Cool Schools

Teacher’s Handbook

Contents

Mediation Aims                                                               3.  

Why teach Peer Mediation to the whole school?            4.

Mediation process                                                           5.

What skills are needed to be a Peer Mediator?              7.

The Four Rules of Mediation                                           8.

Using ‘I’ statements.                              9.

Who are you?           10.

Who are you activity           12.

Scenarios for role play                                                    13.

Making good choices                                                      15.

        Let’s start listening, (Active listening skills)                     17.

            Conflict activity                                                                18.

            Bullying or hurtful behaviour                                           19.

            Dealing with feelings                                                       21.

            Peaceful conflict resolution quilt                                     23.

            WALT resolve conflict peacefully, (lesson plan)             24.

            Dealing with dilemmas                                                    25.

            News reports (identifying conflicts worldwide)                26.

            Resources.                    27.

            Various resources covering all areas of Cool Schools and RRAP                                                                     

The Cool Schools Peer Mediation Aims to:

• Help individuals develop life-long conflict management skills

• Create win/win situations for students, teachers, parents and caregivers

• Provide life skills for school, home and the work place

• Provide a better learning environment

• Be proactive - helping to prevent bullying and violence in the school, home and community

• Encourages students to develop the value of service leadership

• Helps students develop respect for diversity and to value differences

Why teach Peer Mediation to the whole school?

1. Students develop an appreciation of conflict as something that can be handled and positively learned from.

2. Up to 85% of disputes between students can be permanently settled by peer mediators.

3. Students become equipped with valuable skills for handling conflicts.

4. An improved and more co-operative school atmosphere develops.

5. Fewer incidents of students involved in “troublesome” behaviour beyond the school gates.

6. General increase in student’s self-esteem.

7. Teachers are freed up from a great deal of dispute settlement and disciplinary action both in the classroom and playground.

8. Students are provided with excellent resources for dealing with future conflicts in life.

9. Pupils with resolved conflicts are happier and more productive in class.

10.  Mediation reduces violence in schools and wider communities.

11.  Changes begin to happen in homes of children with peer mediation skills.

12.  Cross Cultural Conflicts diminish.

The Mediation Process

Introduction and Rules

1.           Mediators introduce themselves
2.            Ask the students if they agree to    mediation. If they do, continue. If not, gently encourage mediation as a good way of solving their problem without getting a duty teacher involved.
3.          Get agreement to the 4 rules of mediation;

                         No interrupting – you’ll each get a turn

No name-calling or putdowns

Be honest

Agree to solve the problem together

What is the Problem? 

4.     Decide who will talk first. Value the student who is going 2nd.  

     “You will get your turn and … thanks for your patience.”

5.          Ask person (1) what happened?
6.          Ask person (1) how do they feel? Retell the feelings and

facts

7.          Ask person (2) what happened?
8.     Ask person (2) how do they feel? Retell the feelings and facts

Summarising        

9. Mediator: “So I am hearing the problem is about … “(as brief as  

         possible) … Is that correct?”           Check that the students agree.

Finding Solutions

 Ask person (2) to suggest solutions. For example

    What could you do to solve this problem?

    What could you do differently next time so that this problem

    doesn’t happen again?

    What do you need to solve this problem?

10. Ask person (1) to comment on person (2)’s solutions and to

         add any improvements and/or other suggestions.

11.   Work with the suggestions until they develop one they are both happy with. There may be more than one problem. Ensure all problems are solved.

Reaching Agreement

12.  Write down solution/s agreed upon on Mediators Agreement Form 
13. Mediators congratulate both parties on reaching an

agreement to solve their problem.

What skills or attributes do my students need to be a successful Mediator?

The four rules of Mediation

• NO name calling or put downs.

• NO interrupting.

• Be as HONEST as you can.

• AGREE to solve the problem.

Using ‘I’ statements

Remember, using an ‘I’ statement means that you can share the way you are feeling when another person does something without ‘pointing the finger’ at them.

Follow this simple process…

Level 1:        1) …“I feel …                 (how are you feeling?)

                2) … when …                (say what is happening)

                3) … because …”         (say why you feel upset or sad)

        STOP and wait for an answer.

        If you don’t get the answer you want, try level two:

Level 2:         Say:         “I mean it! Next time I would like you to …”

                      or:                “I mean it! Next time I need you to …”

                      or:                “I mean it! Can I please have …..”

        If problem continues, try level three:

Level 3:         Go and get help from a mediator  or a teacher

Scenarios for role play in the classroom.

Using role play to teach mediation skills is by far the best way to get the students to see a problem developing in a safe environment. Following are some ideas to help introduce the idea that there are different ways to approach problems, disputes or conflict.

Level 1

1)        You want to have a turn on the computer, but your friend says, “I’m not finished”.  This has happened before.

2)        Your younger sister or brother has complained, “Classmates are picking on me”.  In the playground at lunchtime, you see three children teasing him/her.  You feel furious.

3)        Your best friend has just told you she is angry with another friend and doesn’t want you to play with her any more.

4)        Someone at school has been telling others that you put your friends down behind their backs.  One of your friends comes up to you and says, “Got anything you want to say to my face?”

5)        A friend keeps borrowing your things without returning them.  When you ask, she just says she forgot.

6)        At playtime someone who is in your class keeps calling you rude names.

Level 2

1)        Every lunchtime, your class likes to play cricket, but one person gets all the best players who are friends to play on one team, leaving the poorer players in the other.  The same team always wins and the game is very unequal.  You are getting pretty fed up with this person’s attitude!

2)        Sarah and Alison are in the same class and were fighting in the hall at break.  Alison says Sarah walked past and pushed her for no reason when she was talking to her friends.  She has threatened to ask her friends to “get” Sarah after school.  Sarah says Alison and her friends were blocking the way to the stairs and laughing about her hair.

3)        John and Tim are arguing about a skateboard.  John lent the skateboard to Tim who took it to school although there is a “NO skateboards” rule.  He intended to keep it in his locker and use it after school, but he took it out to show some friends.  The Principal saw him and confiscated the skateboard.  John is mad at him and he doesn’t know what to do.

4)        Sally walked past Hine without speaking after school.  Hine thought Sally was mad at her and told Colleen that Sally wouldn’t speak to her.  Colleen asked Sally why she was being mean to Hine.  Sally said she had a fight with her mother that morning and didn’t even see Hine walk past.  Now she feels mad at both of them.

5)        Ari is new to the school and doesn’t speak English very well.  Other students have been making fun of his accent and the kinds of food he eats at lunchtime.  Today Stewart said, “Hey, look at Ari’s weird food.  Yuck!”  Ari pushed Stewart, whose sandwiches fell on the concrete.  They had a fight.

Level 3

1. John lent his skateboard to his friend Robert who took the skateboard to school, although this was against school rules as there was a skateboard park nearby. Robert wanted to practise there after school. When he took it out of his locker to show a friend, his teacher saw it and confiscated the skateboard. Now John is really mad at him and he does not know what to do.

2. Lisa told Mary that Alison was spreading rumours about her. Alison said that Mary had walked past her in the corridor and looked right through her and did not speak, and she thought Mary was stuck up or mad at her. Mary said to Lisa, “I wasn’t mad at her but I am now! I can’t believe she thought I was stuck up or mad at her. I had a fight with my mother before school this morning and I didn’t even see Alison walk past. Some friend she turned out to be!”

3. Shane says, “I just went outside at lunchtime and Brian came up and pushed me and started yelling that he’s not on drugs and he’s going to beat me up for saying he is. I thought he was because I heard someone say he saw Brian doing drugs. I told some friends because I wanted to figure out a way to help him.”

Brian says, “I’m not on drugs and I can’t believe Shane would think that I was. I had to start taking medication because of my asthma and some kids started saying I was on drugs. I thought Shane was my friend but he just believed what others were saying. That’s why I wanted to fight him.”

4. Sarah says, “I don’t ever want to talk to Donna again. I thought we were friends but when I told her I liked Trevor she went and blabbed it all around the school. I trusted her to keep it to herself. I can’t believe I ever liked her. When I tried to talk to her about it she started yelling at me.”

Donna says, “I didn’t tell the whole school. I just told Trevor’s friend Kerry because I thought it would be helpful to Sarah if Trevor knew. How was I supposed to know Kerry would tell everybody and Donna would get mad. That’s the last time I try to help someone”.

Making Good Choices.

Making Good Choices

Let’s Start Listening! (Active Listening Skills)

 A. Start by completing the “All about Me” information below. Wait for your group to finish.

B. You will then take turns sharing this information within your small group (quad) until all have spoken and all have listened to each person while taking brief notes about what is shared. Oldest person first and then each shares in turn in a clockwise fashion.

C. Then, each person in the group will listen as the others restate what they heard the person say in “B.”

Groups decide who “listens” first. Our goal is to begin to see how well we listen, as a team, to each other.

All About Me

 1. My name is __________________________

 2. My birth date is __________ ____, 19 ____

 3. My city or place of birth is ______________________

 4  My favourite sport or activity is ___________________________________

 5  My favourite food is _____________________________________________

 6  After school, I like best to _______________________________________

B. My brief listening notes as others share all about themselves

C Each person in the group now listens to the other three as they share what they now know about the person listening. They may refer to their notes as needed. They cooperatively share what they heard you say and try to get everything that they heard you say, reflected back to you. When they are finished, note (below) how YOU feel about how well your group listened as you shared your responses in “B.”

• Put the word "conflict" on the board. Hand out paper and pencils.
• Have students write down all words that the word "conflict" stirs up in them.
• Have the group share and write them on the board. Most associated words will be negative-- like fear, anger, arguments, etc.

• If a few positive words emerge, start a second column.
• Usually someone will start to talk about opportunity and that's the direction you want to go.

• Then either explain or summarize to the students that:

• Conflict can be creative
• Conflict gives us an opportunity to seek solutions
• Conflict can open doors to communication

• Ask everyone to remember the last conflict they had with another person. Ask for volunteers to share, without mentioning names.

• What was the conflict about?
• How did it make them feel?
• What did they do about the conflict?
• If they didn't do anything, how are they doing now?
• If they did do something, what did they do and what was the end result?

• As the teacher, jot down the conflict situations. They can be the meat of good role-plays later. Remember to always change them around somewhat, to protect the students if you use them in another class.
• Ask if anyone has ever learned the steps of problem solving. If so, share. If not, go through them with the group:

• Define the problem
• Understand the problem-- the emotions, the circumstances, etc.
• Brainstorm solutions
• Evaluate the solutions
• Try it out
• How did it go?

Dealing With Feelings

Objectives:

By the end of this lesson students will be able to:

• Identify a large variety of feelings and have some understanding of each.

• Understand that everyone has feelings.

• Move in the direction of greater self-acceptance.

• Understand that we must choose our actions wisely and with conscience, particularly in the face of anger.

Materials:

• Charts with the following sayings:

Feelings are neither right nor wrong, they just are.

Notice your feelings and choose your actions wisely.

• Large mural paper for a “Feelings Collage”

• Chart paper for brainstorming chart

• Glue, scissors, markers and crayons

• Chalkboard, chalk

NOTE: The day before doing this lesson, students cut out or draw pictures and words that depict feelings.  Include pictures of things that bring out certain feelings. (joy, sorrow, dread). These will be used to create a class collage. You can divide this lesson up over two days.

Procedure:

Put the class into small groups asking each to brainstorm as many feelings as they can. Allow students to use the dictionary, thesaurus and the pictures/words they have cut out or drawn.

Each group should compile a list of at least 10 to 15 feelings. Before brainstorming you can do the following brief warm-up:

• You’re going to have a test tomorrow. How do you feel?

• Someone criticizes your clothes in front of the class. How do you feel?

• Your mother says you can stay home from school tomorrow and do anything you want. How do you feel?

• You forgot to bring an important assignment to school. How do you feel?

• You find out you passed a test you thought you had failed. How do you feel?

Allow the class to briefly discuss these feelings.

2. Now have the groups brainstorm more feelings for 5–10 minutes and then share their lists with the class. Record the feelings they come up with on the brainstorming chart.

3. Next have the class glue the pictures/words they have completed onto the large chart paper to create a “Feelings Collage.” Students

can write feeling words all over the chart in different coloured markers.

Peaceful Conflict Resolution. (Quilt)

The lion and the mouse, (Aesop’s fable)

Tell or read the story.

• Discuss the character’s feelings. What were the character’s first impressions? What was the conflict / problem? What did each animal want? Did either of them think they would work together in the future? How were everyone’s needs met?

• Draw a picture showing how people can resolve conflict peacefully.

• Backs picture with card and punch holes in each corner.

• Thread yarn through each square to attach them together.

• Hang the quilt in your Cool Schools area.

WALT To decide how to resolve conflicts peacefully

We have discussed feelings, think about being angry. Have a short recap on those feelings. We are now going to focus on being calm and how we can solve our problems in a positive way and create a win-win solution. For each question give three solutions:

A solution where only one person is feeling ok (win-lose)

A solution which leaves both people feeling sad and fed up (lose-lose)

One that makes both people feel ok (a win-win solution)

Q.1   You have bought the same shoes as your friend and your friend says that you have copied them.  What will you do?

Win lose solution : ..................................................................................................

.......................................................................................................

Lose lose solution: ..................................................................................................

..................................................................................................

Win win solution ..................................................................................................

..................................................................................................

Q.2  You and your brother want to watch different programmes on TV. You start to argue.  What will you do?    

Win lose solution : ..................................................................................................

..................................................................................................

Lose lose solution: ..................................................................................................

..................................................................................................

Win win solution .................................................................................................

.................................................................................................

Q.3 You want to get an x box because lots of your other friends have one but your parent won’t allow you to.  What will you do?

Win lose solution : ..................................................................................................

Lose lose solution: ...................................................................................................

Win win solution .....................................................................................................

Dealing with Dilemmas

What are the different ways you could deal with these dilemmas? What choices could you make and what might happen?

You see your friend cheating in a maths test.

1.

2.

Someone is bullying you.

1.

2.

You break one of your mum’s special ornaments at home.

1.

2.

You’ve been invited to two friend’s parties on the same night.

1.

2.

You lose a special present your mum or dad has given you for your birthday.

1.

2.

You are given too much change in a shop.

1.

2.

You find $10 on the pavement.

1.

2.

Someone is saying unkind things about your friend behind their back.

1.

2.

You see a copy of next day’s maths test on the teacher’s desk and you are the only one in the classroom.

1.

2.

News Reports

Students look through newspaper articles and identify the ones that involve conflict or disagreements.

Discuss the possibility of using mediation to resolve the issues.

Draw the feelings on each face to show how they are feeling.

Chilling!

“How can I chill out when I’m feeling upset?”

Print out or write this idea on card and put it up on the wall. Students to brainstorm all of the ways they are able to calm themselves down.

Design a Cool Schools / Mediation Poster.

Use paints, crayons or inks.

Design a poster on the computer or iPad.

World wide Conflict

Lessons and Activities for Teaching Respect

Everybody Is Unique: A Lesson in Respect for Others

Objectives

Students will

• talk about the meaning of the word unique.
• draw a truly unique person, one part at a time.
• create a totally unique person, with a head drawn by one student, a torso drawn by another student, and lower body drawn by another.
• define the most positive qualities of this person.
• write about why this person is one of your new best friends.

Keywords

unique, friend, writing, friendship, self-esteem, appreciation, differences

Materials Needed

• 2-inch square of white drawing paper, one sheet per student
• 3-inch square of white drawing paper, one sheet per student
• 4-inch square of white drawing paper, one sheet per student
• art supplies (might include crayons, markers, or paints)
• writing paper and pen/pencil

Lesson Plan

In this lesson, students search for the most positive aspects of some very unusual "people." The activity reinforces the idea that one can't always judge the quality of a person by his or her appearance; sometimes people can be appreciated for their differences.

To begin the lesson, write the word unique on the chalkboard or on a chart. Younger students, especially, will be intrigued by this "unique" word! Ask students what the word means to them. Ask: What is it that makes you unique among your classmates?

Next, draw a simple outline of a person on the board or chart. Draw two horizontal lines across the person's body. One line should divide the person's head (including the neck) and torso (shoulders to waist); the other should divide the torso and leg area (from the waist-down). Talk about one section of the body at a time.

• Discuss some of the features that might make up a person's head/neck. Lead students to understand that people can have blue eyes or brown eyes, small ears or big ears, curly hair or straight hair, dark skin, light skin, or a shade in between, freckles, glasses, or a hat, and so on. Write students ideas about a person's head on the board or chart next to the head area of the person you drew.
• Discuss some of the ways in which people's bodies might be different. Lead students to understand that people can be skinny or heavy, muscular or frail, square- or round-shouldered, and so on. Talk about the kinds of clothing people might wear -- a T-shirt, a sweater, a feathered boa. Write down some of the possibilities students name.
• Finally, focus on the lower body (from the waist down). Point out that people can have skinny or stubby legs and their feet point in, out, or straight ahead. People wear pants, dresses, high-top sneakers, high-heeled shoes, construction boots, ballerina slippers, and so on. Write down students' ideas.

When you are satisfied that students have the three parts of the body sorted out, provide each student with a piece of white drawing paper measuring 2 inches square. Have students write their names on one side of the paper and draw on the other side of the paper the head of a person. Tell students that this should not be somebody they know; this uniqueperson should come from their imaginations. Remind them to think first about the features the persons head will have; they can refer to the list they and their classmates created in the first part of the lesson. They should include as much detail as possible in their drawings.

It is very important that students fill up the entire square with the image of the person's head. Also, remind them their head could use a neck to sit on!

When students finish drawing a unique head, provide them with a sheet of paper that measures 4 inches square. After students write their names on one side of the paper, they should turn the paper over and draw the torso (shoulders to waist) of the person. Before they draw, remind students to imagine the features of the persons torso. How is the body shaped? What clothing is the person wearing? Once again, students should fill the entire space and draw as much detail as possible. Think unique!

When students finish drawing a torso, hand them a third sheet of paper; this time a 3-inch square. Have students write their names on one side of the paper, and draw the bottom part of their person (waist down to the feet). Remind students to fill up the space and include as much detail as possible. Once again, tell them to think unique!

As students finish their final square, have them check to be sure their names are on all three parts; then collect them. You might have students put the heads in one box or folder, the torsos in another, and the legs in a third.

Putting It Together 
This part of the lesson might be done the same day or the next day.
Distribute to each student a head, a torso, and a set of legs. Students should not get a body part that they drew. Have students tape together the three body parts to create a totally unique "friend." The new friends will be pretty unusual-looking people, to say the least! But...

Here is the crux of the lesson...

Everybody is different, or unique. What a person looks like on the outside has nothing to do with what is inside! Every person has special talents, special qualities...

After students have had a good laugh about how the three body parts came together to create an unusual-looking person, ask each student to think up a name for his or her new "friend" and to give some thought to some of the characteristics the new friend might have. Ask: What special qualities does this unique person have? What special talents does the person possess? What do you have in common with your new friend? How are you different?

After students have decided what qualities their new friends have, tell them you would like them to write about their new friends. You might ask each student to begin a story with the words: I would like you to meet my new friend, [name goes here].... Then give students the freedom to choose what they will write as they go on to describe exactly what it is they like so much about their new buddies.

When students have finished their stories, invite them to share them with their classmates. You might use this read-aloud session as an opportunity to reinforce the lesson you hope they will take from this activity: What a person looks like on the outside has nothing to do with what that person is like on the inside!

Simon Says "Who Are You?"

Objectives

Students will

• explore their similarities and differences.

Keywords

Simon Says, tolerance

Lesson Plan

• Explain to students that they will play a version of Simon Says in which only some students will respond to each command.
• Tell students that they must watch carefully as they play the game because at the end, each student must tell one new thing they learned about a classmate.
• Lead a game of Simon Says. Provide such directions as

• Simon says "Everyone with brown eyes, stand up."
• Simon says "Everyone who has a dog as a pet, put your right hand on your head."
• Simon says "Everyone whose favorite sport is soccer, stand on one foot."
• Simon says "Everyone who speaks more than one language, jump up and down."
   

and so on. Choose categories appropriate for your students.

• At the end of the game, have students sit in a circle. Ask each student to name one way in which he or she and another student are alike. The trait they share must be something they didn't know before playing the game. Students might say, for example, "I didn't know that Katie spoke Spanish" or "I didn't know that Jose was left-handed."

ADDITIONAL LESSON IDEAS

• Different people have different likes and dislikes. To emphasize that point, you might invite each student to share something he or she likes very much. That could be a food, an activity, a place or anything else. After students share, you might ask some of the students to identify things that other students like but they don't like as much. Conclude the discussion by emphasizing that people should treat one another respectfully in spite of their differences.

• Have students look through magazines for pictures that show people respecting others' differences or pictures of different kinds of people working or playing together. Create a class "We Respect Differences" collage.
• After talking about some of the things that respect means, you might start a class or small-group discussion about what respect does not mean. What kinds of things or actions could be considered disrespectful? Students might provide such responses as rudeness, malicious gossip, criticism, insults As a follow-up activity, ask students to offer synonyms for the word disrespect. For example, rudeness, dishonor, ridicule, scorn, disregard, ignore, disdain

Learning to show RESPECT

There are many ways people show respect to others, and the more aware that students are of what those actions look and sound like, the more likely they are to incorporate those behaviors in their daily lives. Here are 35 activities students can do to learn the meaning and value of respect. There’s one (and a few more) for each day of the month.

1. Every day this week give a sincere compliment to someone. Create a weekly planner that will help you track your behavior. Each day you must write who you gave the compliment to and describe their reaction.
2. Look up the definition of respect. Write it down. Now describe ways you have acted respectfully or disrespectfully this week.
3. Make a list of people you think are respectful and why you added them to your list.
4. Think of someone who is respectful and talk about why they would be a good friend.
5. Discuss why acting respectful is important.
6. Work alone or with a partner to create a song, a rap, or a chant about respect. Your words should tell why respect is important and how it could make the world a better place. Write the rap on a piece of paper and be ready to respect it to the group if called upon.
7. What are three ways you can show your teacher respect?
8. What are three ways you can show your parents respect?
9. Make a list of things people say who are respectful. Here are a few: “please.” “Thank you.” “I appreciate that.” “May I hold the door?” “Pardon me.” “I’m sorry I offended you.”
10. Make a list of things people do who are respectful. Here are a few: hold the door open for someone who needs help, listen without interrupting, don’t talk back, whine, or sass, throw away trash.
11. Watch a half hour TV show. Who was respectful or disrespectful, and why?
12. Interview someone and ask what’s one way to show respect to another person. Write it.
13. List five ways we could show greater respect for our environment.
14. What would you do if an adult was disrespectful to you? Suppose the grown-up yelled at you for something you didn’t do. What do you say? What do you do? Describe your answer in 50 words.
15. Design a bumper sticker about respect. Include on the bumper sticker: the word Respect, a motor or slogan for why you should use it and at least three words that describe it.
16. Describe a respectful way to answer the phone.
17. Suppose you’re invited to your friend’s home for a family dinner. What are some ways you could show respect and courtesy when your first arrive? At their table? When you leave? Write at least 50 words.
18. Cut a long strip of butcher paper 3 x 36” (or use adding machine tape). Roll each of the ends around a pencil and tape the ends to the pencil. Use crayons, colored pencils or ink pens to draw a scene of what respect looks and sounds like in action. Roll up your movie and be ready to share your story.
19. Make a campaign poster about respect. Make sure you include the word “Respect” and two reasons why someone would want to vote for having respect at your school. You could use construction paper, felt pens, crayons, magazine cut-outs and templates.
20. Look up the word “respect” in a dictionary. Find at least 10 different words that mean almost the same thing as “respectful.” These words are called synonyms. Write each synonym on a paper strip. Link your paper strips together to make a chain and staple the ends of each link.
21. Use glue to write on bright-colored paper a few statements that respectful people would say to put a smile on someone else’s face. Now carefully sprinkle the letters with glitter. You’ve made Sparkle Statements!
22. Design a mobile using paper, string, and a clothes hanger. The mobile must show at least four different ways you can show respect to yourself, other people, and property.
23.    Talk about an environmental TV presenter like Steve Irwin or David Attenborough.   How did they show respect for the environment?
24. List at least five synonyms for the word respect.
25. Draw a picture of your head and cut it out. Or make your silhouette by standing in front of an overhead projector. Have a friend trace the silhouette that appears on a piece of paper taped on the wall. Cut out your silhouette. What kinds of things would a respectful character do? Write or draw at least 8 characteristics of respectful people inside the silhouette. Circle ones that you do.
26. Make a banner about respect. You could make it from cardboard, burlap, material, wallpaper or construction paper. Decorate your banner with pictures and word cutouts that show respect. Include at least 10 ways to show respect to other people.
27. Cut out a newspaper or magazine article about a person who showed respect. What did they do to demonstrate respect?
28. Write a commercial about respect. Try to sell respect so others will want to start using it. For instance, say something positive that might happen in the world if more people showed respect to one another.
29. Write a word for each letter in the word respect that means almost the same thing.
30. List five antonyms for the word respect.
31. Make a collage for respect on a piece of poster board. Draw pictures or paste magazine pictures that show different ways you can show respect to tohers.
32. Find at least five pictures of people showing respect to others. Make a collage.
33. Write a paragraph describing how the world would be different if more people showed respect toward one another.
34. Create a recipe for respect. What ingredients do you need?
35. Design a campaign button that would help someone understand what respect means.

Values Lesson plans and activities

Middle Childhood

Early Years

Discussion cards