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Teacher Slides

Lesson 1: A video Review of the 7 Sacred Teachings

Lesson 2: Why we need Rules

Lesson 3: Our Sandy Lake Rules

Respect - Being a Good Citizen/Anishinaabe

by following Rules

Lesson 4: Am I Good at Following the Rules?

Lesson 5: Games and Reward Activities

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Teacher Slides

The hidden slides are meant for teachers.

They are not part of the student lessons slides

They offer the explanations and materials you will need to successfully teach the students Good Citizenship - one of your 4 cornerstones of Respect

Teacher Slides are indicated with an apple icon in the left corner

Main Menu

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Respect Module 1 - Unit 1

Being a Good Citizen/Anishinaabe

Aim: To teach students the importance of respect and good citizenship by understanding and following rules.

Learning Objectives:

Students will be able to identify the Seven Sacred Teachings and their animal representations.
Students will understand the need for rules in different settings (classroom, bathroom, hallway, playground, gym, bus, home, community).
Students will learn and be able to explain the specific rules for each setting.
Students will practice following the rules through modeling and role-playing.
Students will develop a sense of responsibility and respect for others.

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Lesson 1:

A Review of The Seven Sacred Teachings

Main Menu

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Main Menu

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Chayton and the Rules of the Herd - A Story

Click for Audio

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In a time long ago, when the wind whispered through tall grasses, there was a young buffalo named Chayton.

He lived with his big family, called a herd.

The herd had rules to keep everyone safe, but Chayton wanted to explore on his own.

Click for Audio

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Chayton, with the fire of youth in his eyes, didn’t like the rules.

He really wanted to run free, to taste the wind without staying with the slow walking herd.

Click for Audio

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One sunny morning, he broke away from his family and herd, leaving the safety of the Herd behind.

He ran fast and felt free!

Click for Audio

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But when the sun went down, he felt lonely and scared

Click for Audio

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It got worse because he fell in the dark and hurt his leg.

He didn't know what to do.

Click for Audio

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Luckily, his herd, led by a wise buffalo named Gray Horn, found him.

Gray Horn explained that the rules were there to protect them, like a warm hug.

He said, "Alone, you're like a little leaf, but together, we're a strong forest."

Click for Audio

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Chayton now understood.

He understood that following the rules was important because they made everyone safe and happy.

From that day on, Chayton stayed with his herd, where he belonged.

Click for Audio

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Why are Rules so Important?

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Main Menu

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Children don’t just pick up on rules and expectations

They need to be taught them

Modelling is one of the best ways to do this:

Make sure Posters are posted in the classroom and the other areas of the school. You will be modelling or showing the students positive examples of following the rules and expectations in the different parts of the school to ensure that the students understand what each action or expected behavior looks like.

You as the teacher can also demonstrate the opposite of an expectation in the different parts of the school. You can show the poor ways of following the rules for discussion.

A more extensive explanation of how to model how to follow the rules and expectations is in the Teacher Notes with each Rules Slide.

The Rules may take several days to teach.

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Lesson 3a: Our Sandy Lake Classroom Rules

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Link to Classroom Rules

Teacher Notes:

Teaching the Classroom Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the classroom rules posted

Handout the Classroom Rules Page

Classroom Rules:

A. Overview of the lesson: “Today we are going to talk about how ‘we are respectful in our classroom”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Teaching Poster and walk through the rules.

2. Go over the details of the rules with students.

MODEL

A. Demonstrate how to follow the rules. You may want to say out loud what you are doing as you follow each rule.

B. Demonstrate examples of NOT following the rules.

1. Show example of not facing me (i.e., sitting or standing looking to the side of the room), eyes on me (i.e., looking away from signal), and ears on me (i.e., saying

“huh?”).

2. Show an example of not raising your hand and talking when someone else is talking or yelling to someone across the classroom.

Talk with students about how else a person might not be following the Rules

C. Choose a couple of students to “show” examples of following the rules.

1. Show an example face me (i.e., stand or sit up straight with face toward signal), eyes on me (i.e., sitting or standing with eyes on signal person), and ears on me (i.e.,

show a smile and head nod).

2. Raising hand to speak

D. Discussion. “Tell me what “Respect looks like in the classroom.”

PRACTICE

Students try to follow the expectations all of the way through on their own, with an adult monitoring.

Debrief with students any questions. “Are there any questions you have about being respectful by following the rules in our classroom?”

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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Teacher Slide

Teacher Modelling a Classroom Expectation

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Teacher Slide - This slide will not appear in the presentation

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Lesson 3b: Our Sandy Lake Bathroom Rules

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Link to Bathroom Rules

Teacher Notes:

Teaching the Bathroom Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the Bathroom rules posted in the Bathroom

Handout the Bathroom Rules Page:

Take the Students to the Bathroom - boys and girls, to do the Teaching

TIME ALLOTTED: 15-20 minutes

TEACH A. Overview of the lesson: “Today we are going to talk about how we are respectful in the restroom.”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Teaching Poster of Restroom Rules with pictures and walk through them.

2. Go over the details of the rules with students.

MODEL

Demonstrate the proper way to follow the bathroom rules. You may want to say out loud what you are doing as you follow each rule.

A. Demonstrate examples of not following rules and expectations.

1. Show example of not cleaning up the space (throw paper towel on the floor, smear soap on the mirror), and showing privacy (i.e., looking under the stall). Talk with students about how else a person might not be following the Respectful expectation in the restroom.

2. Show example of not flushing the toilet. Talk with students about how else a person might not be following the Responsible expectation in the restroom.

3. Show example of not washing hands (i.e., act as if going from toilet right to leaving restroom). Talk with students about how else a person might not be following the Safe expectation in the restroom.

B. Choose a couple of students to “show” examples of following the expectations.

1. Show an example for cleaning up their space (i.e., throw paper towel away after washing hands) and privacy (i.e., knock on the stall door before entering).

2. Show an example of not talking (silence), coming into the restroom and going directly to the toilet, flushing the toilet, and being ready for next step.

3. Show an example of washing hands. Have the students show all previous restroom expectations and include them washing their hands also to show all expectations.

C. Discussion. “Tell me what “Respect looks like in the restroom.”

PRACTICE

A. Have all students line up outside the restroom, and two at a time come into the restroom demonstrate following the restroom

rules with an adult monitoring.

B. Debrief with students any questions. “Are there any questions you have about being respectful in the restroom?”

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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Lesson 3c: Our Sandy Lake Hallway Rules

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Link to Hallway Rules

Teacher Notes:

Teaching the Hallway Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the Hallway rules posted in the main K to 3 Hallway

Handout the Hallway Rules Page:

Take the Students into the Hallway to do the Teaching

TEACH A. Overview of the lesson: “Today we are going to talk about how ‘we are respectful in the hallways.”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Hallway Rules with pictures and walk through them.

2. Go over the details of the rules with students.

MODEL

Demonstrate examples of each rule and even talk through what you would be thinking while you do them

A. Demonstrate examples of not following the rules.

1. Show example of not talking quietly (i.e., yelling to someone in the hallway

2. Show and example of running

3. Show example of not keeping hands, feet, and other objects to self (i.e., bumping someone or trying to get in front of them).

Talk with students about how else a person might not be following the the rules in the hallway.

B. Choose a couple of students to “show” examples of following the expectations.

1. Show an example for following directions - listening where to go and going there

2. Show an example of talking quietly

3. Show an example of remaining on the right side of the hallway

C. Discussion. “Tell me what “Respect looks like in the hallway.”

PRACTICE

A. Students walk down the hallway and follow the rules all of the way through, with an adult monitoring.

B. Debrief with students any questions. “Are there any questions you have about being respectful in the hallways?”

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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Lesson 3d: Our Sandy Lake Playground Rules

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Link to Playground Rules

Teacher Notes:

Teaching the Playground Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the Playground rules posted at the doors to the outside

Handout the Playground Rules Page:

Take the Students to the playground to do the Teaching

TEACH A. Overview of the lesson: “Today we are going to talk about how ‘we are respectful and follow the rules in the playground.”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Teaching Poster of Playground Rules with pictures and go through them with the students

2. Go over the details of the rules with students.

MODEL

Demonstrate examples of following the Playground Rules. You may want to say out loud what you are doing as you follow each rule.

A. Demonstrate examples of not following expectations.

1. Show example of not sharing and taking turns (i.e., swing without getting off when asked, butting into line in the 4-square), include other in play (i.e., telling someone they can not play in a basketball game), following directions (i.e., not going to stand at the wall when directed to for disciplinary reasons). Talk with students about how else a person might not be following the Respectful expectation on the playground.

2. Show example of not bringing in what you take out (i.e., throwing a ball in the field and saying, “oh, its time to line up” and leave the ball), lining up quickly (i.e., wander around and slowly stumble to line up). Talk with students about how else a person might not be following the Responsible expectation on the playground.

3. Show example of not walking on the sidewalk (i.e., cut across the courtyard grass), staying on the playground (i.e., bouncing a ball towards the parking lot), and using only playground equipment (i.e., play with trading cards, get my baseball bat). Talk with students about how else a person might not be following the Safe expectation on the playground.

B. Choose a couple of students to “show” examples of following the expectations.

1. Show an example for sharing and taking turns (i.e., say “would you like to swing now”), including others in play (i.e., “would you like to play a game with us”), and follow directions (i.e., go to the wall when directed to from an adult).

2. Show an example of bringing in what you take out (i.e., pick up a ball in the field to carry), lining up quickly and quietly (i.e., run to line up on the whistle).

3. Show an example of walking on the sidewalk (i.e., walk on sidewalk around courtyard), stay on the playground (i.e., ball rolls into the parking lot ask to go get the ball), and using only playground equipment (i.e., playing with basketball).

C. Discussion. “Tell me what “Respect looks like on the playground.”

PRACTICE

A. Students try to follow the expectations all of the way through on their own, with an adult monitoring.

B, Debrief the students

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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Lesson 3e: Our Sandy Lake Gym Rules

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Link to Gym Rules

Teacher Notes:

Teaching the Gym Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the Gym rules posted at the doors to the outside

Handout the Gym Rules Page:

Take the Students to the Gym to do the Teaching. Possibly the Gym teacher will do this lesson.

TEACH A. Overview of the lesson: “Today we are going to talk about how ‘we are respectful and follow the rules in the Gym.”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Teaching Poster of Gym Rules with pictures and go through them with the students

2. Go over the details of the rules with students.

MODEL

Demonstrate examples of following the Gym Rules. You may want to say out loud what you are doing as you follow each rule.

A. Demonstrate examples of not following expectations.

1. Show example of not sharing and taking turns (i.e., swing without getting off when asked, butting into line in the 4-square), not including other students in game (i.e., telling someone they can not play in a basketball game), following directions (i.e., not going to stand at the wall when directed to for disciplinary reasons). Talk with students about how else a person might not be following the Rules in the Gym.

2. Show example of not putting away what you take out (i.e., throwing a ball in the gym and saying, “oh, it’s time to line up” and leave the ball), lining up quickly (i.e., wander around and slowly stumble to line up). Talk with students about how else a person might not be following the Gym Rules.

B. Choose a couple of students to “show” examples of following the expectations.

1. Show an example for sharing and taking turns (i.e., say “would you like to try shooting the bow now?”), including others in play (i.e., “would you like to be on our team?”)

2. Show an example of putting away what you take out (i.e., pick up a ball to carry), lining up quickly and quietly (i.e., run to line up on the whistle).

C. Discussion. “Tell me what “Respect looks like in the gym.”

PRACTICE

A. Students try to follow the expectations all of the way through on their own, with an adult monitoring.

B, Debrief the students

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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Lesson 3f: Our Sandy Lake Bus Rules

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Link to Bus Rules

Teacher Notes:

Teaching the Bus Rules through Modelling

TIME ALLOTTED: 15-20 minutes

Have a copy of the Bus rules posted on the Bus

Handout the Bus Rules Page:

Take the Students to the Bus to do the Teaching

TEACH A. Overview of the lesson: “Today we are going to talk about how ‘we are respectful, responsible, and safe on the bus.”

B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”

1. Show the Bus Rules with pictures and walk through them.

2. Discuss the detail of the expectations with students.

MODEL

Demonstrate examples of each rule and even talk through what you would be thinking while you do them

A. Demonstrate examples of not following the rules.

1. Show example of not following directions (i.e., bus driver tells you to sit in the front seat, and you go to the back of the bus). Talk with students about how else a person might not be following the Respectful expectation on the bus.

2. Show example of not talking quietly (i.e., yelling to someone in the back of the bus), leaving property alone (i.e., looking over the seat and messing with someone else’s book bag), and not eating (i.e., eating a snack from school in my book bag). Talk with students about how else a person might not be following the Responsible expectation on the bus.

3. Show example of not remaining seated (i.e., get up from seat and walk around the bus), and keeping hands, feet, and other objects to self (i.e., kicking the seat ahead, throwing paper wads on the bus). Talk with students about how else a person might not be following the Safe expectation on the bus.

B. Choose a couple of students to “show” examples of following the expectations.

1. Show an example for following directions (i.e., sit in the front seat when asked to by the bus driver).

2. Show an example of talking quietly (i.e., talk with someone sitting in the same seat), leaving property alone (i.e., leaving your seat partner’s bag alone while sitting in the seat), and not eating (i.e., putting a snack from school in your book bag).

3. Show an example of remaining seated (i.e., sitting in the seat for an extended period of time looking out the window) and keeping hands, feet, and other objects to self (i.e., placing a crumpled up paper in your book bag, placing feet on the floor and sitting up straight).

C. Discussion. “Tell me what “Respect looks like on the bus.”

PRACTICE

A. Students get on the bus and follow the expectations all of the way through, with an adult monitoring.

B. Debrief with students any questions. “Are there any questions you have about being respectful on the bus?”

Questions:

What would the Grandfathers say about being irresponsible not following the rules?
Ask them if they have seen these types of irresponsible behavior in the school. Ask them whether this helps the school. What does it tell you about a person if they don't follow the rules? (they may be careless, thoughtless, etc.)
What do you do if someone is showing poor respect?

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A Rules Quiz

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I will Track How I am Doing with my Rules Tracker

Link to the Rules Rating Scale

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Main Menu

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Here are some games that require elementary students to follow rules in order to win:

Red Light, Green Light: This classic game helps students practice self-control and following directions.
Simon Says: A popular game for listening skills and following directions.
Freeze Dance: Students dance to music and must freeze when the music stops. This promotes self-regulation and impulse control.
Obstacle Courses: Set up a simple obstacle course with rules (e.g., crawl under the table, hop on one foot, etc.). This helps students follow multi-step directions and practice gross motor skills.
Board Games: Many board games have rules that must be followed to win. Choose age-appropriate games that reinforce turn-taking, counting, and strategic thinking.
Cooperative Games: Games like "Hula Hoop Pass" or "Team Juggle" require students to work together and follow rules to achieve a common goal. This builds teamwork and communication skills.

Following Rules Activities

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Reinforcing following the rules can continue all year. Reinforcing the students will strengthen their learning.

The following slides illustrate some possibilities

Reward Systems

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Teacher Slide

Citizenship Incentive and Reward Systems in the Classroom and School-wide

In the Classroom elementary Example

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Teacher Slide

Incentive and Reward Systems in the Classroom and School-wide

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Here is a link to the Gotcha

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Good Citizenship Reward System Liveschool