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:

Respect on the Big Screen
Time Allocation: 20  minutes
Materials/Resources: computer with internet access/projector (teacher), paper, pens/pencils, whiteboard, markers, poster
board (optional) 

ANTICIPATORY SET IDEA:

Ask students to think about their favorite movie or if they don’t have a favorite, ask them to think about the last movie they watched.
  o How was respect or disrespect portrayed in the film? What happened? Why was the actor respectful or disrespectful?
 Have a few students share what movie they picked and a specific example of how respect/disrespect was portrayed in the movie.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Ask student to define Respect in their own words – what does it mean to them?
 Does your school have a policy/rule focused on respect? What it is? What are the consequences for the breaking that rule or not following that policy?
 Inform students that in every TV show and movie they watch, there is always respect or disrespect being portrayed – whether it’s realistic or not.
 It’s important to be able to recognize when someone is acting respectfully or disrespectfully and this lesson is going to allow you to work on those skills

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GUIDED ACTIVITY:

Give each student a piece of paper and a pen/pencil. Then, write the following questions on the whiteboard. Have students answer these questions individually after watching the corresponding movie clips. 

  o In what ways did the characters treat each other with respect and/or disrespect? Provide specific examples. 

  o Do you approve of the way they treated each other?  o For the disrespectful characters, what could they have done differently?

 

 First movie clip:

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 Second movie clip:

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 When the students have watched both movie clips and finished answering the questions, have them find a partner or make a group of 3 and share their answers with their partner/group.

 Then, come together as a class and identify the respectful and disrespectful behaviors that were displayed in the movie clips. From those, have the class brainstorm a list of characteristics or traits that respectful and disrespectful people possess.

  o These could be made into a poster or handout to display in the classroom as a daily reminder on how to be respectful. 

CHECK FOR UNDERSTANDING:

 Technology Use: You could create a Kahoot (Kahoot.com) which is an interactive game that students can log into from their computers or phones and it will give you instant feedback

 Non-Technology: Circle, Triangle, Square: Students will associate different shapes with different aspects of the lesson. A circle will be something the student is still pondering about from the lesson, a triangle will represent something that stood out in their mind about the lesson, and a square will represent something that “Squared” or agreed with the student’s thinking about the lesson. Each student will draw these three shapes on a piece of paper and write inside of them what they represent from 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: 

RESTAURANT TAKEOVER
You just finished an all-day tournament with your sports team and you are exhausted. The championship game just ended and your team took first place! Everyone is very excited and the team decides to go out to eat to celebrate. Unfortunately, its 9pm so most of the restaurants that can accommodate a big group are closed so your only option is a fast food restaurant down the street. No one has eaten since noon so you figure it’s better to eat fast food than to eat nothing at all. You arrive at the restaurant with your group and everyone starts piling inside. Half of the group goes to stand in line to order food and the other half start pushing tables together and stealing all the extra chairs they can find. You sit down at a table with your teammates and wait for your parents to bring over your food. It’s taking a while for your food because the restaurant wasn’t prepared for such a large group at such a late hour so you notice people start to get restless. A few of your teammates are playing table football with the sugar packets, some teammates are shooting
spit wads at one another, and a few of them are quietly playing on their phones. Moments later, everyone’s food comes out and that’s when the real mess begins! French fries are falling on the ground, drinks are being spilled – everyone is acting like they haven’t eaten in weeks and just shoving food in their mouth! Finally, everyone is finished and it’s time to go home. You start cleaning up your mess at the table to go throw it away and notice that everyone has left their trash on the table, trash on the ground, and didn’t bother to move tables and chairs back to where they found them. Either everyone is too exhausted or they just lack respect all together. You know how important it is to leave your space cleaner than how you found it but obviously, that rule isn’t as important to everyone else as it is to you. The restaurant worked really hard to make everyone’s order, to accommodate this large of a group, and to serve everyone quickly – so don’t they deserve some respect in return? What do you do? Do you take responsibility for the group and clean up everyone else’s mess, do you just clean up your own space and throw away your trash, or do you leave your trash just like everyone else and go home? Do you say something to your teammates/friends?

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, “If this were your restaurant,
would you want a group acting like this?”

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 AND YOUR ANSWER RELATE TO THE ISSUE OF SELF-RESPECT AS WELL AS THE IMPORTANCE OF RESPECTING OTHERS?”

REVIEW AND CLOSING:

Before students leave the classroom, have them create a personal goal related to showing respect to others. They will share this goal with a classmate who will hold them accountable. Each student will accomplish their goal by the end of the day and then report back to their accountability classmate tomorrow how it went.

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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 .