tuning in (approximately 25 minutes)


     Students begin the lesson in grade assemblies. The guiding question and
      purpose of today are introduced ie we are taking time to look at and learn
      about one of the values that we decided at the end of last year were so
      important that they would form the basis of our school rules. As you know
      from the classroom posters, our four values are Respect, Safety, Pride and
      Learning. The value we are looking at today is respect. Respect is one of the
      main ideas that we use to describe how we should treat each other at school. It
      is important to take the time to understand what this means so that we know
      exactly how we need to behave at school.
     It is then explained that we are going to begin by looking at a short scene of
      approximately three minutes duration from a film which has something to do
      with respect. The students watch the scene. They are then told that they are
      going to be asked to view the scene again and look for examples of respectful
      behaviour and disrespectful behaviour. Each grade team is welcome to choose
      an appropriate film and scene but a suggestion for the junior students is that
      they view the scene from Harry Potter and the Philosopher’s Stone where
      Harry and Draco meet for the first time or the first Science lesson with
      Professor Snape. The senior students could watch the scene from Coach
      Carter where the basketball team first meet Coach Carter or the scene from
      The Devil Wears Prada where Andrea is interviewed for a job by Miranda.
     Students return to their home groups and participate in a class discussion
      based on the questions which follow. A think/pair/share strategy may be of
      use here, particularly if the students are nervous about sharing.


      Suggested Questions


      How do the characters show respect for other people?
      What do they say that shows respect for others?
       How does their body language or the way they act show respect for others?
       How do any of the other characters show disrespect for people?
       What do they say that shows disrespect for others?
       How does their body language or the way they act show disrespect for others?
       How do the characters show that they have self-respect?


      Ask the students to develop a class definition of respect and self-respect based
       on what they have just discussed. Record the definition for later reference.




Guided Inquiry 1 (approximately 15 minutes)


      The students are now told that we are going to do a graffiti sheet activity in
       order to consider why respect is important, the consequences of respecting
       yourself, others and your environment as well as the consequences of
       disrespecting yourself, others and your environment.
      The process involved in doing a graffiti sheet activity will be explained ie
       divide students into groups, assign each group a graffiti sheet, give them
       approximately two minutes to stay at each sheet before moving in a
       predetermined direction to the next sheet and express the importance of them
       accurately and honestly recording their ideas on each sheet of paper.




Graffiti Sheet Headings for Grades 7 and 8


The benefits of treating each other with respect are…
If I see someone being treated with disrespect I would…
A messy and unclean school yard might make visitors think that…
I should take care of school property like lockers because…
My teachers show me respect when they…
Graffiti Sheet Headings for Grade 9


The benefits of treating each other with respect are…
If I see a younger student being treated with disrespect I would…
People wanting to be Transition Support Leaders should show personal qualities
like…
A messy and unclean school environment sends messages like…
My teachers show me respect when they…




Graffiti Sheet Headings for Grade 10


The benefits of treating each other with respect are…
You should show your employer and work mates respect by…
Everyone deserves respect because…
A messy and unclean school environment sends messages like…
My teachers show me respect when they…


       Following the rotations the groups stay at the last sheet and select three key
        messages from the sheet to share with the rest of the class. This summary
        section can be used to recap the concepts of respect and self-respect and the
        importance of treating yourself, others and the environment in a respectful
        manner.




Guided Inquiry 2 (approximately 10 minutes)


       This activity affords students the opportunity to reflect upon some of their key
        attitudes and values and set goals relating to their interpersonal skills. Explain
        to the students that we will now have the chance to think about some of our
        skills and see how respectfully we treat others.
       Distribute the sheets entitled ‘Are You a Respectful Person?’.           Ask the
        students to complete the exercise as per the instructions on the sheet. Once the
      students have recorded their least respectful characteristic ask them to set
      themselves the goal of striving to improve this quality. You may wish to
      model this process for the students and explain to them which characteristic
      you chose, why you need to address it, how this would benefit both you and
      others and what you could do to improve it.


Guided Inquiry 3 (approximately 20 minutes)


     The aim of this activity is to allow students to further develop their
      understandings of ways in which to demonstrate respect. The students will be
      asked to list the different ways people can show respect in different settings
      around the school ie in classrooms, in the yard, whilst arriving at and leaving
      school and in locker bays. The class needs to be divided into four groups so
      that each group can look at one of these settings. The students will also be
      asked to consider respect for self, others and their environment whilst
      completing this activity. If time permits, each group can share their ideas with
      the rest of the class. It is important that the teacher collects the groups’
      recording sheets at the end of the lesson as they will be needed at the start of
      next lesson.




Lesson 2


Guided Inquiry 4 (approximately 30 minutes)


     The lesson begins with a brief recap of our guiding question and purpose. The
      students are reminded that we are taking time to look at and learn about one of
      the four values (Respect, Safety, Pride and Learning) that we decided at the
      end of last year were so important that they would form the basis of our school
      rules. The value we are looking at again today is respect which we defined
      last lesson as (recap class definition).
     Ask the students to go back into the groups that they were in at the end of our
      previous lesson. Distribute the groups’ recording sheets from last lesson and
      remind the students that we finished by identifying different ways in which to
      demonstrate respect in a number of settings around the school. Ask the groups
      to share their ideas with the rest of the class and record the main points on the
      board.
     Each student will need a copy of the page on respect from EHS’s shared
      expectations matrix.    Conduct a class discussion in which the students
      compare and contrast their ideas from the board to this document. Feel free to
      take as long as necessary on this activity as the students need to be familiar
      with the different attitudes and actions which are incorporated into the matrix.
     Ask the students to consider both the ideas on their handout and the board and
      to vote for the point eg keeping hands off others which they consider needs the
      most improvement at Exeter High. Students can simply vote via a show of
      hands. Please keep a record of the first, second and third placings and then put
      the results in SM’s pigeon hole. These votes will inform the development of a
      schoolwide reward system so it is important to obtain the students’ opinions.




Culminating Outcome          (approximately 20 minutes for rehearsal and 20
                             minutes for presentation)


     Explain to the students that this activity is designed to allow us to review the
      key characteristics of respect and disrespect and to provide them with an
      opportunity to rehearse appropriate behaviours and gain feedback on their
      demonstrations.
     Divide the students into groups and allocate each group with a scenario. The
      students must use the scenario to develop a role play which features clear
      examples of disrespect. The groups will present this role play to the class.
      The groups will then present the role play again having corrected all instances
      of disrespect so that the role play now features clear examples of respect.
      Following each role play the rest of the class will be asked to comment on the
      examples of disrespect and respect which they found within the role plays.
      The presenters will also be given feedback regarding how effectively they
        demonstrated both disrespect and respect in order to review the key skills and
        understandings from the learning sequence.
       It may be helpful to first brainstorm and record on the board as a whole class
        some ways in which people can communicate disrespect and respect eg via
        body language, tone and loudness of voice, personal presentation and
        grooming, the use or absence of polite terminology such as please and thank
        you, verbal statements, written statements, actions and gestures. The students
        should also be reminded that their role plays can feature different types of
        disrespect and respect ie for self, others and the environment. It may also be
        necessary to discuss the need for the role plays to be audience appropriate so
        that role plays demonstrating disrespect, for instance, should refrain from the
        use of swearing, rough behaviour or unsafe behaviour.




Grade 7 and 8 scenarios


Your role play is about a student who is new to the school arriving in a classroom for
his/her first lesson and the students’ treatment of that student.


Your role play is about a group of students asking their teacher why they have been
given a detention because they think this is unfair.


Your role play is about a class having trouble with their Maths work and needing to
get help from their teacher so that they can finish the work and go to lunch on time.


Your role play is about two groups of students who do not get along being made to
work together in their Drama lesson.


Your role play is about a group of students being asked to pick up some rubbish by a
duty teacher.


Your role play is about a group of students arriving late to a lesson and having to
explain their lateness to their teacher.
Grade 9 Scenarios


Your role play is about a TSO trying to encourage a group of Grade 7 students to get
some sleep on the first night of Grade 7 camp.


Your role play is about a group of students being asked to pick up some rubbish by a
duty teacher.


Your role play is about a TSO who discovers that a Grade 7 student is quite shy and
nervous about joining in with an activity on the first day of Grade 7 camp.


Your role play is about two groups of students who do not get along being made to
work together in their Drama lesson.


Your role play is about a group of students asking their teacher why they have been
given a detention because they think this is unfair.


Your role play is about TSOs who do not get along going to speak with a teacher in
order to request a change of groups so that they do not have to work together.




Grade 10 Scenarios


Your role play is about a group of Launceston College students who approach their
English teacher to ask for an extension on the due date of their first assignment.


Your role play is about two groups of students who do not get along being made to
work together during their first Drama lesson at Newstead College.


Your role play is about a group of students who have just been asked to pick up some
litter to help clean up the cafeteria on their first day at Launceston College.
Your role play is about a group of students who want to change out of a Geography
class at Newstead College having to get permission to drop the subject from their
teacher.


Your role play is about a group of workers being asked to stay late to finish a job on
their first day in a new job.


Your role play is about a person who has just been given a job at a local supermarket
having to deal with a group of customers who are making a complaint about the prices
of the products.
              Are You a Respectful Person?
                 (Take this self-evaluation and find out.)

Write T next to the sentences which are true about you
Write F next to the sentences which are false or do not apply to you


I respect myself by working hard and doing my best.


I treat other people the way I want to be treated.


I am honest and can be trusted.


I am reliable and keep my promises.


I listen what other people have to say.


I am polite and well-mannered.


I accept personal differences and do not put people down.


I never tease, embarrass or hurt other people on purpose.


I work to solve problems without violence.


I am co-operative and obey rules and laws.


I try to keep the environment clean and tidy.



In the space below write the sentence which is the least accurate description of you.

								
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