“Kindness”

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					“Kindness”
“Blessed is he who mingleth with all men in a spirit of utmost kindliness and
love." (Baha'u'llah, Gleanings from the Writings of Baha'u'llah, p. 333)

Supplemental Activities for Ruhi Book 3, Children’s Lesson 12

See “Supplemental Activities for Ruhi Book 3, Children’s Lesson 2” for more
ideas.

Evaluation
A. In your class you have been working on many virtues. You might want to evaluate
with your students how the class environment has changed. Here the example will be
given with “kindness” since this was covered in Lesson 2 and in this lesson. Depending
on the class, you may want to brainstorm the following questions with the students.

1. Are the students being kinder to each other than they were before?
2. How are they kinder?
3. Are they “mingling with each other in a spirit of utmost kindness and love?”
4 .Are they offering “love, consideration, thoughtful help” to each other?
5. What problems remain?
6. How are they being unkind to each other? (not sharing, not speaking to each other
courteously etc.)
7 .What plan of action is needed? A good mnemonic for problem solving is:
P.A.S.T.E
P= Problem (Define it)
A= Analyze (What is causing the problem?)
S= Solutions
T= Try one of the solutions
E= Evaluate it.
This goes well with the “attitude of learning” we are doing in the clusters where we are
reflecting, evaluating and re-aligning our actions as we try to implement the four core
activities.

B. The class will probably like to give some acknowledgement to the successes
that they have accomplished. Some ideas are: a. Have the students make
pictures of how they are kinder and display them on the wall. b. Write on a large
piece of paper collectively the brainstorming of the improvements they have
made and tape it to the classroom wall or door.




“Kindness”- Supplemental Quotes for Ruhi Book 3, Children’s Lesson 12 Page 1
Compiled by Liz Arrambide, email finchread@yahoo.com May 2006
C. How can kindness be increased? Help the students identify the problems and set
some simple goals. When there are signs of kinder behavior there can be a simple
reinforcement. Some ideas are: a. In circle time at the beginning or end of class the
students and the teacher can identify some students who are showing kinder behavior.
The class can give a silent cheer or give “a pat on the back” by all the children reaching
down and patting their own back all at the same time. b. The children can make a sound
that they consider positive. One possibility is to make the sound of the bell on the game
shows when a contestant wins. “ding, ding, ding.” Or it can be a snipet of a song or
phrase that means something done well “da da dadah!!) c. A more concrete way is to
have a reward of some kind- popcorn, cookies, stickers etc.. With magnetic letters one
can spell out the name of the reward. As the class shows the correct behavior, the class
can earn another letter. This can be posted on a filing cabinet or some place in the
class. When the students have over several weeks “earned” the reward by spelling out
“c-o-o-k-i-e-s” or raisins or whatever, then they get to enjoy the reward together.
d. Another idea is on a folder you can have the students glue a list of the behaviors that
the class has decided upon. : “You are”, “I am” or “We are” being kind when “Art
materials are shared ”, “speak kindly to others” etc/ then at the end of the day, the class
or the teacher could check off on each folder, the behaviors each individual student
demonstrate that day and they could take the folder home and share it with their
parents. e. Have a virtue box. When a student or an adult sees a virtue being
demonstrated they write down a complement and place it in the box. At the end of the
day or a certain time, the box is opened and the complements are read aloud to all.

General note: For spiritual transformation to take place the specific virtue often needs
to be discussed and practiced until the behaviors become automatic. If each week a
different virtue is talked about and no plan of action is made, there may not be very
much change in the children’s behavior. Sometimes it is very helpful for the teacher to
have a more detailed virtues curriculum to go by. An excellent one that is available in
both Spanish and English is: The Virtues Project Educator's Guide: Simple Ways to
Create a Culture of Character by Linda Kavelin-Popov available from
http://www.virtuesproject.com There are two ways to use these materials. One is to flip
to the back part of the book and use the pages that explain each virtue. There are lots
of activities, ideas for discussion, and quotes from famous people for each of 52 virtues,
arranged in alphabetical order. The second way is to use the whole program, explained
in the front of the book. There, the author offers five strategies explained on p. xxiv.
Using all or even just one of these strategies may help strengthen your program and
provide ways of having good classroom management while maintaining a Baha’I
environment. Either way the book is very helpful.
Picture Books
*Please note that the term “R.L.” below refers to the reading level of the book, the
grade at which the student can read the book independently. “I.L.” refers to the
interest level, the book can be read to children in these grades. Quotation




“Kindness”- Supplemental Quotes for Ruhi Book 3, Children’s Lesson 12 Page 2
Compiled by Liz Arrambide, email finchread@yahoo.com May 2006
marks, “”, refer to the book summary taken from Follet Book Company’s Order
Software.

Note: These headings go with the quotes on “Kindness” compiled for Lesson 2

“Offer love, consideration, thoughtful help”

1. Because of You by B.G. Hennessy (R.L. 1.3) (I.L. 1-3) 2005
   “Tells how every single person helps make the world a kinder and more peaceful
place.”

1. Celia and the Sweet, Sweet Water by Paterson, Katherine (R.L. 4.8) (I.L. K-
4) 1998 “While journeying to find a remedy for her mother's illness, Celia and her
grumpy dog Brumble encounter strange and threatening characters who have
never known kindness.”

2. City Angel by Eileen Spinelli (R. L. 2.8) (I.L. K-3) 2005 Kirkus Review
(December 15, 2004): “City Angel, an urban, updated patron saint, hovers above
the city skyline, intervening to make good things happen: petting the baker's
kitchen cat, planting seeds in a vacant lot, soothing a cranky child, assisting a
firefighter and a homeless man, helping the player make the basket in the corner
game, and having some fun herself, cruising on a skateboard.” The angel is
African-American and models simple kind acts that we could all do to bring a little
heaven here.

3. The Dancing Pig by Judy Sierra (R.L. 4.8) (I.L. K-3) 1999 This is an
    Indonesian folktale from Bali. “After being snatched by a terrible ogress who
    locks them in a trunk, two sisters are rescued by the animals that they have
    always treated with great kindness.”

4. The Full Belly Bowl by Jim Aylesworth (R.L. 3.9) (K.-3) 1999
   “In return for the kindness he showed a wee small man, a very old man is
   given a magical bowl that causes problems when it is not used properly.” A
    beautifully illustrated folktale, written with wry humor.


5. Here Comes Darrell by Leda Schubert ( R. L.2.4) (I.L.K-3) 2005
    “Throughout the seasons in northern Vermont, Darrell helps his neighbors
    with snowplowing, supplying wood, and excavation work, never finding time to
    fix his own barn roof, but when a windstorm passes through town, he finds his
    kindness to his neighbors returned.” Note: The illustrations are particularly




“Kindness”- Supplemental Quotes for Ruhi Book 3, Children’s Lesson 12 Page 3
Compiled by Liz Arrambide, email finchread@yahoo.com May 2006
   appealing to children who love machinery. There are lots of pictures of plows
   and earth movers.

6. One Smile by Cindy McKinley (R.L. 3.8) (K-3) 2002
   “ When a child smiles at a stranger, she sets off a chain of kindness that
   eventually comes full circle.” The book format is large and has stunning
   illustrations. This book lends itself well to a read aloud.

7. Room on the Broom by Julia Donaldson, 2001 (R.L.3.7) (I.L. K-3)
   “A witch finds room on her broom for all the animals that ask for a ride, and
they repay her kindness by rescuing her from a dragon.” The witch has a huge
nose and a big grin. The illustrations are fun rather than scary. The book is
written in rhyme, so it is a fun book to read aloud.

8. The Sidewalk Patrol by Larry Brimner, 2002 (R.L. 2.0) ( I.L.K-3)
   “Map on endpapers. Abby and her friends take time to move some bicycles so
that their blind neighbor can walk on the sidewalk.” Children are of several races.

9. The Spiffiest Giant in Town by Julia Donaldson, 2002 (R.L.3.6) (I.L. K-3)
    “George the giant, known for wearing his old patched clothes, finally buys
new ones, but then gives them away to some needy animals.”

“Strive to never be unkind to others”
1. Pinduli by Janell Cannon (R.L.3.0) (I.L.K-4) 2004
   “Pinduli, a young striped hyena, is hurt by the unkind words of Dog, Lion, and
Zebra, but her clever trick in return promotes her clan's survival and spreads
harmony throughout the savannah. Includes backmatter notes about hyenas and
other animals of the African savannah.” The taunting animals make amends, but
also admit that they were taunted and made fun of and that anger ked to taunting
others. This could lead to a discussion of what can be done to stop the chain of
unkindness and why Bahau’llah says that we must forgive any unkindness and
that we must be kind to all.

Be kind to animals and the environment

1. The Dancing Deer and the Foolish Hunter by Elisa Kleven, 2002 (R.L.3.2)
(I.L. K-4) “A foolish hunter learns about the interdependence of plants and
animals in their natural environment when he tries to take a singing deer out of
the forest and sell it to the circus.”

2. Isabel's House of Butterflies by Tony Johnston, 2003 (R.L.3.7) (I.L.K.-4)



“Kindness”- Supplemental Quotes for Ruhi Book 3, Children’s Lesson 12 Page 4
Compiled by Liz Arrambide, email finchread@yahoo.com May 2006
“Eight-year-old Isabel hopes that her plan will spare her favorite tree, keep the
butterflies coming, and provide an income for her poor family in Mexico.” This
book is published by the Sierra Club. It is dealing with a real problem very
sensitively and creatively. In Michoacan, Mexico every winter thousands of
monarch butterflies spend the winter and in the spring return to North America.
Unfortunately, because of the poverty in Mexico, many families feel that they
need to chop down the trees to survive. How do impoverished families have their
needs met and at the same time preserve the environment not just for one area,
but for whole continents.

3. Ecological Literacy : Educating our Children for a Sustainable World /
edited by Michael K. Stone and Zenobia Barlow ; foreword by David W. Orr ;
preface by Fritjof Capra, Sierra Club, 2005. This is a volume for adults who would
like to teach children how meeting the needs of people and of the environment
can co-exist. Well done.

4. In Good Hands : behind the scenes at a center for orphaned and injured
birds by Swinburne, Stephen R., Sierra Club, 1998. (R.L 4.0) (I.L. 3-6) “Provides
a behind-the-scenes look at the Vermont Raptor Center, a facility where
volunteers rescue and rehabilitate hurt or abandoned birds of prey and eventually
release them back into the wild.”




“Kindness”- Supplemental Quotes for Ruhi Book 3, Children’s Lesson 12 Page 5
Compiled by Liz Arrambide, email finchread@yahoo.com May 2006

				
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