the continuum. You can a likert scale or a simple line between behaviors. (Behavior opposites can include: lies/ tell the truth, selfish/ sharing, positive/ negative attitude, patient/ impatient, puts others down/ stands up for others.) PART FOUR: After students evaluate their current behaviors, have them identify the three behaviors that most impede their getting along with others ) on the worksheet, they are the “X’s” that are on the left.) PART FIVE: Next, have the students determine specific ways to engage in the opposite behaviors more often. For example, a student with the behavior “Lies” might decide to “Tell the truth” more on the bus and at lunch. PART SIX: In conclusion, distribute index cards for students to record the three targeted behaviors for them to concentrate on improving. Ask where the index cards can be placed to be most helpful as a daily reminder. EVALUATION: How will you know what percentage of the students have mastered the identified guidance indicators? 1. Students will demonstrate mastery of indicator #1 by successfully completing the Benefits of getting along with others worksheet. 2. Students will demonstrate mastery of indicator #2 by successfully completing the Getting along with others worksheet. 3. 90% of the students will be able to identify the benefits of getting along with others. 4. Students will be able to identify their behaviors that hinder them from getting along with others 80% of the time. CITATION(S) Getting along with others Developed by: LEARN NC, a program of the University of North Carolina at Chapel Hill. Student Learning Goals
Student Learning Goals – Building Self Esteem and Self Worth Grades 5-8 Name Calling is an inevitable problem in school. Many students use name calling as a code of group identification and others use it in a mean demeanor . Bullying happens when a person with greater power takes unfair advantage of a less powerful person and these negative actions are repeated into a pattern of behavior. Goal: Students will have the opportunity to objectively observe the way in which name-calling and other types of disrespectful language are used in school over a three-day period. Students will then reflect on their observations, to look for patterns of behavior, and to begin to consider ways in which the problem of name-calling and bullying might be addressed in their school. Domain: Personal/Social Development Standard: A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Competency: PS: A1 Acquire Self Knowledge PS: A1.6 Distinguish between appropriate and inappropriate behavior Indicator: PS: A1:1 Develop positive attitudes toward self as a unique and worth person Accomplished by: Students will be silent observers of the way students talk to each other and record these observations. Students will be asked to evaluate and report on their individual observations as well as a group discussion with other members of the group. These will be class room guidance lessons.
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- Spring '14