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Classroom Guidance Lesson- RESPECT

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Jessica Wilder

on 15 November 2012

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Transcript of Classroom Guidance Lesson- RESPECT

Jessica Wilder, Selina Snider, Cayla McMichael Classroom Guidance Lesson- Respect Respect for Authority Figures Respect for your Friends Purpose: Student will get a chance to practice effective listening and model positive and negative listening skills. Students will be able to identify positive listening procedures. Respect for Self Grade level: 4

Unit topic: Respect

General objectives and goals: To give participating students in each 4th grade class an appropriate understanding of respect for authority figures, respect for peers, and respect for yourself.

Lesson format: Each lesson will take approximately 30 minutes. The entire unit will be covered in 3 bi-weekly sessions. Classroom Guidance Unit Format RESPECT- Find out what it means to me Pretest Post-test Respect for Self, Grade 4- lesson plan

1.Purpose and objectives. The purpose of this lesson is to explore the importance of self-respect, self-esteem, and a positive sense of well-being, and to show students how this is equally as important as showing respect to your friends and teachers. 2.Stimulus activity: “In and Out”

Counselor compiles a list of different talents and character traits, for example, “I play an instrument” or “I am the oldest child”. Students form a circle and step into the center of the circle when something that is listed is true for them, and the rest of the circle applauds. 3.Content-level discussion

Activity: Give each student a piece of paper, have the people at the students’ tables/desk clusters write positive attributes about each other. The counselor leads the group in a discussion of differences, and how each individual should appreciate their differences, because that makes them who they are. Remember, the important part of a person is what they are like on the inside.

Questions for discussion:
1.Do you ever compare yourself to other people? What do you think is good or bad about comparing yourself to someone else?
2.How do you feel when you accomplish something special? 4.Personal-level discussion

Discuss the following questions:
1.When have you made a difference to someone else by being thoughtful or kind?
2.We should take pride in things we do well. What is something that you do well and feel proud of?
3.What makes people feel good about themselves? 5. Closure

Process the lesson and allow time for questions. Invite 3 students to the front of the class to share the attributes other people wrote about them in the content-level activity. 1. Purpose:
The student will be able to identify authority figures/adults in their lives
Students will be able to list ways to show these adults respect. 2. Procedure: Flip book
How to create book
Name off authority figures
Label and draw them
Create list of ways to show respect to them 3. Content- level Discussion:
Share some adults they listed
Share how they would show them respect
Themes for showing respect to adults that emerged 4. Personal-level Discussion:
Examples of times they didn't respect an adult
What happened? Did it work?
Examples times they did respect an adult
What happened? Did it work? 5. Closure:
Review ways to respect authority figures presented in flip books. List off a few.
What is the result of respecting or not respecting adults? What affect does it have on you? Content-level Discussion Personal-level
Discussion Do you consider yourself to be a respectful listener? Why or why not? In what ways do you show respect to others?

Describe three things you could do to be a more respectful listener. How would that affect your relationships with others? How does it benefit you to be a respectful person? Stimulus Activity Tell the students you're going to demonstrate good and bad listening skills. Invite a student to join you in front of the class. Tell the student to talk to you about something he or she is interested in. Before he or she starts, instruct the students to pay attention to your behavior during the conversation. As the student talks, let your eyes wander, become easily distracted, act impatient, interrupt frequently, reply with irrelevant responses, act fidgety, etc.
Ask the students to share what they observed and list them. Ask them to describe how your behavior affected the speaker and how it made him or her feel. Invite suggestions on how you could have been a better listener. How did it feel when your partner wasn't practicing good listening skills?
How did positive listening affect the speaker?
What did you need to work on improving when you were the listener? Have another student come up and talk to you. This time make direct eye contact, stand still, acknowledge the comments, lean closer, let the student finish speaking before asking a question.
Have the students share their observations about how you were a respectful listener. Divide the students into groups of three. Assign one person to be the speaker, one to be the listener, and one to observe. Tell them the observer’s job is to note examples of respectful and disrespectful listening. The observer should also coach the listener.
Have the members of each group rotate positions and do it again. Continue until each group member has had a turn being a speaker, observer, and listener. Closure Instruct each group to write down what was hardest and easiest about being a respectful listener. Share the responses with the class. Icebreaker - Circle Message Ask children to sit in a circle on the floor or outside. Whisper a short action phrase into the ear of one child, for example, "Touch your nose and jump up and down." Instruct the children to whisper the message from one person to the next until reaching the end. The last student to receive the message must perform the action. Resources "Respect: The Sixth Core Strength" - http://teacher.scholastic.com/professional/bruceperry/respect.htm "Respect Research Group" - http://www.respectresearchgroup.org/respect_109__Publications_on_respect.htm
Teaching Children Respect
http://www.more4kids.info/702/teaching-children-respect/ R-E-S-P-E-C-T Rap
Listening skills
http://www.mindtools.com/CommSkll/ActiveListening.htm Give each student a quiz with the following questions: 1. What do you think authority means?
2. How would you show respect to someone in authority?
3. How would you show respect to one of your friends?
4. What do you think it means to respect yourself?
5. What are some ways you can have respect for yourself? 1. What do you think authority means?
2. How would you show respect to someone in authority?
3. How would you show respect to one of your friends?
4. What do you think it means to respect yourself?
5. What are some ways you can have respect for yourself?
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