Respect Me - Respect You!: Ages 5-7 by Teacher Superstore

RIC-6408 3.5/63

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RESPECT ME – RESPECT YOU (Ages 8–10) RESPECT ME – RESPECT YOU (Ages 11+)

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

notes Teachers

Foreword

Values education has always been a part of learning, often taking place incidentally during the everyday life of a school. It exists in the way teachers communicate with their students, how the students relate to each other and the expression of those values within the whole school and community. Respect me – Respect you builds a strong but flexible framework to support teachers and students to achieve a positive, clear and manageable inclusion of their core school values into their school’s code of conduct, welfare and social curriculum. Respect me – Respect you is consciously underpinned by the rights and responsibilities ethos. It embraces current pedagogy, theoretical psycho-social research and effective conflict resolution models. The lessons focus on applying cognitive and affective skills through discussion and reinforcement activities.

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It also fosters resilience in each participant by developing the ability to direct his or her own inner power, understand the needs, desires, rights and responsibilities which guide behaviour and ultimately, acquire a desired personal value framework while respecting and valuing others in the process.

Respect me – Respect you Respect me – Respect you Respect me – Respect you

Ages 5–7 Ages 8–10 Ages 11+

Contents

PROGRAM

TEACHERS NOTES

Theories underpinning Respect me – Respect you Introduction, Purpose....................................................... iv

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Titles in this series:

Step 1—Awareness................................................... 2–7

Teachers notes...................................................... 2–3 Student worksheets............................................. 4–7

Self-awareness, self-acceptance and self-esteem.......... v

Kohlberg’s stages of moral development........................ v

Erikson’s stages of social development........................... v

Step 2—Awareness................................................. 8–14

Teachers notes.................................................... 8–10 Student worksheets..........................................11–14

Step 3—Desire...................................................... 15–20

Teacher notes.................................................... 15–16

ADKAR Change management model.............................. vi

Student worksheets......................................... 17–20

Bloom’s taxonomy............................................................ vi

Edward de Bono’s parallel thinking method/Multiple intelligences..................................................................... vii

Teacher notes.................................................... 21–22

Types of power................................................................ vii

How to use this book......................................................viii

Teacher notes.................................................... 25–28

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Overview............................................................................ix

Step 4—Knowledge.............................................. 21–24

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Boundaries........................................................................ vi

Student worksheets......................................... 23–24 Step 5—Knowledge ............................................. 25–31

Student worksheets......................................... 29–31

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Curriculum links...........................................................x – xi Supplementary resources................................................vii

Additional resources.......................................................xiii

Step 6—Knowledge.............................................. 32–34

Teacher notes..........................................................32 Students worksheets....................................... 33–34

Step 7—Knowledge ➔ Ability.............................. 35–41

Teacher notes.................................................... 35–39 Student worksheets......................................... 40–41

Step 8—Ability...................................................... 42–46

Teachers notes.................................................. 42–43 Student worksheets......................................... 44–46

Step 9—Ability...................................................... 47–51

Teachers notes........................................................47 Student worksheets......................................... 48–51

Step 10—Reinforcement...................................... 52–55

Teachers notes.................................................. 52–53 Student worksheets......................................... 54–55 References .......................................................................56 R.I.C. Publications ®

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Respect me – Respect you

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notes Teachers

Theories underpinning Respect me – Respect you Introduction

Values education is neither the imposing of a teacher’s values upon his or her students or the oppositional view of excluding the building of values with the philosophy: ‘I have a right to my values—you to yours; so let’s leave it there’. Nor is values education a prescriptive teaching of ‘right’ and ‘wrong’, a list of rules and punishments or an imprecise nature of inaccurate measuring of a child’s values on a report card. Values education is an active process of facilitating students, through the use of experience-based activities, to develop virtues that are of benefit to themselves and their communities. It is of teaching students how to filter and respond to experiences, to recognise their emotions in such situations and to work through and/or solve events in their world by use of appropriate and cooperative behaviour.

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Societal changes have had a significant impact on human relations. Many of the events in our world would seem to project asocial behaviours and communication patterns. Assisting children to build healthy self-esteem, to communicate effectively and to develop both a respect of self and of others in the larger community will lead to successful interrelationships and healthy, peaceable living.

Purpose

The prime aims of Respect me – Respect you are:

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to develop their critical thinking skills

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to develop interpersonal relationship skills so they are able to ‘hear others and be heard’

Respect me – Respect you

to understand the physical and emotional boundaries of one’s self and of others, thereby developing an understanding of personal space and personal differences in similar and different situations

to explore the local community’s and school’s core values, and to involve participants in the development of and participation in social and school-based core values and rules appropriate to the student’s area and needs

ready-to-go means program to that supports support new initiatives new initiatives and assist and in the active assists in the active implementation of implementation a skills and values of a skills andpolicy education values education policy meaningful to their meaningful school’s needs to their school’s needs to provide teachers with to provide a framework teachers with can a program that that accompany can accompany prescribed work presribedand schemes programs and outcomes as well outcomes as well as as encompassing encompassing thethe individual needs of students

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to allow participants to achieve greater insight of themselves and others, to ‘de-centre’ themselves and to see situations from different perspectives and understandings

self and others

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their understandings of self and of their feelings about one’s self and others

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notes Teachers

Theories underpinning Respect me – Respect you Self-awareness, self-acceptance and self-esteem Self-awareness is the ability to know ourselves—how we think, feel and act in the world. Self-awareness is the first step to recognising and changing behaviours that are working for or against ourselves or others. It can help enhance skills, attitudes and actions that serve us well. It is also the beginning of taking responsibility of one’s self and having self-control.

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Self-acceptance regards having a good relationship with ourselves. It comes from having our thoughts, feelings and desires validated during childhood and is a basic building block in the development of good relationships with others. Self-acceptance means respecting and valuing ourselves, thereby enabling an individual to respect and value others. Self-acceptance is an essential building block toward self-esteem.

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Our self-esteem comes from both inside and outside ourselves—how we feel about ourselves and how we feel about the perception of others about ourselves. If we feel good about ourselves, and people around us let us know they feel good about who we are, we will have high self-esteem. If we feel bad about ourselves and people around us let us know they feel bad about us too, this can cause low self-esteem. Our self-esteem is not constant and fluctuates. The more we recognise, respect and value ourselves, the greater our internal contributions to self-esteem. The more we are recognised, respected and valued by those around us, the greater the external contributions to our self-esteem. As stated above, self-esteem is determined by both internal and external factors. Because we have more control over inside rather than outside influences, our selfesteem needs to develop ‘inside-out’. This acts as a natural barrier to negative outside influences.

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judgments based on consequence, to judgments based on motive. This book, based upon Kohlberg’s studies of motive and understanding through the stages of pre-conventional and postconventional morality, is designed to develop a child’s concerns with society as a whole through the use of discussion.

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It aims to assist an individual’s development towards Kohlberg’s ‘universal principles of justice’ (the highest stage of moral understanding), which requires the person to treat all parties involved with respect and in an impartial manner. Therefore, Respect Me – Respect you is based upon respect for self, respect for others and mutual respect—all of which are themes developed by Kohlberg’s theories.

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Erikson’s stages of social development According to developmental psychology, people go through stages as they grow and mature. Eric Erikson’s ‘Theory of psychosocial development’ describes the socialisation process of children, stage by stage, from infancy to adolescence to adulthood. Erikson believes the most important part of each stage is the acquisition of a particular developmental milestone. In acquiring these, individuals attain particular qualities which support them in their healthy development and help them reach their potential as human beings. The class discussions included here incorporate these stages, focusing on the four stages primary-school aged students go through: trust, independence, initiative and competence. The fifth psychosocial stage begins during adolescence, the transition years in middle school. Parallel thinking and multi-intelligence teaching methods encourage full-spectrum thinking at the student’s appropriate psychosocial developmental levels. R.I.C. Publications®

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Theories underpinning Respect me – Respect you

Teachers

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The ADKAR model Developed by the research and publishing company, Prosci, <http://www.changemanagement.com/> and the Change Management Learning Centre, the ADKAR model is a goal-oriented, independent change management model that encompasses five stages of change: 1. Awareness of the need to change. 2. Desire to participate in and support the change. 3. Knowledge of how to change and recognise what change looks like. 4. Ability to implement change on a day-to-day basis. 5. Reinforcement to maintain change. As a first step, children need to recognise that what they are doing may be wrong. This awareness often comes when a caregiver tells a child that something is incorrect. However, simply knowing that an action or response is wrong will not stop or change a child’s behaviour. Testing boundaries and experimenting to extend limits is natural. Implementation of consequences,

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Boundaries People have physical boundaries, a sense of personal space which determines how comfortable they feel being within a certain distance of other people. The better we know a person, usually the more comfortable we are having him or her close to us. People have psychological and emotional boundaries too. Our psychological boundary, or ‘thinking space’, can also be crossed by other people. If someone asks questions that are too personal, or tries to get us to agree with him or her when we don’t, we will feel the same level of discomfort. Our emotional boundaries, or ‘feeling space’, can also be encroached upon by others. If another person tells us how he or she thinks we should feel, or says something to deliberately hurt our feelings, that person is crossing our boundary. Having a recognition of our own personal boundaries helps us in our relationships with others. Boundaries support us in our independence from, and interdependence with, others. Knowing what our attitudes, needs, rights and responsibilities are and how they may differ from others provides us with a basis for understanding and compassion. Knowing ‘where I end’ and ‘where you begin’ promotes cooperation and teamwork, helps avoid confusion and misunderstandings and reduces tensions between people.

either positive or negative, is usually required. These influence and contribute to a child’s desire to change. To support this desire, there needs to be appropriate motivation to change. Children need role models to understand what appropriate behaviour looks like. They need examples to develop their knowledge of appropriate behaviour. Next, they need to practise implementing these learnt behaviours to achieve the fourth stage of the ADKAR model, ability. Change is not immediate for most people. Children, especially, need more time to grow their abilities to behave in new ways. Finally, children need reinforcement to encourage and support appropriate and acceptable behaviours. This may take the form of positive reinforcement, including encouragement or other types of rewards. (Adapted from the Change Management website)

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Bloom’s taxonomy Through his studies, educational psychologist Benjamin Bloom identified three domains of learning activities that encourage parallel thinking. They involve cognitive mental skills (knowledge), affective skills (attitudes, emotions and feelings) and psychomotor skills (manual skills). Respect me – Respect you incorporates the intellectual skills of knowledge, comprehension, application, analysis, synthesis and evaluation. Alongside this, there is the use of the affective domain, where outward discussion and reflection involves feelings and values to develop the attitudes of appreciation, enthusiasm and motivation. This develops internalised values within children as they receive and respond to phenomena. As the students organise their priorities, they are able to create personal value systems using their full potential. vi

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notes Teachers

Theories underpinning Respect me – Respect you Edward de Bono’s parallel thinking method/Multiple intelligences

Facts

Judging: why something should work; positive, logical thinking; identifying value and benefit of ideas

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Each type of power has an effect on the nature of the relationships we have with others. ‘Inner power’ is power that is derived from inside ourselves. Inner power increases when we build confidence and decreases when we lack confidence. When we have inner power, we can choose to share it with another person, as sharing it doesn’t decrease our inner power.

© R. I . C.Publ i cat i ons ‘Power over’ means we have Judging: why something may not work, theo • f o r r e v i e w p u r p s e s o n l y • power over another person. recognition of faults, the need for caution and Identification: No factual reasoning but an identification and expression of emotions, feelings and intuition

assessment of risks

2. Power over

Creativity: Creative proposals and discussion of alternatives

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Redirect: Provides an overview and redirection or change in thinking. A clear, verbal redirection to the group to wear a ‘new’ hat. The blue hat defines the purpose and function of a session.

This teaching method encourages cooperative learning (inner power) as all participants are provided with the opportunity to contribute ideas to their full potential. Cooperative learning and personal power are positive, enabling skills that help individuals communicate and function in a community. Parallel thinking allows people to find points of agreement and assists in the exchange of views and value systems without the need for any one person or view to be ‘right’. It takes one’s ego out of discussions and allows participants to explore experiences without opposition or coercion to convince others to change their mind. Inner power assists in enabling a person to think like this more effectively. R.I.C. Publications®

Power over increases when we are more dominant over someone and decreases when we are less dominant. Power over means we have to have control over another person in order to feel powerful.

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There are two types of power that we can have as individuals: 1. Inner power

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In this book, a coloured hat is displayed alongside activities that explore that particular mode of discussion. The ‘thinking directions’ are listed below for reference. The hats are symbolic and are used to represent a type of thinking adapted from Edward de Bono’s Six thinking hats.

Types of power

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During the 1980s, Edward de Bono developed his famous ‘six hats thinking strategies’ teaching method. With this method, the varying intelligences of participants are used to their full potential. At its essence, the belief is that participants involved in a discussion can express opinions and experiences freely, no matter how contradictory their views, because parallel thinking diffuses argument. The premise is that participants view a situation from a different perspective. The six ‘hats’ enable all participants to view an experience or problem from the same viewpoint (wearing the same coloured hat). Any choosing, judging and prioritising that occurs is done after all views have been expressed. The hat gives the group a direction to think—not a way they must or should think.

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Inner power is a good thing; confidence and capability adds to our self-esteem. Other people feel good about someone who has personal power too. Power over is destructive because it means that someone feels good about himself/herself at the expense of another person. Other people are not likely to feel good about someone who is using power over them.

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How to use this book

Teachers notes pages

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Indicators explain what the students are expected to demonstrate when completing each step.

The theories and teaching methods underpinning each step are explained.

The ADKAR change management model step is provided.

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Respect me – Respect you is a 10-step values education framework. It aims to foster resilience in each participant by developing an individual’s ability to direct his or her own personal power by understanding the needs, desires, rights and responsibilities which guide his or her own behaviour. Ultimately, the individual acquires a desired personal framework while learning to respect and value others in the process. The program follows the ADKAR change management model, which encompasses five stages of change. These five stages provide a basis for the 10 steps used in this book. Incorporated into the activities are Edward de Bono’s six parallel hats teaching method, Eric Erikson’s psychosocial stages of development, the application of Bloom’s taxonomy and Kohlberg’s stages of moral development. (Refer to pages iv – vii for detailed information regarding these theories.) Each of the 10 steps in this book is accompanied by teachers notes and a selection of blackline masters. The program is designed to last for a term.

The learning sequence is listed. Each step generally consists of two learning sequences. Teachers should read through the learning sequences and gauge whether their students should complete both Learning sequence 1 and 2 or just 2. This will depend on students’ prior experience with the program and their ability and level of maturity. It is only necessary to complete Learning sequence 1 if students’ lack of prior experience warrants it. Each learning sequence may occupy up to several lessons or sessions to complete.

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Student pages

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Teacher information— outlining lesson guidelines, discussion and question guides, and how students should complete the supporting blackline masters—is provided.

An activity or task suitable for assessment is denoted by this icon.

The teachers notes at the beginning of each step are followed by student activity pages corresponding to the topic.

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The student activity pages can be photocopied and given to each student to complete and then collated in a file or folder. Some worksheets can be reproduced as an overhead for class discussion about the particular aspect being explored. The teachers notes provide this suggestion where appropriate. Supplementary pages A list of supplementary resources to use with each step is provided on page xii. A blank page for additional notes can be found on page xiii.

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notes

Teachers notes STEP

Teachers

Overview

ADKAR change management model stage Awareness Desire Knowledge Ability Reinforcement Awareness

pp. 2–7

• • • •

Identifies specific times at school when he or she feels safe and cared for. Identifies feelings and recognises visual and verbal signs that represent different feelings. Identifies and gathers information about other people’s feelings and choices. Makes connections between personal and class feelings.

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Awareness

pp. 8–14

• Matches situations with appropriate emotions using stimulus pictures. • Participates in a drama activity and reflects on his or her experience, verbalising feelings.

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Desire

pp. 15–20

Knowledge

pp. 21–24

• Identifies different types of games and individual preferences. • Identifies similarities, changes, developments and preferences for games over time. • Identifies his/her own preferences, recognises and accepts others’ individual preferences, emotions and responses to games and activities.

Knowledge

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pp. 25–31

• Identifies feelings with a particular animal and practises using that animal to express feelings in a simulated role-play. • Explores the use of the animal characters in creative drama. • Expresses moods through composition of animal characters in visual arts. • Composes a puppet show using the animal characters from a designed situation and presents his or her group’s pantomime to other groups.

• Identifies feelings with a particular animal. • Uses animals as metaphors for feelings. • Expresses moods using animal characters as transference.

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pp. 32–34

pp. 35–41

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Knowledge➔Ability

pp. 42–46

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• Develops ways to express and manage a range of feelings using a variety of strategies. • Uses the ‘traffic lights’ and ‘thermometer’ models to identify the intensity of his or her feelings.

Ability

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Knowledge

• • • •

Learns to analyse a character’s behaviour and determine whether it is appropriate or not. Expresses anger through a character. Devises different strategies to express feelings. Experiments using his or her voice as an assertive tool in expressing feelings.

Ability

pp. 47–51

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• Discusses and interprets that behaviour should not infringe on the safety of others. • Identifies a number of ways to communicate feelings effectively and positively.

Reinforcement

• Shares character values about himself/herself and explores the core values within a group that create a cooperative and peaceful community.

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Respect me – Respect you

• Recognises safe behaviours and responsibilities of self and others to maintain safety. • Examine situations from different perspectives.

• Identify ways to keep themselves and HSIE/SOSE others safe on the playground and in the classroom. • View a fictional situation, discuss the situation, describe the feelings of each character in the story and illustrate an important event. • Recognise differences in the way people react to similar situations.

STEP 3 DESIRE

• Grow to understand that individual differences are acceptable and common. • Develop positive relationships with peers and teachers through empathy and respect.

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ENGLISH

SMS 1 SMS 2 IPS 1 IPS 2

ICP 1 ICP 2 PS 1.3 PS 2.3 C 1.1, C 2.1,C 1.2 C 2.2, C 1.3, C 2.3 TCC 1.3, TCC 2.3 NSS 1.2, NSS 2.2 ACTIVE CITIZENSHIP (Refer to document)

LS 1.1, LS 2.1 LS 1.4, LS 2.4 V 1.1, V2.1 R 2.1 R 1.4, R 2.4 W 1.1, W 2.1 W 1.4, W 2.4

TS 1.1 TS 1.2 RS 1.5 RS 1.6 WS 1.9 WS 1.10 WS 1.11 WS 1.12

HPIP 0101 HPIP 0201 HPIP 0102 HPSR 0101 HPSR 0201 HSPR 0102 HPSR 0202

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V 1,V 2,V 3 V 4,V 6 COS 1.1 DMS 1.2 INS 1.3 PSS 1.5 GDS 1.9 IRS 1.11 SLS 1.13

NSW

STATE

PHIC 1.3 PHIC D 1.6 PHIC D 2.3 EPD 1.1, EPD 2.1 EPD 1.2, EPD 2.2 EPD 1.3, EPD 2.3 EPD 1.4, EPD 2.4 EPD D 1.5 EPD D 2.5

QLD

ENSL 0101 ENSL 0201 ENSL 0202 ENSL 0104 ENSL 0204 ENRE 0101 ENRE 0201 ENRE 0202 ENRE 0104 ENRE 0207 ENWR 0101 ENWR 0201 ENWR 0104 ENWR 0204

SOSE 0101 SOSE 0201 SOSE 0102 SOSE 0202 SOSE 0103 SOSE 0203

Refer to Curriculum documents < http://www.qsa.qld. edu.au>

TCC 1.3, TCC 1.5 TCC 2.5 PS D1.8 CI 1.2, CI 2.2, CI 1.5 CI 2.4, CI 2.5, CI D1.7, CI D1.8, CI D2.7, CI D2.8 SRP 1.4, SRP 2.4 SRP D1.6

1.1, 2.1 1.2, 2.2 1.3, 2.3 1.4, 2.4 1.7, 2.7 1.9, 2.9 1.11, 2.11 1.12, 2.12

1.3 2.3 1.7 2.7 1.9 2.9

1.3, 2.3 1.5, 2.5 1.6, 2.6 1.7, 2.7

Curriculum links

R.I.C. Publications®

NOTE: There are also links in the ‘Arts’ learning area for activities involving verbal, communication and movement, movement and mime, and expression of judgments and understanding through visual arts.

pp. 21–24

STEP 4 KNOWLEDGE

pp. 15–20

EDUCATION

PHYSICAL

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HEALTH AND

DEVELOPMENT,

STEP 2 AWARENESS

pp. 2–7

• Identify places and times when they feel safe and respected. • Experience a developing awareness of personal feelings, physical and emotional boundaries. • Determine that a variety and intensity of feelings may pass in a day, depending on a variety of factors. PERSONAL

LEARNING AREA

STEP 1 AWARENESS

The students should be able to:

OUTCOMES

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ADKAR change management model

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Teachers

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• Identify a range of feelings and ways to express a range of feelings • Use a variety of strategies to manage their feelings if the situation is making them feel uncomfortable.

• Learn to analyse a character’s behaviour and determine whether it is appropriate or not. • Express anger through a character. • Devise different strategies to express feelings.

STEP 7 KNOWLEDGE ABILITY

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STEP 8 ABILITY

DEVELOPMENT

PERSONAL

PHYSICAL

HEALTH AND

ENGLISH

HSIE/SOSE

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• Develop a growing sense of self and the place respect has in an effective community. • Understand that they have a right to express their feelings and a responsibility to express them appropriately.

• Resolve a situation with a win/win outcome. • Identify the rights of each participant in a situation and the responsibilities required to achieve a mutual solution.

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SMS 1 SMS 2 IPS 1 IPS 2

ICP 1 ICP 2 PS 1.3 PS 2.3 C 1.1, C 2.1,C 1.2 C 2.2, C 1.3, C 2.3 TCC 1.3, TCC 2.3 NSS 1.2, NSS 2.2 ACTIVE CITIZENSHIP (Refer to document)

LS 1.1, LS 2.1 LS 1.4, LS 2.4 V 1.1, V2.1 R 2.1 R 1.4, R 2.4 W 1.1, W 2.1 W 1.4, W 2.4

TS 1.1 TS 1.2 RS 1.5 RS 1.6 WS 1.9 WS 1.10 WS 1.11 WS 1.12

HPIP 0101 HPIP 0201 HPIP 0102 HPSR 0101 HPSR 0201 HSPR 0102 HPSR 0202

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STATE

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CCS 1.1 CCS 1.2 CCS 1.3 CCS 1.4 SSS 1.8

V1,V 2,V 3 V 4,V 6 COS 1.1 DMS 1.2 INS 1.3 PSS 1.5 GDS 1.9 IRS 1.11 SLS 1.13

NSW

Respect me – Respect you

PHIC 1.3 PHIC D 1.6 PHIC D 2.3 EPD 1.1, EPD 2.1 EPD 1.2, EPD 2.2 EPD 1.3, EPD 2.3 EPD 1.4, EPD 2.4 EPD D 1.5 EPD D 2.5

QLD

1.3 2.3 1.7 2.7 1.9 2.9

1.1, 2.1 1.2, 2.2 1.3, 2.3 1.4, 2.4 1.7, 2.7 1.9, 2.9 1.11, 2.11 1.12, 2.12

TCC 1.3, TCC 1.5 TCC 2.5 PS D1.8 CI 1.2, CI 2.2, CI 1.5 CI 2.4, CI 2.5, CI D1.7, CI D1.8, CI D2.7 CI D 2.8 SRP 1.4, SRP 2.4 SRP D1.6

Refer to Curriculum documents < http://www.qsa. qld.edu.au> ENSL 0101 ENSL 0201 ENSL 0202 ENSL 0104 ENSL 0204 ENRE 0101 ENRE 0201 ENRE 0202 ENRE 0104 ENRE 0207 ENWR 0101 ENWR 0201 ENWR 0104 ENWR 0204

SOSE 0101 SOSE 0201 SOSE 0102 SOSE 0202 SOSE 0103 SOSE 0203

1.3, 2.3 1.5, 2.5 1.6, 2.6 1.7, 2.7

pp. 51–54

STEP 10 REINFORCEMENT

pp. 46–50

STEP 9 ABILITY

pp. 41–45

LEARNING AREA

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pp. 35–40

pp. 21–31

• Identify feelings with a particular animal and practise using that animal to express feelings in a simulated role-play.

STEPS 5 and 6 KNOWLEDGE

The students should be able to:

OUTCOMES

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ADKAR change management model

Curriculum links Teachers notes

notes Teachers

Supplementary resources STEP

Focus text: My cat Maisie (Pamela Allen) See Step 3.

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Focus text: Koala Lou (Mem Fox) A story about reassurance, love, sharing love and people time as well as communicating feelings. A story about a changing situation at home and how a baby koala seeks the attention and the love of her mother. Recommended reading: Owl babies (Martin Waddell) A story about fear, trust and resassurance experienced by a family of owl babies. It also addresses separation anxiety. Bertie and the bear (Pamela Allen) Addresses the concept of prejudged fear because of past experiences. Explores the development of making friends and communicating feelings to avoid misinterpretation. The best dog in the world (Miriam Moss and Jutta Bucker) A relationship story about a boy, Henry, and a dog, Harvey, who learn to work through their fear and develop a special bond. It explores fear, trust, love and expression of emotions. There’s an alligator under my bed (Mercer Mayer) Explores the feelings of overcoming fear. Explores the concept of a child’s fear expressed through an imaginary animal. Leads discussion of the link between fear and danger. Real danger and the message of fear (be prepared, act on the feeling appropriately. Recommended reading: The sad little monster and the jellybean queen (Kym Lardner) Explores loneliness, sadness and compassion with the development of belonging, happiness and friendship. It can be used as a focus for right relationships and building positive communities. Focus text: We’re going on a bear hunt (Michael Rosen, Helen Oxenbury) Explores the journey of fear and the unknown. It explores the rises and falls in feelings and is a catalyst to talk about different ways to feel safe. It also provides an opportunity to discuss the flight and fight response, such as ‘When it is not safe to run away?’ Focus text: Angry Arthur (Hiawyn Oram) Dreadful David (Sally Odgers and Craig Smith) Lester and Clyde (James Preece) Explores the issues of conflict and personality differences. Provides the opportunity to discuss concepts of ‘You’re OK, but I’m not OK. I’m OK but you’re not OK’ as well as conflict resolution with win/win outcomes.

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Alexander and the terrible, horrible, no good very bad day Judith Viorst Supporting texts: When the wind changed (Deborah Niland and Ruth Park) A story of loyalty and relationships with visual facial expressions to represent emotions as a clear focus throughout the picture book. Gangelhoff (Brian Murphy) A story of fear, overcoming fear and protection. Examines use of voice, action and facial expressions to communicate and evaluate situation. Focus text: My cat Maisie (Pamela Allen) A story of loneliness, interrelationships and the seeking of friendship told through the relationship between a boy, a cat and a very excitable dog. The book explores the concept of ‘I’m OK - You’re OK’. Recommended supporting texts: Edward the emu (Sheena Knowles) Edward seeks acceptance of self. Ordinary Albert (Nancy Antle and Pamela Allen) A story of Albert, as he discovers something quite unexpected in his community. The story can be used to assist in explaining the fight flight response and how people can misinterpret actions of others causing impulsive and often inappropriate responses. A story of how two creatures learn to understand and like each other. Black dog (Pamela Allen) A story of pet and people relationships to develop a greater understanding of interrelationships and how we treat friends. Told through the eyes of ‘black dog’, it expresses the underlying feelings of acceptance, rejection, loss and reconciliation. Feelings are wonderfully expressed through the illustrations. The ugliest dog in the world (Bruce Whatley) Explores people’s differing perceptions in a very visual way through a very cheeky dog. Great illustrations to express mood and character. A story about perceptions and acceptance.

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Focus text: Hooray for you - A celebration of you-ness (Marianne Richmond) A beautifully illustrated book celebrating identity and distinct individuality, interdependence and belonging in a group. A fantastic summation of feelings, expression and coping skills to deal with the emotional sensations of life. Respect me – Respect you

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notes Teachers

Additional resources

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Blank page for additional notes. Suggestions include: additional resources, excursions, guest speakers, student requirements, levelling and adjusting activities for individual needs, equipment, classroom display ideas.

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Teachers notes

Step 1 – Awareness

Indicators: • Identifies specific times at school when he or she feels safe and cared for. • Identifies feelings and recognises visual and verbal signs that represent different feelings. • Identifies and gathers information about other people’s feelings and choices. • Makes connections between personal and class feelings. ADKAR change management model: Awareness is the first stage of change. With awareness, we begin to learn about ourselves and our relationships with others. It builds the foundations of trust.

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Erikson’s Theory of psychosocial skills:

Trust is the first building block for a child to develop psychosocial skills. Too often we are told that our feelings aren’t right. These learning sequences assist the child to recognise his or her feelings and begin to learn about them in order to express them in appropriate ways.

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De Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Analysis Discussion – Safety – Cooperate in groups – Share feelings – Express feelings

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By grounding children in a strong understanding of their feelings, they are able to develop understanding and empathy towards others, leading them towards being independent within a group.

Learning sequence 1 (Assessment task indicated by ❋)

• Discuss different types of games, preferences and codes of conduct of games.

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• Students describe their feelings about an experience at school, orally and in written form. (a) Teacher scribes sentence, or (b) Student writes in journal, or (c) Work is published and displayed. For example: ‘I am playing and I feel…’ ‘When I am sick at school I feel…’ ‘When I have a new teacher I feel…’ ‘I like to play at school because it makes me feel…’

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Discussion analysis – List personal events, experiences and feelings.

Ask students: –What games do you like to play at school? –How are they the same/different from the games you play at home? –Who do you like to play with? Why? –When do you feel safe at school? –How do you feel when you don’t want to play the game your friends have chosen? What can you do?

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Identification Assessment Evaluation – Feelings

• Independent reflection: Students complete the worksheet on page 4, ‘Playing at school’. They draw and label four things they like to play at school and complete the sentence about who they play with and why they play with him/her/them (sentence can be scribed). Students create an artwork using a paper plate to glue pictures onto. They use a combination of paint and black marker pens to outline objects they draw or cut out from magazines to compose an experience from school. ❋

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Teachers notes

Step 1 – Awareness Edward De Bono’s parallel thinking hats

Bloom’s taxonomy and focus Identification – Experiences during learning time and play time at school. Analysis – Individual choices and feelings to chosen situation.

• Students complete a child profile sheet ‘About me’ on page 5. They use their answers to create a profile of themselves, which can be handwritten or completed on a computer. See page 6 for a sample worksheet. This could be used as an overhead. A photo or self-portrait of each student can be glued onto a matchbox and attached to the middle of the worksheet to create a 3-D profile. Students can write what is special to them on pieces of paper and illustrate. These can be put inside the matchbox to add to their profile. • Oral presentation: Students share in an ‘About me’ news presentation using their profile. • Shared reading: Read Alexander and the terrible, horrible no good very bad day by Judith Voirst to the students. • Guided discussion and response to the story. Ask or discuss with students: – What feelings did Alexander experience in the one day? (Write words and display in a ‘feelings’ vocabulary display.) – How did he show his feelings? – How could he change how he showed his feelings? – How would you feel if you were in Alexander’s situation? Would you be bothered or worried about the same events? Why/Why not? – Good and bad things happen in one day, in a morning or within a shorter time. Discuss the movement from one feeling to another. – Using a matrix to record discussion, students identify events and Alexander’s response to those events.

Knowledge

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Application

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Learning sequence 2 (Assessment task indicated by ❋)

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• Guided discussion related to own experiences. Discuss events that make them feel certain ways. Guide students to identify that people may experience the same event differently and that we experience a variety of feelings in one day. • Journal: Students could write or recount experiences where they have felt frustrated or unhappy, titled ‘Days like Alexander’. • Independent reflection: – After a discussion about games students play at school, they complete the ‘Games we play at school’ worksheet on page 7. ❋ Students illustrate and label on the worksheet the games they or their friends play.

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NOTE: Early finishers can play group games that require cooperation and simple rules, such as ‘Snakes and ladders’ or ‘Bingo’. Emphasise rules and cooperative behaviours when introducing reading games during literacy sessions. • The paper plate art activity from Learning sequence 1, page 2, would also be suitable in this learning sequence. ❋

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Playing at school

Awareness

Step 1

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1. At school I like to play…

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2. I play with

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because they

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Awareness

About me

Step 1

How old am I?

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Who do I like to look after me?

What languages do I speak at home?

What is my cultural background?

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Who is in my family?

Glue matchbox here

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What are my best skills?

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Name:

o c . c e What are my interests where do I like to play? hand r er o t s super How do I go about solving problems?

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About me – (sample worksheet for page 5) How old am I?

Awareness

Step 1

Who is in my family?

I am six years old.

I live with my mum and dad.

r o e t s Bo r e I was born in Australia p okand speak Nan looks after me when u English. We learn Italian. Mum and Dad goS out.

What languages do I speak at home?

What is my cultural background?

My ancestors came from England, Ireland and Germany.

Name:

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Who do I like to look after me?

Glue matchbox here

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I like to play soccer.

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o c . e What are my interests c and where do I like to play? h Ir r o I like to play at the beach.e have pet chickens called Miss and t s s r u e p Goose. They make lots of noise and lay eggs every day. How do I go about solving problems?

I like to be kind to my friends. We look after each other and let everybody play. We use our words and not our hands when we are working out a problem.

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Awareness

Games we play at school

Step 1

1. Draw and label some of the games from the discussion. 2. Cut out your choices and order them from most to least favourite.

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3. Compare the order with your classmates.

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Teachers notes

Step 2 – Awareness

Indicators: • Matches situations with appropriate emotions using stimulus pictures. • Participates in a drama activity and reflects on his or her experience, verbalising feelings. ADKAR change management model: Awareness is the first stage of change. The relationship we have with others first starts with the relationship we have with ourselves.

De Bono’s parallel thinking hats

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Bloom’s taxonomy and focus

Evaluation – Judge and select

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Erikson’s Theory of psychosocial skills: Trust is the first building block for a child to develop psychosocial skills. Too often we are told that our feelings aren’t right. These learning sequences assist the child to recognise his or her feelings and begin to learn about them in order to express them in appropriate ways. By grounding children in a strong understanding of their feelings, they are able to develop understanding and empathy towards others, leading them towards being independent within a group. Through a simulated social drama activity, children are able to experience their physical and emotional boundaries and determine how comfortable they feel being a certain distance from each other. They will also be able to discuss their feelings and observe that different individuals will feel differently in the same situation.

Learning sequence 1 (Assessment task indicated by ❋)

• Guided discussion –Students identify the expression of each child in the stimulus emotion cards, titled ‘Feelings’ on page 11. –Discuss various facial signals that help to represent mood. Discuss the body parts of the face that help to represent mood such as the eyebrows, the mouth and eye. Sometimes body position or features, such as stance or hand gestures, can also add to understanding mood. Focus: Comparing moods is important; some facial expressions can be confused as they are similar to other feelings. The addition of gesture and sound to clarify and communicate meaning is an important part of effective communication. • Discuss how similar facial expressions or gestures may be misinterpreted or misunderstood. For example; if someone is crying he or she may be tired, lonely, upset or anxious. –Students identify personal experiences that match with particular emotional responses represented in the pictures. –Students identify times when they have felt or seen others feel this way. For example; Sad: When they fall over at lunchtime. Excited: When they are going on an excursion. Lonely: Having nobody to play with.

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Application – Show and classify expressions to represent particular feelings. Evaluation

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– Rate and identify feelings, personal and physical boundaries.

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Analysis – Identify, explain and examine different situations and events at school.

• Shared reading: Read When the wind changes by Deborah Niland and Ruth Park to the students. Discuss how faces can express feelings. Ask students what feelings the character’s face express? What responses did those faces receive? • Independent reflection: Students use the cards on the ‘Expressions – 1’ worksheet on page 12. They will need a copy of the faces on page 11. Some pictures can show more than one expression.❋

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Teachers notes

Step 2 – Awareness Edward De Bono’s parallel thinking hats

Bloom’s taxonomy and focus Evaluation – Judge and select

Focus: We feel a variety of ways. These feelings rise and fall and may be different from one person’s feeling to another’s in the same experience. Often facial expressions and even body actions can be misinterpreted by others when we are trying to express feelings. Words also help to communicate feelings more effectively and clearly. It would be beneficial to discuss what feelings were misinterpreted in the activity below, why the students confused the expressions and why this could be a problem. • Guided discussion: – Students identify the expression of each child in the stimulus emotion cards titled ‘Feelings’ on page 11. – Discuss various facial signals that help to represent mood. Discuss the body parts of the face that help to represent mood such as the eyebrows, the mouth and eye. Sometimes body position or features can also add to understanding mood such as stance or hand gestures.

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Application

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Learning sequence 2 (Assessment task indicated by ❋)

• Independent reflection: Students use the cards on the ‘Expressions–2’ worksheet on page 13. They will need a copy of the faces on page 11. Some pictures show more than one expression.❋ • Visual arts activity: The aim is for students to represent particular feelings in a mixed media collage. The activity is to be completed in groups. Focus: The use of a traffic light can explain the levels of feelings – ‘Stop’, ‘Getting ready’ or ‘Go’ feelings. Particular colours can be used to accompany certain feelings, such as red for anger and blue for sadness. Lines can also be used to represent feelings and these can be incorporated into the background design of the collage; for example: sharp and angular lines for angry feelings and smooth, wavy lines for calm and mellow feelings. This can be explored in visual arts. Students can choose different colours to represent feelings and these can be discussed in the discovery process prior to the completed artwork.

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Students brainstorm a list of feelings. (Refer to the emotion cards.) – Encourage a range of feelings to express intensities of the same mood; for example: happy/ecstatic/joyful/excited sad/miserable/disappointed. – Students then collect photographs or pictures of faces in magazines that represent the various feelings. They are identified, described and sorted. Groups can create a collage of faces representing various feelings or create one with faces that represent the same feelings. – The faces are then arranged onto an A3 sheet of white card and glued into place. – A thick black permanent marker is then used to outline the pictures. – Starting from the centre, any white spaces surrounding the pictures are coloured using crayons. For collages that represent the same feelings, the background can be made up of tones of one colour; e.g. anger – tones of red, sadness – tones of blue, or excitement – tones of red and orange.

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Teachers notes Edward De Bono’s parallel thinking hats

Step 2 – Awareness

Bloom’s taxonomy and focus

Learning sequence 2 continued (Assessment task indicated by ❋)

• Focus: To be aware of physical boundaries through active participation in a ’boundary’ activity. – Use an outside space with a defined edge. – Ask the students to stand on the boundary of the space (netball court, basketball court, football markings etc.) –Ask students what the boundary is. Knowledge – Ask students what defines where we ‘start’ and finish’ (skin/body). – Locate and describe – Bring them to understand that a physical boundary is what defines what is feelings they me and what is not me. Also explain that the close space near our bodies experience during can also be an invisible boundary. Sometimes we can create a greater and after the activity. physical space between people who are physically dangerous to us. This space is like an invisible fence. – Ask students to find a place in the space, then ask them to move away from Application other people in the space but stay within the boundary. Explain that our words can also make good boundaries. They let other people know that you are separate from them and that you are in control. Words can help us create an invisible boundary. For example; saying ‘no’ to something or someone that is hurting you can create an invisible fence.

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Awareness – Rate and identify feelings, personal and physical boundaries.

• Focus: To build an awareness of physical boundaries and personal space. Game: ‘Sardine space’ (similar to ‘Musical chairs’) – Define an area and place hoops equally spaced within the area. – Allow enough hoops for two students in each hoop (less one). – Instruct students to move around freely in the defined space. – At regular intervals, call out ‘canned’. Students have to find a hoop to share. Students cannot share the hoop with the same person more than once. – Call out ‘move’ and the students can recirculate within newly-defined borders. Remove a number of hoops each time so the students have to increase the number of ‘sardines’ in each hoop. – Gradually increase or decrease the number of students required for each hoop. – Gradually decrease the number of hoops and increase the number of students in each hoop so the students are ‘sardined’.

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Knowledge

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• Evaluation through guided discussion: – Discuss responses to space, choosing and formulating groups, missing out on a group and responding in a limited time frame. – Discuss personal boundaries, how to express feelings to indicate personal boundaries and how to move away when uncomfortable. – Use the ‘Boundaries’ worksheet on page 14 to guide reflection. This page could be used as an overhead.

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Feelings

Awareness

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Expressions – 1

Awareness

Step 2

Match the feeling words to the expressions in the pictures.

tired

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confident r o e t s Bo r e p ok u annoyed unsure S

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angry

hurt

lonely

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sad

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happy

excited

injured

worried

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Expressions – 2

Awareness

Step 2

Match the feeling words to the expressions in the pictures.

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ecstatic

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enraged exhausted r o e t s Bo r e p ok u frustrated upset S sleepy

uncertain m . u

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doubtful

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puzzled

enthusiastic

frightened

shocked

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Boundaries

Awareness

Step 2

Boundaries are anything that helps us to see where one thing stops and another one starts.

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Sometimes we can see boundaries, sometimes they are invisible.

Boundaries we © canR see Boundaries we cannot . I . C.P ubl i cat i on s see • lines

• words

•f orr evi ew p ur posesonl y• • feelings

• play areas • signs

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• borders

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• truth • times (e.g. morning tea and bed time)

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• rules

• bells

• other people, actions

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Teachers notes

Step 3 – Desire Indicators:

• Views a fictional situation, discusses the situation, describes the feelings of each character in the story and illustrates an important event. • Identifies ways to keep himself/herself and others safe in the playground and in the classroom. ADKAR change management model: Desire is the second stage of change, providing the motivation for learning new or better ways to express ourselves and to be able to respond appropriately to others.

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Erikson’s Theory of psychosocial skills:

Independence is the next building block for a child to develop psychosocial skills. To support children in their sense of independence, activities which promote people’s differences and similarities will encourage them to distinguish, compare and examine these concepts.

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Bloom’s taxonomy and focus

Learning sequence 1 (Assessment task indicated by ❋)

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De Bono’s parallel thinking hats

• Shared reading: Read Gangelhoff by Brian Murphy with the students. Knowledge – List, describe and name. – Explain how voices can express feelings and moods, and actions and voices help us to send messages to other people. Our body communicates – Illustrate where and with us to give us messages. It yawns when it is tired and our stomach can when appropriate behaviours can be used. rumble when it is hungry. We call sending messages communicating. There are many ways to communicate. – This picture book looks at aggressive and overpowering ways to communicate and how one successful boy tricks a robber by being calm and clever. Discuss with the students: – The way the robber used his voice to scare people. – The facial expressions he used and what body actions he showed to express his mood and his intentions. – How the characters felt when the robber invaded their village and acted the way he did. – How the boy handled the mood of the robber and tricked him. – What voices and actions were appropriate/inappropriate.

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• Shared brainstorming: Students brainstorm onto butcher’s paper ways they can communicate to each other in the playground and in the classroom. – Focus on voice and body differences (inside and outside voices and actions, such as shouting, throwing or climbing).

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• Independent task: Students complete the worksheet ‘Ways we communicate – 1’ on page 17. They can read the sentences and illustrate each. Students can label the game they are playing in the centre box. ❋

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Teachers notes Edward De Bono’s parallel thinking hats

Step 3 – Desire

Bloom’s taxonomy and focus

Learning sequence 2 (Assessment task indicated by ❋) Shared reading activity: Read My cat Maisie by Pamela Allen with the students. • Focus: – Actions can express mood and feelings. Actions can mislead others. – Discuss the ways the boy and Maisie communicated with each other. – Discuss helpful and unhelpful communications. – Compare how the boy and the cat felt during the same activities. – Compare how the boy and the dog felt during the same activities. – Students discuss how they would feel as different characters in the story.

Assess, justify, compare

Application

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Application

• Discuss differences and similarities, focusing on types of play and types of responses to play. For example, how did you know the cat was unhappy playing helicopters? – Discuss ways students communicate and games they play with their pets at home. • Independent task: Students complete the worksheet ‘About my pet’ on page 18.❋ – Students identify and record what their pet likes to eat and do. They also discuss what games they play with their pet and whether they are appropriate. Note: If students have never owned a pet, they can create an imaginary pet. • Reflective discussion: – What is okay for someone else may not be okay for me. (empathy) – What is okay for me may not be okay for someone else. (respect) – What is okay for you and me may be different. (acceptance) – Reflect on these concepts in relation to the characters in the story, read during the shared reading activities. • Independent reflection: – Students complete the ‘Feelings’ worksheet on page 19, listing and drawing when they feel different ways and identifying what happens to their body; e.g. ‘butterflies’ in stomach or chewing fingernails when nervous. – Brainstorm ways to make school a safe and respectful place after reflecting on how to express themselves and their feelings appropriately in acceptable ways to each other. Scribe and record for display and add to the paper plate classroom display from Step 1. ❋ • Independent task: Students complete the worksheet ‘Ways we communicate – 2’ on page 20 ❋. – Students add various ways they can communicate in the modes listed; e.g. We can talk, sing, laugh, whisper, shout, cry etc. as different ways of communicating through words.

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Knowledge – Examine, solve – List, describe, and state

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• Shared reading: Read Feelings by Aliki with the students. – Discuss the various feelings discussed and the ways the characters represent them.

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Ways we communicate – 1 We can laugh.

Step 3

We can share.

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My friends and I play at school.

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We can hug.

Desire

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We can talk.

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About my pet

Desire

Step 3

1. My pet’s name is

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2. Draw a picture of your pet.

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Feelings

Desire

Step 3

Our body gives us signs about our feelings. • Draw and label times that make you feel different ways. • Write what happens to your body when you have those feelings.

r o e t s Bo r e p ok u S 1. I feel sad when…

2. I feel nervous when… What happens:

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What happens:

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4. I feel loved when… What happens:

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Ways to communicate – 2

Desire

Step 3

1. We can communicate to each other using our words. • We can talk, sing,

2. We can communicate to each other using our body. • We can wave, smile, hug

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r o e t s Bo r e p ok u S to share messages.

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and use other gestures to share our feelings.

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to send messages to each other.

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Teachers notes

Step 4 – Knowledge

Indicators: • Identifies different types of games and individual preferences. • Identifies similarities, changes, developments and preferences for games over time. • Identifies his or her own preferences, recognises and accepts others’ individual preferences, emotions and responses to games and activities. ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people personal power to have the confidence and capability to cope in a variety of situations. Erikson’s Theory of psychosocial skills: Independence is the next building block for a child to develop psychosocial skills. To support children in their sense of independence, activities which promote people’s differences and similarities will encourage them to distinguish, compare and examine these concepts.

r o e t s Bo r e p ok u S

De Bono’s parallel thinking hats

Bloom’s taxonomy and focus

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By understanding our independence within a group we are able to distinguish our feelings from others, and separate ourselves from their feelings and their responses. It enables an individual to be interdependent within a group rather than dependent on others’ moods and reactions as indicators of their own feelings.

Learning sequence 1 (Assessment task indicated by ❋)

Focus: Selecting priorities and identifying personal responses to particular Knowledge activities or sports. Understanding that individuals have different –List, describe and name. preferences and different feelings about activities and games. • Students complete a class matrix during a shared discussion on different types of games and activities they participate in. –Illustrate where and – Three columns are made; one for favourite activity, second for neutral when appropriate activity (would participate but not overly enjoy) and the third activity would behaviours can be used. not enjoy and would not like to participate in. – Complete a class tally of the results and discuss the variances and the preferences. Were there any surprises?

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• Students prioritise games according to enjoyment of those activities and express their feelings as a response to participation in those games and activities. – Include organised activities such as hide and seek/chasey; structured activities such as football/T-ball; and creative activities such as playing dolls/dressing up. • Individual task: Students complete the worksheet ‘Things we can do to have fun’, using pages 23 and 24.❋ – Teacher may need to write chosen class activities on paper and make photocopies so they can be glued into the activity column rather than being handwritten by individual students. – Students then rate their activity preferences on the worksheet from 1 to 5, 1 being their favourite and 5 being their least favourite. Students also rate their feelings by gluing the faces and words on page 24.

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Evaluation –List games and activities. –Judge, select, choose, decide, prioritise, discuss and compare results.

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Note: Feelings have different levels. Sometimes we have strong, intense feelings about something, and little or neutral feeling about other things. Different people have different feelings about the same thing. Also, feeling very scared or being very excited about an activity can be felt even if we enjoy it immensely.

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Teachers notes Edward De Bono’s parallel thinking hats

Step 4 – Knowledge

Bloom’s taxonomy and focus

Learning sequence 2 continued (Assessment task indicated by ❋)

– List games and • Focus: Selecting priorities and identifying personal responses to particular activities, state, activities or sports. name. – Judge, select, • Home research: Students collect photos of activities they have enjoyed with choose, decide, their family/friends to bring in for shared discussion. They ask their parents/ prioritise, discuss grandparents about the types of games they enjoyed as children. Students and compare results. prepare a factual recount in an oral presentation. In their daily writing, they write what is similar to and different from the games they and their parents/ grandparents played and personal preferences.

List games and activities.

• Guided discussion: Discuss with the students: – The change/development in the activities has developed/changed/stayed the same as those participated in over time. – How have the activities that you did when you were babies/toddlers changed as you have grown? – List the games and activities on the board during discussion. Match with a drawing for later reference. Focus: Individuals have different feelings towards similar activities. • Individual task: – Students complete the worksheet ‘Things we can do to have fun’ using pages 23 and 24, after/during discussion on different types of games and activities and how they feel about those games.❋ – Students rate their activity preferences in games according to their enjoyment of those activities. They express their feelings as a response to participation in those games and activities. Activities can be rated from 1 to 5; with 1 being their favourite. Use the faces and words on page 24 to rate their feelings. – Include a variety of types: extreme, recreational, competitive, individual and group activities with sports such as rock climbing, sky diving, roller coaster rides, chasey, hide and seek, dolls, armies, Lego™, football, netball, hockey, swimming, karate, judo, swimming, picnics, walking, park visits.

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Evaluation

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– Discuss the variances in preferences and the types of feelings people experience with different activities. Encourage truthful responses in feelings, encourage a true sharing circle where students participate and share equally, encourage positive responses and the values of selfacceptance of feelings.

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– Extension/follow-up: Compare results and discuss preferences. Find students with similar feelings and priorities. Data collection can be graphed in a mathematics activity as a column or bar graph.

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Things we can do to have fun My favourites

Knowledge

Step 4

My feelings

Activity

(rating scale)

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(1 to 5)

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Feelings

Knowledge

Step 4

neutral

happy

dislike

very scared

dislike

neutral

happy

very scared

dislike

neutral

happy

very scared

dislike

neutral

happy

very excited

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very excited

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very scared

very excited

dislike

neutral

happy

very scared

dislike

neutral

happy

very excited

very scared

dislike

neutral

happy

very excited

very scared

dislike

neutral

happy

very excited

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very excited

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neutral

very scared

very excited

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Teachers notes

Step 5 – Knowledge

Indicators: • Identifies feelings with a particular animal and practises using that animal to express feelings in a simulated role-play. • Explores the use of the animal characters in creative drama. • Expresses moods through composition of animal characters in visual arts. • Composes a puppet show using the animal characters from a designed situation and presents his or her group’s pantomime to other groups. ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people personal power to have the confidence and ability to cope in a variety of situations.

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Erikson’s Theory of psychosocial skills:

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Bloom’s taxonomy and focus

Knowledge – List, describe and name.

Learning sequence 1 (Assessment task indicated by ❋)

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De Bono’s parallel thinking hats

Focus: When people are faced with changes and differences they react in different ways. Feelings are represented by our eyes, mouth, body parts, voice and actions. • Guided discussion: – Ask students if they could be any animal in the world what would they be? Why? – List animals on the board. Identify with a simple illustration drawn by students. – Discuss attributes and characteristics we use to classify animals by moods and feelings; e.g. koalas are cuddly, snakes are ‘slippery’ and quiet. Discussion will depend on the initial responses of the first discussion. For example: A lion is aggressive, brave, bossy and will stand and fight aggressively when attacked or threatened. A mouse is shy and scared and will run away if scared. A dog is friendly, playful and tries to interact with a variety of people. It will use a variety of behaviours to defend itself, find out about situations, be wary and run if necessary. • Guided analysis of characters and feelings: – Class chooses feelings to represent the following three animals and explains their reasons – mouse, dog, lion. These animals represent the three types of power we can express – passive, assertive and aggressive. Refer to page vii of this document for further explanations of the types of power. • Creative arts: Make paper bag puppets of a dog, mouse and lion and two of their choosing (as a class). Suggested role-play characters: assertive–dog, passive–mouse, koala, aggressive–lion, bear, alligator. The assertive group will need to be the largest group and it may need two separate groups (different dog characters). Animal types and numbers will vary according to class size and social groups. – Using the five chosen animals, students are placed into five groups. – Each group is numbered and each child creates the same paper bag puppet in his/her group. Refer to the sample paper bag puppets on page 27 for ideas. – Students participate in free role-play activities using puppets.

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Synthesis – Imagine, design and create. Application – Demonstrate, practise and problem-solve using the knowledge about the character type. R.I.C. Publications®

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Teachers notes

Step 5 – Knowledge Learning sequence 2 Note: Learning sequence 1 needs to be completed in this step, before Learning sequence 2. • Cooperative learning activity using the task cards on pages 29–31. – Teacher organises students into base groups. They are then given five minutes to explore expressing themselves through their puppet character. Refer to page 28 for group organisation. – The groups are then divided into specialist groups of five where each animal puppet is represented. – Students have the opportunity to explore, through creative free drama, talking and interacting using their puppet character. – They then practise interacting as their particular puppet personality type. Use the situational task cards on pages 29–31 to explore conflict resolution using different characters. Specialist groups are then given a specific scenario to carry out using the associated task card. – Students then ‘de-role’ and a reflective discussion takes place. Students practise role-plays and develop them into more formal scenarios to perform to a younger class, a buddy class etc.

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Application – Demonstrate, practise and problem-solve using the knowledge about the character type. – Justify, choose and critically assess situations. – Compare and appraise power types and choose most appropriate communication.

Focus: Using different types of power to communicate needs and wants in particular settings.

People with inner power are easily heard, communicate their needs in a socially acceptable way and are most easy to be with during the role-play and in real settings. Cooperative power and inner power is a win/win situation.

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– Ask the students who are watching the role-plays: What animals would you prefer in your group and why/why not? –Ask the students who are role-playing: What animal was the most difficult to play? Why? What was easy or difficult about dealing with your character? Why? What animal was difficult to deal with in the group? Why? Was it easy to stay in character all the time? Why? Why not? What animal was most effective? Why? Why not? For example: As a mouse, no-one would listen to me. I could only yell and be angry as the lion and the other animals didn’t like it. The lion got to boss everyone around but everyone was scared and didn’t want to play with him after that.

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Teachers notes

Step 5 – Knowledge

pipe cleaners

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pipe cleaners

mouse

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fanned paper plate

plastic ‘wobble’ eyes

brown crepe or tissue paper

green paper

coloured cardboard

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shiny black cardboard

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dog

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‘pom pom’ balls

alligator

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coloured felt

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Teachers notes

Step 5 – Knowledge

GROUP ORGANISATION

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• Base groups are formed for the visual arts component of Learning sequence 2. All students in the group are making the same animal. • The focus is to develop safe ways for students to express themselves through an animal character. Careful facilitation during role-plays is needed and the ‘take out’ strategy may be employed for some students. They may also require a change of character. Careful placement of students into the base groups is required so that dominant students are given a more passive or assertive role to play. • Specialist groups are formed using a combination of animal characters for the cooperative learning activity using the task cards.

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Form specialist groups

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etc.

Adapted from NSW DET Choosing literacy strategies that work (n.d.) 28

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Knowledge

Task cards

Step 5

Lion–Task card 1

Mouse and dog–Task card 1

You have a big bag of food.

The lion has a big bag of food. The other animals are hungry and You have to try to get him to share the food with you. they want you to share the food with them.

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You are not good at sharing.

The lion is not good at sharing but you are very hungry and there is no other food anywhere.

You like the look of the game the lion and dog are playing but you are afraid you will get hurt and you are scared of the lion.

You need another person to play a game. You try to convince the mouse to join in the game.

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Lion and dog–Task card 2

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Mouse–Task card 2

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Knowledge

Task cards

Step 5

Lion and dog–Task card 3

The other animals have taken your hat. You need to get it back. You do not think it is a game. The lion is loud and strong.

You have taken the mouse’s hat and he cannot play outside. He wants it back. You think it is a game to keep his hat from him.

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Mouse–Task card 3

You want to join in the game that the other animals are playing. You must convince the others that they are to let you play, giving them reasons for including you.

You are playing a game and the dog wants to play. You are happy to play by yourselves. Can the dog convince you to let him join in?

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Mouse and lion–Task card 4

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Dog–Task card 4

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Knowledge

Task cards

Step 5

Mouse and dog– Task card 5

You are annoying the other animals while they are trying to finish their work.

The lion is annoying you. You need to tell him to stop because you can’t finish your work with them interrupting you.

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Lion–Task card 5

Dog and mouse–Task card 6 Lion– Task card 6

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You are being teased. You want the other animals to stop teasing you.

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You are bossing and teasing the lion. He has no-one to play with.

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Teachers notes

Step 6 – Knowledge

Indicators: • Identifies feelings with a particular animal. • Uses animals as metaphors for feelings. • Expresses moods using animal characters as transference. ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people inner power to have the confidence and capability to cope in a variety of situations. Erikson’s Theory of psychosocial skills:

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Initiative is the third stage of psychosocial development. Children are experimenting with aggressive, assertive and passive behaviours by projecting them through safe characters in an imaginary role-play. Through observation, teachers should be able to observe the following outcomes in the students as they complete the learning sequence. Interpret the feelings of particular characters in the story.

–

Examine a situation from different perspectives.

Use knowledge of feelings to comprehend the characters’ points of view and apply their knowledge to develop their sense of empathy.

De Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Comprehension – Interpret story events Interpret animal responses.

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Learning sequence 1 (Assessment task indicated by ❋)

• Shared reading: Koala Lou by Mem Fox with the students. • Guided discussion: Focus: Discussing feelings from a variety of viewpoints. Ask students: – How did Koala Lou feel? – How did her brothers and sisters feel? – How did her mum feel? – What problems were they having? What were they learning to do? • Independent activity: – Complete ‘Koala Lou – 1’ worksheet on page 33. Students draw Koala Lou in the frame.❋

Synthesis Devise, formulate and propose alternatives.

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Application Synthesis

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Learning sequence 2 • Shared reading: Read Koala Lou by Mem Fox with the students. • Guided discussion: – Discuss Koala Lou’s behaviour and suggest other ways she could have solved her worries or problems. Use the various animals that can represent feelings from Step 5’s learning sequence on page 25. – Koala Lou didn’t come first in the Bush Olympics but what had she gained/ won/learnt? – How was the problem resolved in the story? – How did the animals express hurt, being left out, having less attention paid to them, feeling embarrassed, not coming first in the race? – If you were Koala Lou’s mum, how could you make special time for Koala Lou? Share your ideas. • Independent activity: – Complete ‘Koala Lou – 2’ worksheet with three-levelled critical thinking skills on page 34. ❋ Answers: 1. loved 2. new 3. brave 4. trained 5. wanted 6. ‘Koala Lou, I love you’ 7. loved 8. win

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Knowledge

Step 6

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Koala Lou – 1

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Koala Lou – 2

Knowledge

Step 6

1. Fill in the missing words. Everybody

Koala Lou.

Koala Lou tried lots of

things.

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She was very

She trained for the Bush Olympics and

She

to win so her mother

would say ‘

But Koala Lou’s mother

‘.

her no

matter what happened and she didn’t need to

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2. Draw your favourite part of the story.

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Step 7 – Knowledge

Teachers notes

Ability

Indicators: • Develops ways to express and manage a range of feelings using a variety of strategies. • Uses the ‘traffic lights’ and ‘thermometer’ models to identify intensity of his or her feelings. ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people personal power to have the confidence and capability to cope in a variety of situations. Ability gives them the vehicle to carry this out. Erikson’s Theory of psychosocial skills: Competence is the fourth stage of psychosocial development. Children move on from identifying and labelling to expressing their emotions confidently, assertively and competently.

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Bloom’s taxonomy and focus Knowledge – Describe, define and observe.

Learning sequence 1 (Assessment task indicated by ❋)

Focus: Sometimes feelings are like a switch but other times they are like a thermometer and rise and fall gradually. Fear is sometimes called anxiety. This feeling will pass and our body will rebalance as we move through the experience. Sometimes these feelings are warning signs that not all is okay. We listen to our body and either help ourselves to calm down or remove ourselves from the situation. Students need to develop an understanding of when it is appropriate to be the ‘boss’ of the worry, when they can reassure themselves that they are okay and when they need to act on or response and change their situation.

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• In this activity, students will learn about a thermometer as a metaphor for intensity. (Two thermometers will be needed for this activity.) – Discuss uses and physical components of a thermometer. – Display and explore a digital and mercury thermometer. – Students take turns at reading a thermometer. – Display and explore digital and mercury thermometers. – Place one thermometer in a saucepan. Teacher pours very hot water into the saucepan. – Place another in a freezer or a saucepan with ice cubes. – Observe results and guide the discussion to analyse the rising and falling of the liquid inside the thermometer with the rise and fall of feelings. – Students can write a journal response or a joint construction of text in the description genre. • Independent analysis: Complete the ‘Thermometers – 1’ worksheet on page 40. ❋ • Shared reading: Read and perform We’re going on a bear hunt with the students. (Refer to pages 37 and 38.) – Discuss the increase and decrease of feelings throughout the chant and the use of action and noise to represent those feelings. • Guided discussion: As our fears increase and decrease we can sense changes in our body. We can see these warning signs as helpers as we understand what our body is feeling. – Discuss these changes and the variety of body responses. – Using the illustration of their thermometer from the worksheet, use the scenarios on page 39 for students to identify the intensity of their feelings on their thermometer, that would elicit a particular response. – Students record their feeling intensity and types on their drawing.

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Synthesis Evaluation – Compare, assess the reasons and write summation.

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Teachers notes Edward De Bono’s parallel thinking hats

Step 7 – Knowledge

Bloom’s taxonomy and focus

Learning sequence 2 (Assessment task indicated by ❋) Focus: Refer to the focus in Learning sequence 1. In this activity, students will learn about a thermometer as a metaphor for intensity. (Two thermometers will be needed for this activity.) – Discuss uses and physical components of a thermometer. – Students take turns at reading a thermometer. –Display and explore a digital and mercury thermometer. – Place one thermometer in a saucepan. Teachers pour very hot water into the saucepan. – Place another in a freezer or a saucepan with ice cubes. – Observe results and guide the discussion to analyse the rising and falling of the liquid inside the thermometer as to the rise and fall of feelings. – Students can write a journal response or write a joint construction of text in the description genre. • Independent analysis: – Complete the ‘Thermometers – 2’ worksheet on page 41 where students complete an explanation. ❋ – Use the thermometer as a physical metaphor to represent the levels of feelings to situational events brainstormed by the students. At this point, it is important to note that different situations will initiate different feelings and responses for different students. • Shared reading: Read and perform: We’re going on a bear hunt with the students. Refer to pages 37 and 38. – After students join in the chant, discuss the increase and decrease of feelings and the use of action and noise to represent those feelings. Discuss from the bear’s point of view. • Guided discussion focus: As our fears increase and decrease we can sense changes in our body. We can see these warning signs as helpers as we understand what our body is feeling. – Discuss the changes that can occur with our bodies when we are in different emotional states such as increased heartbeat, sweaty palms, wanting to skip or run around, heightened awareness or difficulty sleeping and that these responses vary with different types of feelings and are different for each individual. – Using the illustration of their thermometer from the worksheet, use the scenarios on page 39 for students to identify the intensity of their feelings on their thermometer. – Students record their feeling intensity and types on their drawing.

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Synthesis Evaluation – Compare, assess the reasons and write summation.

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Knowledge – Describe, define and observe

Ability

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Knowledge Analysis

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Teachers notes

Ability

Teacher action to ‘We’re going on a bear hunt.’

Teacher words Students repeat everything the teacher says and does.

Teacher claps hands on lap

We’re going on a bear hunt.

and then claps hands together

We’re going to see a big one.

to create a rythmn.

I’m not scared. I’m not scared.

Make motions of parting tall grass to walk through it making a swishy-swashy swishy-swashy sound with every motion.

We can’t go over it.

r o e t s Bo r e p ok u S We can’t go under it.

We have to go through it.

We’re going on a bear hunt.

We’re going to see a big one.

and then claps hands together

to create a rythmn to regain rhythm, then re-start rhyme .

I’m not scared. I’m not scared.

I can see some gooey mud. Can’t go over it.

Make motions of walking through

Can’t go under it.

sticky mud making a ‘squishy-

Have to go through it.

squashy’ noise with every on the spot step.

We’re going on a bear hunt.

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Teacher claps hands on lap

I can see some tall grass.

Teacher claps hands on lap

I’m not scared.

and then claps hands together

to create a rythmn to regain rhythm, then re-start rhyme.

I’m not scared.

I can see a big lake.

We can’t go around it.

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through it making a ‘splishy-splashy, splashy-splashy’ noise with every

I can see a big cave.

on the spot breaststroke.

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Teacher claps hands on lap

and then claps hands together

We’ll have to go through it.

A big, dark, scary cave.

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We can’t go over it.

Make motions of swimming

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I’m a little bit more scared.

to create a rythmn to regain rhythm, then

We can’t go around it.

re-start rhyme.

We can’t go over it.

We’ll have to go through it.

Teacher uses voice intonation to express the feelings and build the mood such as whispering,

slowing down claps and speech and shaking with the voice. Stop clapping. Make a clicking

It’s dark! It’s creepy … I can’t seeeeee … I can feel a furry thing … I can hear a growly voice. We need to turn on the torch.

noise with fingers.

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Teachers notes

Step 7 – Knowledge

Teacher action continued

Ability

Teacher words Students repeat everything the teacher says and does.

Double click with fingers.

Students do not copy this clause and will respond naturally and individually especially if you have created a mood of anticipation.

Yelling........ ‘IT’S A BEEEAAARRRR. RUN’ Teacher claps hands on lap and then claps hands together

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to create a rythmn to regain rhythm, then

Quick RRRRRUUUUNNNN!

re-start rhyme with a greatly increased speed to

Teacher uses voice intonation to express the feelings and build the mood. Speaking fast and with slightly raised voice. Teacher reverses the order of their journey and the accompanying actions and sounds at a great speed. sh sh sh sh actions

Out of the dark cave.

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symbolise running.

sh sh sh sh

Teacher claps hands on lap

and then claps hands together

to create a rythmn to regain rhythm, then

re-start rhyme with a greatly increased speed to

Through the big lake.

splishy-splashy, splishy-splashy actions

‘splishy-splashy, splishy-splashy.’

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symbolise running.

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and then claps hands together

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to create a rythmn to regain rhythm, then

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re-start rhyme with a greatly increased speed to symbolise running.

Through the gooey mud.

‘Squishy squashy, squishy squashy.’

squishy squashy squishy squashy actions Teacher claps hands on lap and then claps hands together

Through the tall grass.

‘Swishy swashy, swishy swashy.’

to create a rythmn to regain rhythm, then

Open the door.

re-start rhyme with a greatly increased speed to

Close the door.

symbolise running.

We’re home.

swishy swashy actions Wipe hand across brow Relax body.

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We’re safe Whew.

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Step 7 – Knowledge

Teachers notes

Ability

FEELING SCENARIOS • These situational task cards are categorised by particular feelings. Before discussing the situations, review the body responses and ‘messages’ that our body sends us when we feel particular ways. • After explaining the situation, ask the students what ‘feeling response’ they elicit and what ‘body responses’ they may show. Students identify their responses and intensities on their thermometer. – Encourage gradients in feelings and awareness of body responses. – Students compare intensities with peers and discuss differences and similarities. • Choose from the following scenarios.

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EXCITEMENT

FEAR

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Your birthday is coming up. You have been invited to a birthday party. You’re going on holidays. You came first in a race. You won a prize. You scored a goal. It’s Christmas Eve.

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• A dog barks at you loudly as you pass on the way to school. • You accidentally kick a ball through a school window. • You get lost at a supermarket, the fun park or the beach.

© R. I . C.Publ i cat i on s LONELY • A friend calls you a name. •f orr evi ew pur posesonl y• • The group won’t let you play. • You aren’t invited to a birthday party. • You don’t get picked for the sport team.

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• You have no-one to play with. • You don’t live near your friends and can’t play with them after school. • You don’t have anyone in your street your age.

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WORRY

• Your mum is late to pick you up from school. • You lose your lunch money. • It’s Friday which means a spelling test. • You forget your hat for play and it’s a ‘No hat, no play’ policy. • There is a new teacher in the classroom when you get to school in the morning. • You know a bad secret and you aren’t sure what to do. R.I.C. Publications®

It is important to explain that you can be alone but not feel lonely. You can also be with a group of people but still feel lonely.

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REJECTION

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CONFUSION – OR FEELING UNSURE

• Yesterday, you were friends with someone but today he/she isn’t talking to you. • You don’t know what to do on a worksheet and the teacher has already explained it. • You arrive at school and your class isn’t in the classroom. • You are asked to play by two groups and you’re not sure who to play with.

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Knowledge

Thermometers – 1

Step 7

Ability

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1. Draw and label a thermometer.

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. te words. 2. Fill in the missing o c . c e her (b) When the thermometer r (a) When the thermometer o t sgets colder, the super gets hotter, the temperature goes

temperature goes

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Knowledge

Thermometers – 2

Step 7

Ability

Complete the explanation about a thermometer. What does it look like?

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When and where do we use it?

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What is it?

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How does it work?

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Interesting things I learnt

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Teachers notes

Step 8 – Ability

Indicators: • Learns to analyse a character’s behaviour and determine whether it is appropriate or not. • Expresses anger through a character. • Devises different strategies to express feelings. • Experiments using his or her voice as an assertive tool in expressing feelings. ADKAR change management model: Ability is the fourth stage of change. It enables us to extrapolate our knowledge to new situations and use our knowledge to guide our actions.

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Erikson’s Theory of psychosocial skills:

Competence is the fourth stage of psychosocial development. Children move on from identifying and labelling to expressing their emotions confidently, assertively and competently.

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De Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Analyse Comprehend – Explain – Identify – Examine

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Children are often taught that some feelings are good and that others are bad. All our feelings actually serve a purpose. Anger is an appropriate response to an intrusion, fear to a threat and sadness to a loss, just as happiness is an appropriate response to a pleasant stimulus. A feeling is neither good nor bad, but how we express a feeling can be appropriate or inappropriate. If we express anger assertively, that’s appropriate; but if we express it aggressively or passive/aggressively, then it is inappropriate.

Learning sequence 1 (Assessment task indicated by ❋) Note: There is only one learning sequence for this step.

• Shared reading: Read the story Angry Arthur by Hiawyn Oram with the students. – Guided and reflective discussion: What does Arthur see as his reasons for his anger? How did he show his anger? What are some other ways Arthur could have shown his anger? • Personal reflection: The students reflect on their own experiences and those of others and analyse a variety of alternatives and possibilities to behaviour reponses. Ask students: – What makes you angry? – What is the difference between being annoyed and being angry? – Compare in regards to the thermometer activity in Step 7. – What are some ways you can show your anger? – During discussion, students decide whether the ideas are helpful/ unhelpful/hurtful to self or others. This can be scored, scribed or tallied onto a class matrix. Note: – The students are to be metaphorically wearing the ‘red hat’ of parallel thinking (Edward De Bono, 2004) where feelings and emotions are allowed without judgment. Then they are to progress to wearing the ‘Black hat’, where they discuss right/wrong, helpful/unhelpful ways of expressing anger. Change to the ‘yellow hat’ (positive aspects of expressing anger) and discuss the importance of words to express feelings. – Students can role-play repeating conversation from the story about Angry Arthur using different voices to express feelings and practise using an assertive rather than an angry voice to communicate Arthur’s needs.

Application – Examine – Classify

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– Analyse, express and interpret new situations

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Teachers notes

Step 8 – Ability Edward De Bono’s parallel thinking hats

Bloom’s taxonomy and focus Synthesis – Integrate – Develop – Produce – Create and compose – Incorporate

• Practical arts activity: Word game. – Students stand or sit in a circle. They take turns in saying a word while trying to make their voices sound like the meaning of the word. They may choose to add one action to assist in expressing the word. For example: the word ‘sneeze’ can be said as the person sneezes. The word ‘cough’ can be said as the student coughs. The word ‘cry’ can be said as the student cries the word. Teachers can use these as a modelling activity and practise before starting the actual word game. – Use the word game cards on pages 44 to 46 as a starting point. They can be photocopied, laminated and given out to students during the activity. A blank page has been included for teachers to add more words. Note: This activity can be implemented in a variety of ways. 1. All students say the same word. 2. Words are said without expression first and then explored. 3. Cards are given to students and they have to say the word on the card. 4. The cards are randomly handed out. Several students will have the same word but often their expression of that word will be different.

– State – Name, find, interpret, predict and state

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Knowledge Comprehension

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Learning sequence 1 continued (Assessment task indicated by ❋)

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• Shared reading: – Discuss the importance of the use of voice to express feelings. Stop prior to each complication in the story below and predict what will happen (using the red emotion hat). After the events, use the black judge hat to explore and use critical judgment of the actions by both characters. – Read Lester and Clyde by James Reece with the students. Ask students: Why was Lester so cranky? Why didn’t Clyde understand Lester’s feelings? How did they solve their problems? What worked? What didn’t? What compromises did they both have to make so their new living was a win/win situation? What words did they use? What feelings did they have during each of their decision-making events?

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Ability

Word game cards

crackle

Step 8

swish

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r o e t s Bo r e p ok u S roar pop

•f orr evi ew pur posesonl y•

ping

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o c . che e r o t clap r burp s super

laugh 44

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Word game cards

snap

Ability

Step 8

sneeze

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r o e t s Bo r e p ok u S squeak honk

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stop

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meow

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please Respect me – Respect you

Word game cards

Ability

Step 8

confident

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tired

hurt

pained

surprised

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Teachers notes

Step 9 – Ability Indicators: • Discusses and interprets that behaviour should not infringe on the safety of others. • Identifies a number of ways to communicate feelings effectively and positively.

ADKAR change management model: Ability is the fourth stage of change. It enables us to extrapolate our knowledge to new situations and use our knowledge to guide our actions. Erikson’s Theory of psychosocial skills: Competence is the fourth stage of psychosocial development. Children move on from identifying and labelling to expressing their emotions confidently, assertively and competently. Children are often taught that some feelings are good and that others are bad. All our feelings actually serve a purpose. Anger is an appropriate response to an intrusion, fear to a threat and sadness to a loss, just as happiness is an appropriate response to a pleasant stimulus. A feeling is neither good nor bad, but how we express a feeling can be appropriate or inappropriate. If we express anger assertively, that’s appropriate, but if we express it aggressively or passive/aggressively, then it is inappropriate.

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Bloom’s taxonomy and focus

Application Use a number of verbal and nonverbal actions to appropriately express a variety of feelings.

Learning sequence 1 (Assessment task indicated by ❋)

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De Bono’s parallel thinking hats

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• Shared reading: Reread the story of Lester and Clyde by James Reece. • Guided discussion: – Identify the different ways and the words that were used when the frog characters were communicating their feelings. – Discuss body language as a way to express their feelings. – Brainstorm to list ways people can show their feelings with their body; e.g. folding arms, hand gestures, facial expressions, actions with feet. – Depending on the class, teachers may need to identify a feeling or mood first so they can focus actions from the category; e.g. waving – saying hello or goodbye, arms folded and closed – angry or frustrated feeling.

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• Shared reading: Reread the story of Lester and Clyde by James Reece. • Guided discussion: – Students identify a variety of actions from the story that express the feelings of the characters and the conflicts between them. As ideas are shared, they can be categorised on a blackboard matrix as helpful/not helpful/hurtful to self and others on. • Practical arts activity: Action moods – Students sit in a circle and are asked to think of one action to represent a feeling. There are a number of alternatives for presentation of this activity, dependent on the needs of the class. Cards are provided for starter moods on pages 48 to 51. A blank page has been provided for teachers to add moods and feelings. – 1. Students are given an action mood card which identifies a feeling. 2. The student says the feeling on the card and then performs an action to match the feeling. 3. The other students repeat the word and the action. 4. Teacher says a feeling or word from the list. One student nominates to say the feeling and carry out the action. 5. Other students repeat the feeling word and copy the action.

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Application

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Action mood cards

angry

Ability

Step 9

confident

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r o e t s Bo r e p ok u S frustrated scared

•f orr evi ew pur posesonl y•

surprised

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Action mood cards

happy

Ability

Step 9

annoyed

Teac he r

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excited

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proud Respect me – Respect you

Ability

Action mood cards

enraged

Step 9

exhausted

Teac he r

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r o e t s Bo r e p ok u S confused concerned

disappointed

•f orr evi ew pur posesonl y•

amazed

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Action mood cards

angry

Ability

Step 9

confident

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r o e t s Bo r e p ok u S frustrated scared

tired

hurt

pained

surprised

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shocked R.I.C. Publications®

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Teachers notes

Step 10 – Reinforcement

Indicators: • Shares character values about himself/herself and explores the core values within a group that create a cooperative and peaceful community. • Reflects on his or her identity and individuality. ADKAR change management model: Reinforcement is the fifth stage of change. Taking part in repeated activities builds our skills, confidence to apply them and our competence to deliver them effectively. Erikson’s Theory of psychosocial skills: Identity is the fourth stage of psychosocial development. Children move from identifying and labelling to expressing their emotions confidently, assertively and competently.

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Understanding how others see them, how they see themselves and how they feel they belong as part of a group are all components of the development of self and identity. These activities focus on interdependence and the individual skills and values individuals can bring to a group.

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Bloom’s taxonomy and focus

Learning sequence 1 (Assessment task indicated by ❋) Note: There is only one learning sequence for this step.

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De Bono’s parallel thinking hats

Knowledge Comprehension – Recall, name Application – Interpret – Compare – Describe – Illustrate

• Creative arts activity: – Use the illustrations within the book Hooray for you by Marianne Richmond as a focus for this art expression activity. – Students paint a portrait of themselves onto a square tile. Together, the tiles can be displayed as part of a school mural promoting peace and individuality. – Tiles can be collated onto concrete pavers to become part of a peace walk in an area of the school garden or green space. – Tiles can also be backed with felt and used as a gift for someone special to the students.

Knowledge

• Shared reading: Read Hooray for you by Marianne Richmond with the students which was used in the previous art activity. • Guided discussion: – The book looks at identity and independence within a community. Lead the students to understand what it means to have boundaries and unique feelings within a community where the members live in harmony with their differences and similarities. Ask students: – What does ‘you-ness’ mean? – What makes us unique? – What makes us the same as others? – What feelings were discussed during the events of the story? – How were they expressed? • Literacy report: – Students interview their parents and complete the ‘Celebrating me’ worksheet on page 55. Teachers can give students the note on page 54 to accompany the worksheet. – Students illustrate a positive and special time they have shared with their parents. The illustration can be drawn on the back of the worksheet or on a separate sheet of paper. * Students present their research as an oral presentation to the class.

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Comprehension Synthesis

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– Identifying uniqueness and positive qualities of self.

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Teachers notes

Step 10 – Reinforcement Edward De Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Focus: It is important when identifying differences that students are given opportunities to CELEBRATE their uniqueness and focus on the positives of their lives. • Creative arts: – Students write and send a letter to their parents sharing all the wonderful things about them as a response to their interview. – Parents can also be involved in writing a letter back to their child with the same focus. – Students complete a class reflection and display in the room. Our school respects each individual by… Our school helps us to be safe by… Our school helps us to cooperate in a community by… Our school teaches us that learning is…

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– Reading positive qualities of others

Learning sequence 2 – continued (Assessment task indicated by ❋)

• Students complete the ‘Coat of arms’ worksheet on page 56.❋ – They surround the outer border of their coat of arms with words that describe their character; e.g. kind, a good team player, shares – Students draw or write in each section: 1. Their greatest achievement 2. Their happiest moment during this year 3. Something they like to do 4. Something they are good at 5. Something they like doing 6. People who are important to them – They cut out their design and glue onto coloured backing paper.

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Teachers notes

Step 10 – Reinforcement

Dear As part of my values unit ‘Respect me – Respect you’, I have been asked to interview you. We are learning about rights and responsibilities for ourselves,

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our community and our world. The topic is ‘Me’, which is an easy one because you know so much about me. Please help me to read and complete the answers. It’s okay if you write them with me but we really have to talk about

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the answers together first.

This is going to be great. We will be sharing our interviews at school on

Love

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Dear

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As part of my values unit ‘Respect me – Respect you’, I have been asked to

interview you. We are learning about rights and responsibilities for ourselves,

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our community and our world. The topic is ‘Me’, which is an easy one because

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you know so much about me. Please help me to read and complete the

answers. It’s okay if you write them with me but we really have to talk about the answers together first.

This is going to be great. We will be sharing our interviews at school on Love

Respect me – Respect you

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Reinforcement

Celebrating me

Step 10

What is something special you noticed about me from the time I was born?

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What games do you notice me enjoying? Why?

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What special memories do you have about me so far?

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How do you see me solve my problems?

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What do you enjoy about my character?

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What do you look forward to doing together as I grow?

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Teachers notes

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Step 10 – Reinforcement

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Teachers notes

References

Bates, K 2005 The road to reading series Software Publications, Australia

Bates, K 2006 Hands on help Publication pending.

Begun, R W 1995 The society of the prevention of violence – Social skills lessons and activities Jossey-Bass, San Francisco.

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Bloom, B.S 1956 Taxonomy of educational handbook 1: The cognitive domain

David McKay In, New York.

Brady, L 1979 Feel, value, act learning about values theory and practice

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Prentice-Hall, Australia.

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Board of Studies 1999 Personal development, health and physical education K-6 syllabus Board of Studies, Australia.

Board of Studies 1999 English syllabus K-6 Board of Studies, Australia.

Crain, W. C 1985 Theories of development

Prentice-Hall, Upper Saddle River New Jersey.

Griffin Press, Australia.

Erikson, Erik H 1980 Identity and the life cycle

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Norton and Company, New York

Hiatt, Jeffrey, M 2006 ADKAR, A model for change in business, government and our community Prosci www.change-management.com/

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Kovalik, S 1994 Life skills

Books for Educators Inc., U.S.A.

Robbins, A., (2001) Awaken the giant within Bookmarque Ltd, Surry.

Taylor, E 2006 Baby steps Publication pending.

Taylor, S 1999 Radical wombat collective Drama Recipe Book: 2 Education Resources Group, Australia.

Websites: <http://www.cyh.com/Health Topics>

<http://www.kovalik.com/support.htm>

<http://wwwwhumanrights.gov.au/youthchallenge>

<http://www.parentingpress.com>

<http://www.parentsupportline.com>

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