By Mark Wiess, Linda Lantieri Laura Parker Roerden Peter Yarrow
Meant to function an creation to, and enrichment of, ongoing efforts that nurture younger people's emotional, social, and moral improvement, comparable to personality schooling, clash answer, and educating tolerance programs.
summary: meant to function an creation to, and enrichment of, ongoing efforts that nurture younger people's emotional, social, and moral improvement, corresponding to personality schooling, clash solution, and instructing tolerance courses
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Extra info for Don't laugh at me: creating a ridicule-free classroom
What’s working? What’s not working? • Come back as a large group and discuss. Have volunteers share their pair’s perspective with the larger group. • Ask students if there’s anything they would like to add to or refine in their Constitution of Caring. If you add or change anything, remember to ask for agreement from the entire group. Set a time to check in again on the RFZ. Close Together (5 minutes) • Have students stand in a circle and pantomime with their body: “I am conflict escalating . ” and “I am conflict de-escalating .
That person passes it on by squeezing the hand on her right. After the pulse has gone through the circle, go around a second time with a more difficult pattern (for example, do two short squeezes, or a long one followed by a short one). Kindness—like the “electricity” in this activity—is infectious. So pass it on! CURRICULUM CONNECTIONS (OPTIONAL) Language Arts. Swimmy by Leo Lionni (Knopf Children’s Paperback, 1996) provides a great launching point for discussion about teamwork and cooperation vs.
Resolving Conflict Creatively © 2000 Operation Respect, Inc. and Educators for Social Responsibility 55 - You never save me a seat in the cafeteria. ) - You always leave me out when you play jump rope. ) Perform a Skit (25 minutes) • Have two students volunteer to present the following skit (or perform this skit with puppets for younger children). In this skit the conflict will escalate with Child (1) using a “you” message. Scenario 1: Child (1) is standing in line in the cafeteria when Child (2) pushes right in front of him or her.