RESPECT by liuqingyan




Self-Evaluation (
Skill Focus: Using Kind Judgment Free Words or Actions
Grade Level: 4 - 6

Description: Use the self-assessment below to open a discussion on respect.

I treat people the way I want to be treated.          True False
I treat people with civility, courtesy, and dignity.  True False
I am sensitive to other people's feelings.            True False
I never insult people or make fun of them.            True False
I never ridicule or embarrass people.                 True False
I never go along with prejudices or racist attitudes. True False
I think I am/am not a respectful person because: ___________________

Role Play (
Skill Area: using judgment free words and/or actions, accepting differences
Grade Level: K - 3

Description: Have students role play or use puppets to act out the following
situation: Four good friends are planning to spend a day at an amusement park.
Two of them want to invite another student who's new in school. The other two
don't want to include this person because he/she is different in some way
(different race, behavior, from a foreign country, etc.).
After the role-play have a class discussion. Then, have four others do another
role-play changing what it is that's different about the new kid. Repeat this
process changing the difference each time.

Newspaper/Magazine Clippings (
Skill Focus: Using Kind Judgment Free Words or Actions
Grade Level: K - 6

Description: Cut out a newspaper or magazine article about a person who
showed respect to someone or something. What did they do to demonstrate

Media Review (
Skill Focus: using judgment free words and/or actions, accepting others’
Grade Level: K – 6

Description: Bring in articles from newspapers and magazines describing
situations in which respect or disrespect are issues. Talk about who is acting
respectfully, and who is acting disrespectfully in these situations.

R-E-S-P-E-C-T (
Skill Focus: All
Grade Level: 2 - 6

Description: Students work alone, with a partner, or as a whole class, to create a
song, a rap, or a chant about respect. Student’s words should tell why respect is
important and how it could make the world a better place. Ask for volunteers to
share the work product.

Writing Extension: You could also make this an acrostic poem activity.

Respect the Environment
Skill Focus: using resources/ materials appropriately
Grade Level: 2 - 6

Description: Have students walk around the building and outside with a
notebook. Have them take notes on littering and possible vandalism. When
students return to the classroom they will brainstorm ways to have a clean
environment (putting wastes in trash can, not writing on walls, report property
misuse or damage).

Table Manners (
Skill Focus: being polite
Grade Level: K-6 (Adapt activity for K-1)

Suppose you’re invited to your friend’s home for a family dinner. What are some
ways you could show respect and courtesy when your first arrive? At their table?
When you leave? Write at least 50 words. This activity can carry over into the
cafeteria. If time allows students can role-play in their classrooms a fine dining
experience with their lunches (practicing of table etiquette to include: passing
items, chewing with mouth closed, etc.)

Respect Banner (
Skill Focus: All
Grade Level: K - 6

Description: Make a banner about respect. You could make it from cardboard,
burlap, material, wallpaper or construction paper. Decorate your banner with
pictures and word cutouts that show respect. Include at least 10 ways to show
respect to other people.

Random Acts of Kindness (A-Z) (
Skill Focus: using judgment free words and/or actions
Grade Level: K-6
Description: Have students create a list from A to Z about random acts of
kindness (respect) that they brainstorm or can do. As they do each activity the
letter can be crossed out. There can be a celebration at the end.

Commercial Break (
Skill Focus: using judgment free words and/or actions, using resources/ materials
Grade Level: 4 - 6

Description: Write a commercial about respect. Try to sell respect so others will
want to start using it. For instance, say something positive that might happen in
the world if more people showed respect to one another.

Kudos to You (
Skill Focus: using judgment free words and/or actions, using resources/ materials
Grade Level: K - 6

Description: This activity could also be one of cooperation where students or
staff record when they see someone showing respect toward self or others. This
can also be tied into an incentive when a jar is filled.

Gathering: Attribute Linking (
Skill Focus: accepting of others’ differences
Grade Level: K - 6

Description: Students stand in an area of the room where they can move
around. When you call out a preference or attribute, those who have the
preference or attribute in common find each other and stand together. For
example, if you call out, “Favorite season of the year,” the children whose favorite
season is spring will find each other and stand together, while children who
prefer winter, fall, or summer will do the same. Once the students with others
who share the same preference or attribute, you can ask each group to say
something about why they chose that group. (Ex. Why do you like spring the
most? Why is summer your favorite season?) Continue the activity with other
attributes or preferences, such as favorite sport, favorite food, favorite music,
kind of shoes you’re wearing, number of siblings.

Face to Face (
Skill Area: accepting of others’ differences
Grade Level: K-6

Description: Partners will find out what they have in common and how they are

Assign partners and have them sit or stand facing each other. Everyone has five
minutes to find out and jot down five ways he differs from his partner and five
characteristics they have in common.
Have everyone switch partners and repeat the exercise.

With the entire class, list typical similarities and differences on the board.
What were some differences?
  What were similarities that went along with differences (most people have hair,
but hair was different colors and textures)?
  Which differences are most important?
  Did you notice mostly physical characteristics?
  What other characteristics could you have noticed? What features are most
people born with?
  Which can they change? How?

Prejudice and Discrimination (
Skill Area: using judgment free words and/or actions, accepting others’
Grade Level: K - 6

Description: Ask, What do you see or experience in your life that you find unfair?
Elicit examples from the students of things they find unfair.

Explain that you are now going to explore a kind of unfairness called prejudice
and discrimination. Ask, What is prejudice? Elicit the student’s thinking.

Explain that sometimes people have negative attitudes toward people different
from themselves. Without even knowing the person, they assume they won’t like
the person. This is called prejudice. Prejudice is a negative attitude or opinion
that is not based on knowledge. Action based on prejudice is called

You might mention the book Green Eggs and Ham by Doctor Seuss. The
character in the story says he doesn’t like green eggs and ham. Finally, when he
tries them, he does like them. His original opinion was formed without

Ask, What are other examples of prejudice and discrimination? Encourage
students to think of examples from their own lives. Are prejudice and
discrimination fair? What effect do they have on people? When things happen
that are unfair, to either us or someone else, what should we do?

Quick Thinking: Taking a Stand Against Injustice (
Skill Area: accepting of others’ differences, using judgment free words and/or
Grade Level: 2 - 6

Description: In “Quick Thinking” you describe a situation to the class; and then
the students, working in pairs, have a minute or two to come up with an idea of
addressing it. When the time is up, the pairs share their idea with the group. The
aim is to generate many ideas and get people thinking, not necessarily to come
up with one best approach.

We’re going to come up with ideas for stopping people from treating others
unfairly. Situations you might use:

      A group of boys is playing basketball. A girl asks to play and is told, “No!
       Girls aren’t any good at basketball!”
      A boy is being teased because his pants are too short and his shoes have
      Two girls are close friends, and other kids start teasing them, saying,
       “You’re gay.”
      Every day on the school bus, a boy teases another boy by saying, “Hey
       fatso! What’s fatso up to today?”
      A new girl in the school doesn’t speak English very well. (She has recently
       come from another country.) Kids are teasing her by saying, “You’re
       stupid. You talk funny.”

What’s one thing you learned in today’s activity? It’s not easy to stop people
when they’re treating others unfairly. Can you see yourself doing that, perhaps
using some ideas we came up with in “Quick Thinking”? Ask for volunteers to
share their thoughts about this.


      Do interactive roles around respect: waiting your turn, holding the door for
       someone, greeting, appropriate conversations with staff and parents.
      Talk about good manners and how they show respect. Use good
       manners on cards to have students role play good manners.


      What does it feel like to be respected?
      What does it feel like to be disrespected?
      What role does respect play in your relationships with friends and family?
      What are some respectful behaviors?
      How important is respect in our lives? Why?
      Describe one person you respect in your life. What does this person do to
       earn your respect?
      Does a person have to earn respect, or do all people deserve it?
   How do you show respect to others?
   Do you show respect to strangers differently than you do to friends? Does
    it feel different to be disrespected by a stranger than to be disrespected by
    a friend? How?
   What are the benefits of people treating each other with respect?
   When was the last time you disrespected someone? What was the
    reason? How did you express this disrespect? What effect did your
    behavior have?
   When was the last time someone disrespected you? What do you think
    was their reason for treating you in that way?
   What are some reasons people show disrespect for others?
   How do you feel when someone judges you without knowing you or giving
    you a chance?
   How do you feel when someone you disagree with calls you a name?
   Do you consider yourself to be a respectful person? Why or why not? In
    what ways do you show respect to others?
   Is there anything you dislike about the way people treat each other here at
    school? Do you know of any disrespectful behavior? Describe it. How do
    you feel about it?
   What do you like most about the way people treat each other here at
    school? Does it have anything to do with respect?
   What is a bully? Is bullying an act of disrespect? In what way?
   Are there bullies here at school? Can someone be a bully without meaning
    to be? How?
   How can treating people with respect prevent fights?
   When you are with a group of kids, what things might other kids do or say
    that make you feel good? What things make you feel bad?
   How does treating people with respect affect your friendships?
   Have your class brainstorm a list of do's and don'ts for treating people with
    respect. Ask for specific examples of each behavior they identify. Hang
    the list up on the wall as a reminder.
   Make a class contract in which the kids lay out a set of rules for having a
    respectful classroom. What will be the consequences for violating the
   Brainstorm ways to make your school environment more respectful.
    Create a list of recommendations, and place them in your school
    newspaper or on a poster.
   World View writing response: write a paragraph describing how the world
    would be different if more people showed respect toward one another.
   Write or debrief a person in history that showed kindness to others. They
    can draw or clip a picture of the person and hang the reports on the wall.

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