Overview For Teachers

RESPECT: The ability to acknowledge and appreciate the opinions, property, and rights of others; value diversity and cultural differences; respond appropriately to those in authority; respond to feedback unemotionally and nondefensively; the ability to negotiate diplomatic solutions to interpersonal and workplace issues; acknowledge the economic, political, and social relationships that impact multiple levels of an organization; the ability to intervene when others demonstrate negative attitudes or disrespect and help them recognize the inappropriateness of their behavior.

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PURPOSE: Upon completion of this module, the student will understand the importance of respect in the classroom as well as the workplace. In addition, the objectives listed below should be met.

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OBJECTIVES:

 Ability to understand the importance of respect

 Ability to respect themselves, others, and their surroundings

 Ability to understand the consequences of being disrespectful

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OVERVIEW:

This module concentrates on teaching students to recognize and portray self-respect as well as respect for others and their surroundings. Students should understand that respect play s a huge role in being successful in all aspects of life. Showing respect to authority figures as well as family and friends says a lot about a person’s character and values. In this module, the participant will have an opportunity to gain an understanding of the importance of respect by participating in various activities designed to stimulate thought and discussion.

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TEACHERS: WHAT ARE YOU OBSERVING?

What does respect look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

1. What does respect look like in class?

2. How does your respect affect others? Example: Respect of space, not entering another student’s locker.

3. What does respect look like within your learning?

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RELEVANCY OF RESPECT:

Being respectful is a key characteristic in building positive relationships.

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LESSON:

A Lesson from a Kid President
Time Allocation: 20  minutes
Materials/Resources: computer with internet access/ projector (teacher) , paper, pens/ pencils or computers/tablets/smartphones (students - optional), poster board, markers, sticky notes or small pieces of paper 

ANTICIPATORY SET IDEA:

Before class, write down the names of famous people on small pieces of paper. As students enter the classroom, hand each student a piece of paper with a name on it. They will then partner up with someone in class and discuss why they believe the person on their piece of paper is respected or disrespected.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

 Show the video: “20 Things We Should Say More Often” by Kid President.

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GUIDED ACTIVITY:

 When finished, have students answer the following questions individually either on paper or on the computer. When finished, they will submit their answers to you.

      o Kid President says , "Before you say something about the barbecue sauce on somebody else's shirt, take a look at t he barbecue

          sauce on your own shirt." What does he mean by this? (Hint: It has NOTHING to do with barbecue sauce!)

      o Write down two situations where saying "nothing" is better than saying anything else. o Have you ever had someone disagree

          with you and be MEAN like in Number 4? How did it make you feel?

      o At the end of the video, Kid President asks what you think needs to be said more often. Write down one "thing" that should be

         added to the list.

      o Which of the 20 "things" do you think needs to be said MOST often? Explain WHY.

 Put students into groups of 2 -3 to complete the following:

      o List some of the ways you can show respect in the classroom setting.

      o Then, narrow your list down to the TOP THREE ways to show classroom respect. Remember: your TOP THREE must include

          showing respect to your classmates, your teacher, your classroom, and yourself.

 When all groups have finished, come together as a class and decide on your top three ways to show respect. Post these in the classroom to give students a daily reminder.

CHECK FOR UNDERSTANDING:

 Technology Use: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Students will pair up with another student to share their thoughts on the lesson. Then, they will report out to the class during the discussion one thing they learned from their partner about the lesson.

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ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

DON’T MIND US!

It’s Friday night and so far, it’s going to be a night to remember. You just finished cheering for your school at the Homecoming football game where you beat your school rival 56 -17 and everyone is very excited. You and your friends decide to go to the local diner to grab some food since you are all starving. Your group is fairly large so when you arrive at the diner, the hostess has to push a few tables together to accommodate everyone in your group. Your group sits down at the table and they all start breaking off into their own conversations. Two of your friends are debating on where they should go to dinner before the Homecoming dance tomorrow night, three friends are arguing about the game and how many bad calls the referees made, and three of your friends are wading up pieces of paper napkin and shooting spit balls back and forth at each other. All of the other customers in the restaurant glance over at your table in disgust, and some even get up and leave. Finally, the food you order comes and everyone calms down a bit to eat. You have no idea what time it is so you pull out your phone and see that it’s already past 10:30 pm – the restaurant usually closes at 10 pm so they have specifically stayed open late to accommodate your group. Knowing this, you urge everyone to finish and to pay their bill so the employees can start closing for the night. Luckily, the group listens to you and everyone’s bill is paid within a matter of minutes. The group gets up to leave and you realize what a mess everyone has made – there’s food, trash, and spit balls all over the floor, one of your friends spilled his chocolate milkshake and didn’t even attempt to clean it up and on top of all of that, no one decided to leave a tip for the waitress. As you walk out of the restaurant, you can’t help but feel like you and your group acted very disrespectfully to not only the other customers and the employees, but also to the restaurant as a whole. So, what do you do? Do you walk back into the restaurant and apologize for your group’s behavior? Do you force all your friends back into the restaurant so you can all apologize together? Or do you let it go since it doesn’t seem to be a big concern for anyone else in the group?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What would be the reaction of your friends if you suggested going back to apologize ?

3. What are possible positive or negative consequences, depending on your decision?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students, “ Would you want a group to behave this way if you were the server?”

NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS , “ HOW DOES THIS SITUATION ADDRESS THE ISSUE OF SELF-RESPECT , AS WELL AS THE IMPORTANCE OF RESPECTING OTHERS ?”

REVIEW AND CLOSING:

To close the lesson, as students exit the classroom, they will have to report to you one thing they will do before the day is over to show someone else respect.

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CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to value diversity and cultural differences. This lesson will help them realize that everyone is different but everyone deserves respect.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from watching the video.

-Auditory: Auditory learners will benefit from listening to the video as well as the group and class discussions.

-Kinesthetic: To benefit kinesthetic learners, allow them to stand while watching the video and allow them to move seats when finding a partner or group to work with. They will also benefit from the writing activities.

-ESL: It might be helpful to partner an ESL student with an advanced learner just in case they need help or for further clarification.

-At-risk: It might be helpful for at-risk students to work with another student when answering the discussion questions about the video. This will keep them engaged rather than having them work by themselves.

-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .