Caring School Community - collaborativeclassroom.org · Introduce this week’s Spotlight Student and ask her to read aloud the “In the Spotlight” information sheet from the bulletin

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2GRADE

Teacher’s Manual

Caring School Community®

SECOND EDITION

G R A D E 2 T E A C H E R ’ S P A C K A G E S A M P L E

Caring School Community® Sample, Grade 2 © Center for the Collaborative Classroom collaborativeclassroom.org

Beginning the YearWeeks 1–10

School LifeTopic Weeks

Social Skills 1 2 3 4 5 6 7 8 9 10

Prep

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Asse

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ills

Learn and follow classroom and school rules and procedures. X X

Look at one another and greet one another by name. X

Generate norms for the classroom community. XLearn cooperative structures (“Turn to Your Partner”; “Think, Pair, Share”; “Heads Together”) and discussion prompts.

X X X X

Speak clearly and listen to one another. X X

Communicate responsibly between home and school. X

Self

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ent

Skill

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Take responsibility for learning and behavior. X X X X X X X X X

Recognize emotions and express them appropriately. X X X X X

Cultivate positive emotions. X X X

Consider the effects of behavior and decisions on others. X X X X X

Explain thinking clearly. X X X X X X X X

Handle materials responsibly. X X X X

Ask for and offer help. X X X X

Inte

rper

sona

l Ski

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Listen to and share a partner’s thinking with the class. X X

Seek to understand others’ feelings and perspectives. X X X X X

Agree and disagree in a respectful way. X X

Speak and act in respectful, caring, friendly, and helpful ways. X X X X X X X X

Include one another. X X X

Contribute to group work. X X

Express interest in and appreciation for others. X X X X X

Ask and answer questions. X X X

Reach agreement. X X

Share work and materials fairly. X X X X X X

Solve problems that arise in working and playing together. X

Consider how to make amends after causing harm.

Exec

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Skill

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Remember details. X

Express creativity and divergent thinking. X X X

Reflect on thinking, learning, and behavior. X X X X X X X X X X X X X X X

“X” indicates a week in which a named social skill is explicitly or implicitly emphasized. Many social skills are

practiced as ancillary skills in unmarked weeks as well.

APPENDIX A

Social Skills

Grade 2

244 Caring School Community® • Teacher‘s Manual, Grade 2

Grade 2 Social Skills


Character BuildingTopic Weeks

Social IssuesTopic Weeks

Closing Week

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Crea

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Social Skills

Learn and follow classroom and school rules and procedures.

Begi

nnin

g-of

-Yea

r Sk

ills

Look at one another and greet one another by name.

Generate norms for the classroom community.

Learn cooperative structures (“Turn to Your Partner”; “Think, Pair, Share”; “Heads Together”) and discussion prompts.

Speak clearly and listen to one another.

Communicate responsibly between home and school.

X X X X X X X X X X Take responsibility for learning and behavior.

Self

-man

agem

ent

Skill

sX X Recognize emotions and express them appropriately.

X X X X X X Cultivate positive emotions.

X X X X X X X X X Consider the effects of behavior and decisions on others.

X Explain thinking clearly.

X Handle materials responsibly.

X X X X X Ask for and offer help.

X X X X Listen to and share a partner’s thinking with the class.

Inte

rper

sona

l Ski

lls

X X X X X X X X X Seek to understand others’ feelings and perspectives.

X X Agree and disagree in a respectful way.

X X X X Speak and act in respectful, caring, friendly, and helpful ways.

X Include one another.

X X Contribute to group work.

X X X X X Express interest in and appreciation for others.

X Ask and answer questions.

X X X Reach agreement.

X X Share work and materials fairly.

X X X X X X X X Solve problems that arise in working and playing together.

X X X X X Consider how to make amends after causing harm.

X Remember details.

Exec

utiv

e Fu

ncti

on

Skill

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X X X Express creativity and divergent thinking.

X X X X X X X X X X X X X X Reflect on thinking, learning, and behavior.

Appendix A • Social Skills 245

Grade 2 Social Skills


246 Caring School Community® • Teacher‘s Manual, Grade 2

Grade 2School Life Character Building Social IssuesPreparing for Assemblies Alike and Different Mean BehaviorsPreparing for Field Trips Friendship CheatingPreparing for a Substitute Teacher

Gratitude Exclusion

Returning from Vacation Happiness and Creativity Misbehavior Outside of ClassWelcoming New Students Kindness Mishandling Belongings

Unkind SpeechResolving ConflictsTeasing

Grade 3School Life Character Building Social IssuesPreparing for Assemblies Alike and Different BullyingPreparing for Field Trips Friendship CheatingPreparing for a Substitute Teacher

Gratitude Exclusion

Returning from Vacation Happiness and Creativity Misbehavior Outside of ClassWelcoming New Students Kindness Mishandling Belongings

Unkind SpeechResolving ConflictsTeasing

Grades 4–5School Life Character Building Social IssuesPreparing for Assemblies Courage BullyingPreparing for Field Trips Friendship ExclusionPreparing for a Substitute Teacher

Gratitude Misbehavior Outside of Class

Preparing for Tests Perseverance Mishandling BelongingsReturning from Vacation Kindness Unkind SpeechWelcoming New Students Resolving Conflicts

Teasing

APPENDIX B

Topic Weeks Across the Grades

Grades 2–5 Topic Weeks


GRADES 2–5 LESSONS OVERVIEWThe Caring School Community program includes 30 weeks of lessons. Each lesson consists of

Morning Circle, Closing Circle, and Class Meetings.

MORNING CIRCLEEach day begins with Morning Circle. The students enter the classroom, put their things away,

come to the rug, and sit in a circle to start the day.

The “Morning Circle” chart identifies the steps to be followed every morning.

1. Greeting

Morning Circle always begins with a greeting in which every student participates. The greeting

allows students to learn one another’s names, make eye contact with their classmates as they

greet one another, and start the day off on a positive note. In Week 6 and beyond, the greeting

for the week can be found in the “Things To Do This Week” section.

Morning Circle1. Greeting

2. Announcements

3. Morning activity

4. Today’s schedule

150 Caring School Community® • Teacher’s Manual, Grade 3

THINGS TO DO THIS WEEKINTEGRATE SOCIAL SKILLS THROUGHOUT THE DAYThis week the students learn to recognize, name, and talk about different emotions. They

learn that, while emotions arise spontaneously and are usually beyond their direct control,

how they express those emotions and behave in response to them is within their control,

and that it is their responsibility to express their emotions appropriately.

Look for opportunities to provide students with practice in recognizing and expressing

their emotions by encouraging them to name their feelings. (You might say, “You have an

excited expression on your face. What are you feeling?”)

THIS WEEK’S GREETING AND CLOSINGUse the following greeting and closing to begin and end each day:

Greeting of the Week: “Tea Party”Pairs of students walk slowly around the room. When you say “Tea party!” they stop, and each pair turns to face another pair nearby. Each student says “Good morning” to the students in the other pair (for example, “Good morning, [Alex]. Good morning, [ Jen]”). When you say “Walk!” pairs resume walking until you say “Tea party!” again. Repeat until each pair has greeted two or three other pairs.

Closing of the Week: “The More We Get Together”Have the students sing the following song with you. (If necessary, search online for the melody.)

The more we get together, together, together.

The more we get together, the happier we’ll be.

For your friends are my friends, and my friends are your friends.


Repeat the song, but replace the word get with other verbs, such as play, sing, and work.

CSC2e_3_book.indb 150 2/9/18 11:20 PM

Caring School Community®

SECOND EDITION

Grades 2–5 Lessons Overview


2. Announcements

The greeting is followed by brief announcements (no more than 3–4 minutes). Any new students

are introduced and absent students are named.

3. Morning activity

The morning activity varies by lesson. During morning activities, the students learn and practice

cooperative structures such as “Turn to Your Partner” and “Think, Pair, Share” as well as the social

skills for the week. Each day’s lesson provides detailed steps and guidance for leading the activity.


The day’s schedule is reviewed and the students are given an opportunity to ask any questions they

might have about the schedule.

WEDNESDAY • MORNING CIRCLE


3 Lead the Morning Activity

SPOTLIGHT STUDENT AND CLASS SHARING1 Teach the Students to Turn and Look at the Speaker. Explain that

it is very important to listen well to one another in the classroom

community, and that this morning, the students will practice

listening carefully by turning and looking at the person who is

speaking. When you call on someone to speak, the rest of the class

will turn and look at that person to listen. Ask:

Q What have we done so far this year that helps us have a safe and caring community? [Alfredo] has his hand up. Let’s turn and look at him and listen to what he says.

As the students share, follow up by asking:

Q How does doing what [Alfredo] shared help our community?

Students might say:“ We learned how to come to the circle quietly. That helps us because we don’t get rowdy coming to the circle.”

“ We learned each other’s names. That helped us get to know each other.”

“ We did ‘Inside-Outside Circle.’ That helped us find out things about our classmates.”

“ We learned the school rules. They help us because they keep us safe.”

As you call on students, continue to direct the class to turn and look

at the speaker. Scan the class and quietly signal distracted students to

turn and look at the speaker (for example, by pointing to the speaker).

If necessary, ask the speaker to wait until she has everyone’s attention

before speaking. If the students are unable to hear the speaker,

encourage them to politely ask the speaker to talk louder.

2 Introduce the Spotlight Student. Remind the students that during

Morning Circle on Wednesdays, the Spotlight Student will share and

be interviewed by the class. Introduce this week’s Spotlight Student

and ask her to read aloud the “In the Spotlight” information sheet

from the bulletin board and to share any other information she

wishes. Then ask the class:

Q What questions do you want to ask the Spotlight Student about what she shared? [Meiya] is going to speak now. Let’s all turn and look at her.

Give the Spotlight Student a chance to respond to classmates’ questions.

Facilitation TipHaving the students focus on turning and looking at the speaker reinforces that student talk is important and that they are talking to one another, not just to you. Encourage them to politely ask soft-spoken students to speak louder, as this shifts responsibility for listening onto the students themselves. This technique teaches the students to be responsible for their learning and participation in class discussions.

(continues)

CSC2e_3_book.indb 92 2/9/18 11:20 PM

WEDNESDAY • CLOSING CIRCLE

Week 3 • Taking Care of Our Classroom and Ourselves 93

3 Share as a Class. Review that on Wednesday mornings, other

students who wish to share about their lives can do so. Ask and

discuss:

Q What’s going on in your life that you want your classmates to know? [Zane] is going to speak. Let’s all turn and look at him.

Q What questions or comments do you have for [Zane] about what he shared?

4 Reflect. Ask and briefly discuss:

Q What did you learn about your classmates during today’s Morning Circle?

Q How did turning and looking at the person who was speaking help you during this discussion?

Q If you didn’t listen as well as you wanted to today, what will you do next time to help you listen responsibly?

(continued)

Teacher NoteThe main purpose of this time is sharing, not discussion. If a student raises a serious issue that should be discussed further, thank the student and move on for now, making a note to talk individually with that student later in the day.

Classroom Management NoteSpeak using an assertive, confident, and nonpunitive tone. When correcting students or discussing how they will change their behavior, use a calm, matter-of-fact voice and move forward quickly when the students comply.

4 Preview Today’s ScheduleRead the day’s schedule aloud; then have the students return to

their desks.

CLOSING CIRCLE(5 minutes)

PURPOSE

• Reflect on the day

• Connect as a community

1 Connect and ReflectReview the day’s schedule; then lead the closing of the week (see

Monday’s Closing Circle, Step 1).

2 AdjournDismiss the students for the day.

CSC2e_3_book.indb 93 2/9/18 11:20 PM



CLOSING CIRCLEEach day ends with Closing Circle. The students clean up their desk areas and gather in a circle on

the rug. During this time, the students review the day’s schedule, discuss the day, and participate in

a closing (see the closing of the week below).

Each week ends with a 15–20 minute period of Choice Time on Friday. During this time, the

students choose from a range of activities, such as reading, writing, drawing, or building with

blocks, and work on the chosen activities either alone or together. The teacher spends this time

observing the students and assessing how well they are applying the social skills they have learned.

An “Individual Student Assessment Record” sheet is provided to record the teacher’s observations.

CLASS MEETINGSBeginning in Week 3 and for all remaining weeks of the year, there is one class meeting per week.

During these whole-class discussions, students make decisions about their classroom, build

relationships, and talk about problems affecting their class. Class meetings are typically 30 minutes

long and can be scheduled anytime during the week unless a day is specified in the “Before the

Week” section.


THINGS TO DO THIS WEEKINTEGRATE SOCIAL SKILLS THROUGHOUT THE DAYThis week the students learn to recognize, name, and talk about different emotions. They

learn that, while emotions arise spontaneously and are usually beyond their direct control,

how they express those emotions and behave in response to them is within their control,

and that it is their responsibility to express their emotions appropriately.

Look for opportunities to provide students with practice in recognizing and expressing

their emotions by encouraging them to name their feelings. (You might say, “You have an

excited expression on your face. What are you feeling?”)


Greeting of the Week: “Tea Party”Pairs of students walk slowly around the room. When you say “Tea party!” they stop, and each pair turns to face another pair nearby. Each student says “Good morning” to the students in the other pair (for example, “Good morning, [Alex]. Good morning, [ Jen]”). When you say “Walk!” pairs resume walking until you say “Tea party!” again. Repeat until each pair has greeted two or three other pairs.

Closing of the Week: “The More We Get Together”Have the students sing the following song with you. (If necessary, search online for the melody.)

The more we get together, together, together.


For your friends are my friends, and my friends are your friends.


Repeat the song, but replace the word get with other verbs, such as play, sing, and work.

CSC2e_3_book.indb 150 2/9/18 11:20 PM



Grade 2

SOCI

aL

ISSU

eSex

clus

ion

ExclusionUSe THIS WeeK WHeN you notice or hear about your students excluding one another. In addition to discussing the problem directly during the weekly class meeting, the students practice relevant social skills such as imagining how others feel and including one another in group work.

Teacher’s ManualTopic Week

Grade 2 Sample Lesson


Topic Week • exclusion 1

ExclusionOVERVIEW

MONdaY TUeSdaY WedNeSdaY THUrSdaY FrIdaY

Morning CircleTeach the greeting of the week/Read-aloud: Two Speckled Eggs

Morning Circle“Fill-in-the-word Stories”

Morning Circle“Spotlight Student” and class sharing

Morning Circle“Another Fill-in-the-word Story”

Morning CircleHome Connection Activity

Closing CircleReflect on interactions




Choice TimeIndividual Student Assessment

Weekly Class Meeting: “Exclusion”

Social Development Focus • Students seek to understand others’ feelings and perspectives.

• Students include one another.

• Students consider the effects of their behavior on others.

• Students consider how to make amends if they have caused harm.

TOPIC WEEK




Online Resources. Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Before the Week✓✓ Decide on a method for randomly assigning new partners and then gather the materials you will need. (See Weeks 1–10 for pairing methods.)

✓✓ Schedule the weekly class meeting on any day this week. Make note of your observations of exclusion to use when you introduce the weekly class meeting. Be ready to report behaviors, not names.

✓✓ Before Monday, make a copy of the “Ask Me About” home connection activity sheet (BLM1) for each student.

✓✓ Before Monday, preview the read-aloud selection, Two Speckled Eggs by Jennifer K. Mann.

✓✓ Before Tuesday, create the “Fill-in-the-word Story” chart (see the diagram in Tuesday’s Morning Activity, Step 2).

✓✓ Before Tuesday, make a copy of the “My Pet” fill-in-the-word story (BLM2) for each group of four students. Attach each story to a clipboard, and put a pencil with each clipboard.

✓✓ Before Thursday, make a copy of the “Fun at the Playground” fill-in-the-word story (BLM3) for each group of four students. Attach each story to a clipboard, and put a pencil with each clipboard.




THINGS TO DO THIS WEEKINTEGRATE SOCIAL SKILLS THROGHOUT THE DAYThe ability to get along and work productively with many different kinds of people is

extremely important to be successful in our society. Studies have shown that the “inability

to get along” is one of the top ten reasons people are fired from their jobs. This week build

the students’ capacity to be inclusive and accepting of others by integrating group work (in

groups of four) throughout your school day. Good group activities require the students to

be interdependent (where each student contributes something necessary for the group

to succeed) and to talk, listen, negotiate, and reach agreement. Some examples of group

activities might include:

Language Arts: Have groups of students read a short piece of text and agree as a group

on the main ideas and how to summarize them for the class.

Mathematics: Present a multistep problem and have groups of students work together

to solve and write up their solution. (For example, If each group member stood on

another member’s shoulders, would your group be able to touch the ceiling?) In

addition to discussing strategies and solutions, discuss how group members shared

work and materials fairly.

Science: Have groups of four students conduct an experiment or closely observe

something. (For example, Predict and then determine how many drops of [water/soapy

water/syrup] a penny will hold or Investigate and describe what you find in a cup of

soil.) Have the students present what they learned to the class. Reflect on each group

member’s role and what each group member contributed to the work.

Art: Have the students work in groups of four to create a junk sculpture or decorate a

section of a mural.


Greeting of the Week: “1, 2, Find My Shoe” or your choiceUse “1, 2, Find My Shoe” (see Week 9) or any greeting of your choice.

Closing of the Week: Reflect on InteractionsChoose one of the following questions to briefly discuss at the end of each day:

Q Who is one person you talked to today who you don’t know well?

Q When did someone include you today? How did that make you feel?

Q When did you include someone today?




SEL ASSESSMENTClass Assessment. This week observe the students and ask yourself:

•Are the students able to work with anyone they are assigned to?

•Do they intentionally include others?

•Do they seem able to understand others’ feelings and perspectives?

If the students continue to exclude one another, consider doing the following:

•Discuss inclusion in check-in class meetings over the next several weeks.

•Teach the “Alike and Different,” “Friendship,” “Kindness,” or “Mean Behavior“ Topic

Weeks.

•Work individually with any students who habitually exclude others using the

suggestions in chapter 8, “Exclusion,” in Caring School Discipline.

Record your observations on the “Class Assessment Record” sheet (CA23); see

page 24 of the Assessment Resource Book.

Individual Student Assessment. Assess individual students’ social skills as you

observe them during Choice Time on Friday. Record your observations on the

“Individual Student Assessment Record” sheet (IA4); see pages 43–45 of the

Assessment Resource Book.




MORNING ACTIVITYPURPOSE

• Meet and get to know this week’s partner

• Hear and discuss a story

• Discuss friendship and inclusion

READ ALOUD: TWO SPECKLED EGGS1 Assign New Partners. Have partners from last week thank each

other, and then assign new partners for the week using the pairing

method you chose.

2 Read Two Speckled Eggs Aloud. Invite the students to enjoy

listening to a story. Show the cover of Two Speckled Eggs and read

aloud the title and the name of the author. Then read the story

aloud, slowly and clearly, showing the illustrations and reading the

speech bubbles. Stop every few pages and ask:

Q What’s happening so far? Turn to your partner.

3 Discuss the Story. Facilitate a discussion by asking:

Q What is this book about?

Q What does Ginger find out in this story?

Q (Show and reread pages 6–7.) Why do you think Ginger’s mom said she had to include all of the girls in her class, or none of them?

Students might say:“ Maybe her mom said she had to invite all the girls because it’s not nice to leave someone out.”

“ Maybe she thought the party wouldn’t be fun if Ginger only invited a few people.”

Q When did you become friends with someone after you got to know them? Turn to your partner.

Morning Circle1. Greeting

2. Announcements

3. Morning activity


Teacher NoteIf the students have difficulty answering this question, offer some examples like those in the “Students might say” note.

(continues)

MATERIALS • Two Speckled Eggs • Materials for assigning

partners, prepared ahead • Copy of the “Ask Me About”

home connection activity

sheet (BLM1) for each

student (see Teacher Note in

Step 4)

MONDAY



MONDAY • MOrNING aCTIvITY


4 Reflect. Remind the students that they are building a caring

community in which they include one another and treat one

another like friends. Ask:

Q What might you do today to include someone or treat that person like a friend?

Explain that the students will talk more about this in the coming

week.

(continued)

Teacher NoteDistribute a copy of the “Ask Me About” home connection activity sheet to each student before the end of the day. Read the sheet aloud and have the students write in the names of several recent activities they might like to discuss with their home partners.





• Review “Heads Together”

• Work in groups of four

• Include one another

• Contribute to group work

FILL-IN-THE-WORD STORIES1 Create Groups of Four and Review “Heads Together.” Combine

pairs to form groups of four. Briefly review the cooperative structure

“Heads Together” by asking:

Q What will you do to help your group work well together? Heads together.

2 Introduce the “Fill-in-the-word Stories” Activity. With the “Fill-

in-the-word Story” chart facing away from the class, and without

reading the chart aloud, ask the class to volunteer words from the

indicated parts of speech. Use the students’ suggestions to fill in the

blanks in the story.

Fill-in-the-word StoryMy favorite time of day is lunchtime because I

get to with my

friends. We sit at tables and

eat . Afterward

we to the playground where we

play with the . It’s our favorite

time of day!

(adjective)

(color)

(verb)

(verb)

(food)

(noun)

(adjective)

Teacher NoteIf necessary, refer to Week 8 to review “Heads Together.”

“I need a verb. Who can give me a verb? Now I need an adjective. Who can give me an adjective?”

(continues)

MATERIALS • “Fill-in-the-word Story” chart,

prepared ahead, placed facing

away from the class • Copy of the “My Pet” fill-in-

the-word story (BLM2) on a

clipboard with a pencil for

each group, prepared ahead

TUESDAY



TUeSDAY • MOrNING aCTIvITY


When you have filled in all the blanks, turn the chart to face the

class and read the story aloud.

Explain that each group will work on a fill-in-the-word story today.

Tell the students that the recorder in each group will ask for words

and keep the story hidden until all the blanks are filled in. Ask and

briefly discuss:

Q How will you decide who will be the recorder? Heads together.

Q What will you do to make sure everyone in your group is included in this activity?

3 Do the Activity. Distribute the “My Pet” fill-in-the-word story on a

clipboard with a pencil to the recorder in each group, and have the

groups begin. Tell them to read their stories aloud after filling in all

the blanks.

4 Reflect. Discuss as a class:

Q How did you feel working with your group today? What made you feel that way?

Q What did you do to make sure everyone in your group was included?

Q We will do this activity again on Thursday. What might your group do differently next time? Heads together.

Encourage the students to continue to think about ways they can

include one another as they go through the day.

Collect the clipboards, pencils, and stories.

(continued)

Teacher NoteIf necessary, help the students remember the different parts of speech by asking:

Q What kind of word is a [noun/verb/adjective/adverb]?

Q What is a plural noun?

Provide examples as needed.

Classroom Management NoteCirculate and observe the groups without intervening. If you notice that a group is struggling, wait a few minutes before approaching to see if the students can resolve their problems on their own. If not, support them by asking questions such as:

Q Who is the recorder? What does the recorder need to do?

Q What kind of word do you need next? What ideas do you have?

Q What are you doing to make sure everyone is included in completing your fill-in-the-word story?





• Get to know this week’s Spotlight Student

• Share with the class, as desired

SPOTLIGHT STUDENT AND CLASS SHARING1 Interview the Spotlight Student. Have this week’s Spotlight Student

share and be interviewed by the class.

2 Share as a Class. Invite the students to share about their lives, and

encourage classmates to ask questions.

3 Reflect. Ask and briefly discuss:

Q What did you learn about a classmate today?

Q What questions do you want to ask a classmate about what he or she said?

MATERIALS • The Spotlight Student’s “In the

Spotlight” information sheet,

posted

WEDNESDAY





• Work in groups of four

• Include one another


• Share work fairly

ANOTHER FILL-IN-THE-WORD STORY1 Assemble Groups from Tuesday and Discuss Working Together.

Ask pairs to join the same groups of four they worked in on Tuesday.

Explain that the groups will complete another fill-in-the-word story

today, and the purpose is to practice including all group members in

the activity. Discuss:

Q What will you do to make sure everyone in your group is included in the activity? Heads together.

Q How will you decide who will be the recorder today? Is that a fair way to decide? Why or why not?

2 Do the “Another Fill-in-the-word Story” Activity. Distribute the

“Fun at the Playground” fill-in-the-word story on a clipboard with

a pencil to the recorder in each group, and have the groups begin.

Remind them to read their stories aloud after filling in all the blanks.

3 Reflect. Discuss as a class:

Q What did you do to make sure everyone in your group was included?

Q How did you feel working with your group today? What made you feel that way?

Encourage the students to continue to think about ways they can

include one another as they go through their day.

Collect the clipboards, pencils, and stories.

Classroom Management NoteCirculate and observe the groups without intervening. If you notice that a group is struggling, wait a few minutes before approaching to see if the students can resolve their problems on their own. If not, support them by asking questions such as:

Q Who is the recorder? What does the recorder need to do?

Q What kind of word do you need next? What ideas do you have?

Q What are you doing to make sure everyone is included in completing your fill-in-the-word story?

MATERIALS • Copy of the “Fun at the

Playground” fill-in-the-word

story (BLM3) on a clipboard

with a pencil for each group,

prepared ahead

THURSDAY





• Reflect on the Home Connection Activity


SHARE HOME CONNECTION ACTIVITIES1 Create Groups of Four. Combine pairs into groups of four.

2 Share the Home Connection Activity. Have the students silently

reread their completed “Ask Me About” home connection activity

sheets and then share what they wrote in their groups of four.

3 Reflect. Ask and discuss as a class:

Q What did you talk about in your group?

Q What is one thing you’ve learned this week about how to work well in a group? Heads together.

Remind the students that being in a caring community means

including one another and treating one another like friends.

Encourage the students to keep these things in mind as they go

through the day.

MATERIALS • The students’ completed “Ask

Me About” home connection

activity sheets

FRIDAY




EXCLUSIONPURPOSE

• Discuss exclusion and its effects on the community

• Imagine how others feel

• Generate ideas for including others

ABOUT EXCLUSIONIn any social group, it is normal for individuals to form closer bonds

with some people than with others. However, it is important to be

able to distinguish between the appropriate expression of social

preferences and mean-spirited or deliberate exclusion of others. This

class meeting helps the students build their capacity to empathize with

others as they explore the importance of acting in a friendly way toward

everyone, regardless of who their close friends might be. They come to

understand the impact of exclusion on their community and generate

ideas for counteracting it. Students who have excluded others have the

opportunity to engage in self-reflection and develop the empathy they

need to modify their behavior.

If you notice that certain students habitually exclude others, work with

them individually using the suggestions in chapter 8, “Exclusion,”

in Caring School Discipline. If you notice that certain students are

consistently excluded by others because their attempts to be included

tend to be confrontational or disruptive, help these students develop

more successful social strategies using some of the suggestions in

chapter 11, “Social Isolation,” or other relevant chapters in Caring School

Discipline.

Devote the majority of time in this class meeting to Steps 3 and 4. Move

through the other steps quickly.

1 Briefly Review the Previous Class Meeting TopicHave the students bring their chairs to the circle, and then quickly

pair adjacent students. Briefly review the “Class Meeting Rules” chart.

Review the topic of the previous class meeting, any decisions made

as a class, and how the students are doing with carrying out their

decisions. Remind the students that you expect them to act on

their decisions and that you will check in with them again.

MATERIALS • “Class Meeting Rules” chart • Any recorded decisions from

the previous week’s class

meeting • Any notes of your observations

of students excluding others,

prepared ahead • “Our Class Norms” chart • Paper and a pencil for teacher

notes • (Optional) Problem/solution

chart about exclusion from

Week 2, if available

Teacher NoteReread the “After the Meeting” section of the previous class meeting for ways to continue to support and hold the students accountable for acting on their decisions.

WEEKLY CLASS MEETING



WeeKLY CLASS MeeTING • exCLUSION


2 Introduce Today’s Class Meeting Topic of ExclusionRemind the students that they have been working to make school

a safe place where everyone feels welcome. Explain that you have

noticed (or heard reported) incidents of students leaving others out

of group activities. Explain that today the students will talk about

the problem and what they can do as a community to make sure

no one feels excluded. Using a judgment-neutral tone and without

mentioning any of the students’ names, share some of your recent

observations of exclusion.

3 Discuss the Effects of ExclusionIn pairs and as a class, discuss:

Q Have you ever felt left out by others? If so, when? Turn to your partner.

Q Have you ever seen someone else being left out? How do you think that person felt?

Q Why do you think people exclude others, or leave others out?

Q Why do we want to make sure no one feels excluded in our community?

Students might say:“ My best friend got another friend and stopped playing with me. It made me feel sad.”

“ Some kids I was playing kickball with told another kid that he couldn’t play. He looked frustrated.”

“ You might not want to play with someone who doesn’t follow the rules.”

“ I agree with [Charlotte]. Maybe you just don’t want to be friends with someone.”

“ In addition to what [Adriano] said, people might leave you out because their friends tell them to.”

4 Generate Possible SolutionsReview the “Our Class Norms” chart and remind the students that

they have agreed to treat one another well and avoid hurting others.

Discuss the following questions, and jot notes of the students’

responses on a sheet of paper:

Q What might you do if you feel left out of a group activity or if you see someone else being left out? [pause] Turn to your partner.

Q If you’re thinking of excluding someone, what can you tell yourself?

“I’ve seen some students keeping others out of games on the playground. I’ve also heard that sometimes students don’t let others sit with them in the lunchroom.”

Teacher NoteRemind the students to use words like people or students instead of names when discussing incidents of exclusion. Also remind them to use the following discussion prompts during class discussion:

• “I agree with because . . .” • “I disagree with because . . .” • “In addition to what said, I think . . .”

Teacher NoteIf your class generated a problem/solution chart for “Not letting others play” in Week 2, show and review it during this step. (See Week 2, Thursday’s During the Day.)



WeeKLY CLASS MeeTING • exCLUSION


Q If you realize you’ve left someone out, even accidentally, what might you do to make it right?

Students might say:“ I could ask if I could play, too.”

“ If I saw someone being left out, I could invite them to play.”

“ I could tell myself, ‘I wouldn’t like it if someone left me out.’ ”

“ I can say sorry and invite them to join in.”

5 Summarize and AdjournUse your notes to summarize what you heard. Point out that if the

students see or experience exclusion, it is OK to ask an adult for

help. Remind them of the importance of including everyone in the

community, and let them know that you will check in with them in a

few days to see how they are doing. Adjourn the meeting.

AFTER THE MEETINGConduct check-in class meetings to see how the students are doing

with reducing exclusion. If you notice that widespread exclusion

continues, explain that this is unacceptable and that you expect the

class to do better. Repeat today’s class meeting to generate further

ideas, and continue to hold the students accountable to their class

norms. If the problem is limited to individual students, work with

them one-on-one using the suggestions in chapter 8, “Exclusion,” or

other relevant chapters in Caring School Discipline.

Facilitation TipContinue to ask facilitative questions like the following to extend and probe the students’ thinking and to increase participation during discussions:

Q What do you think about what [Romy] just said?

Q What idea do you have that is different from [Edward’s] idea?

Q Do you agree or disagree with what [Bridget] just said? Turn to your partner.

Q What question can you ask [Usain] about what he said?



© Center for the Collaborative Classroom Caring School Community® • exclusion BLM1

Ask Me AboutDear Home Partner,

Please ask your child to tell you about these interesting activities we have been doing in our class:

Use the Conversation Starters to help your child describe these activities. Then help your child complete this activity sheet and return it to class by Friday.

Conversation Starters •What did you do in this activity? What did you learn?

•What did you like about this activity?

•What was challenging about this activity?

directions to the student:On a separate sheet of paper, write about your favorite activity, and tell why it is your favorite.

Comments:Write any comments you wish here (either student or home partner), sign and date below, and return to class by Friday.

___________________________________ ____________________________________ ________________Student signature Home partner signature Date

Home Connection Activity

Date:



BLM1 Caring School Community® • exclusion © Center for the Collaborative Classroom

Pregúntame acerca deestimado compañero de casa:

Por favor, pídale a su hijo que le cuente acerca de estas actividades interesantes que hemos hecho en nuestra clase:

Use los Temas de conversación para ayudarle a su hijo a describir estas actividades. Luego, ayúdele a su hijo a completar esta hoja y devolverla a la clase a más tardar el viernes.

Temas de conversación • Qué hiciste durante esta actividad? ¿Qué aprendiste?

• ¿Qué te gustó acerca de esta actividad?

• ¿Cuáles fueron las dificultades de esta actividad?

Instrucciones para el estudiante:en una hoja de papel aparte, escribe acerca de tu actividad favorita y explica por qué es tu favorita.

Comentarios:escriba cualquier comentario que tenga aquí (estudiante o compañero de casa), ponga su firma y la fecha abajo y devuelva esta hoja a la clase a más tardar el viernes.

___________________________________ ____________________________________ ________________Firma del estudiante Firma del compañero de casa Fecha

Actividad de conexión con el hogar

Fecha:



© Center for the Collaborative Classroom Caring School Community® • exclusion BLM2

My Pet

I love my pet . I got him when I was years old,

(animal) (number)

and I named him . He is very and .

(name) (adjective) (adjective)

We feed him cans of every day.

(number) (food)

We trained him to every time we say, “ !”

(verb) (verb)

My dad gets mad whenever my pet . My pet is also not allowed to

(verb)

on the , but I love it when he

(verb) (noun) (verb)

in my . He is the best pet in the !

(noun) (place)

Fill-in-the-word StoryGroup members:



BLM3 Caring School Community® • exclusion © Center for the Collaborative Classroom

Fun at the Playground

My friend and I love to go to the playground in our

(person’s name) (adjective)

neighborhood. We down the slide, and we on the

(verb) (verb)

swings. We love to climb on the .

(adjective) (noun)

It is also to play on the big field.

(adjective) (sport)

When we get tired, we stop and have a snack like

(adjective) (food)

or . We always come home feeling ,

(food) (adjective)

and we can’t to go back again.

(verb)

Fill-in-the-word StoryGroup members:



24 Caring School Community® • Grade 2 © Center for the Collaborative Classroom

Observe the students and ask yourself: All or most students

About half of the students

Only a few students

Are the students able to work with anyone they are assigned to?

Do they intentionally include others?

Do they seem able to understand others’ feelings and perspectives?

Other observations:

Suggestions:If the students continue to exclude one another, consider doing the following:

• Discuss inclusion in check-in class meetings over the next several weeks.

• Teach the “Alike and Different,” “Friendship,” “Kindness,” or “Mean Behavior“

Topic Weeks.

• Work individually with any students who habitually exclude others using the

suggestions in chapter 8, “Exclusion” in Caring School Discipline.

Date:

Topic Week Class Assessment Record • CA23Exclusion



STU

DEN

T N

AM

ES

© Center for the Collaborative Classroom Grade 2 • Caring School Community® 43

Date:

Social skills

Takes responsibility for learning and behavior

Recognizes emotions and expresses them appropriately

Considers the effects of behavior and decisions on others

Asks for and offers help

Seeks to understand others’ feelings or perspectives

Reaches agreement

Shares work and materials fairly

Solves problems together that arise in work or play

Considers how to make amends for having caused harm

Reflects on thinking, learning, and behavior

Topic Week title:

The social skills listed below are emphasized during the Social Issues topic weeks. Choose three or four skills and observe your students to see if they exhibit these skills this week. (You might want to highlight these rows on the chart.) Use the following rubric to record your observations for each student:

0 = does not exhibit skill

1 = exhibits skill with support

2 = exhibits skill independently

Topic Weeks: Social Issues Individual Student Assessment Record • IA41 of 3



44 Caring School Community® • Grade 2 © Center for the Collaborative Classroom

STU

DEN

T N

AM

ES

Social skills






Reaches agreement





Topic Week title:




STU

DEN

T N

AM

ES

© Center for the Collaborative Classroom Grade 2 • Caring School Community® 45

Social skills






Reaches agreement





Topic Week title:




Part 4: Buddies Activities 139

ACTIVITY SUMMARYBuddies taste three different varieties of apples.

Partners discuss how each apple tastes and

rate the tastiness on a record sheet. After the

tasting, the teacher charts the buddies’ ratings,

and the group discusses the chart. To prepare

for the tasting, older buddies find answers to the

younger buddies’ questions about apples.

Content Area: Science, Health, and Nutrition; Math

Academic and Social Focuses: • Identify healthful foods

• Compare and contrast

• Research and report information

• Share opinions

• Respect others’ opinions

MATERIALSBuddy Teacher Preparation

• Chart paper and markers in three different colors

Younger Buddy Student Preparation • Chart paper and a marker

Older Buddy Student Preparation • Charted younger buddies’ questions

• Access to information about apples (for example, encyclopedias, books, or approved websites)

Buddies Activity • Copy of list of research questions and answers about apples, prepared ahead by teacher for each older buddy

• A slice of each of three apple varieties for each student and a few whole apples of each variety

• Paper plates and napkins for each student

• Copy of “Apple Tasting” record sheet (BLM12) for each buddy pair

• “Apple Tasting Results” chart, prepared ahead, and markers in three different colors

Apple TastingCross-age Buddies Activity Book Sample


LeARnIng AnD PLAYIng TOgeTHeR

140 Caring School Community® • Cross-age Buddies Activity Book

BUDDY TEACHER PREPARATIONNote: The younger buddy class needs to prepare first for this activity by generating a list of

questions about apples.

• Choose three apple varieties for the tasting. Try to include both sweet and tart apples (see Ideas for Apple Varieties on page 143).

• Make a copy of the “Apple Tasting” record sheet (BLM12) for each buddy pair.

• Prepare the “Apple Tasting Results” chart (see diagram on the previous page). Use a different color marker for each variety of apple.

• Prepare the apples for the tasting:

• Wash the apples in cool water and refrigerate them until the day of the activity.

• On the day of the activity, let the apples come to room temperature.

• To prevent browning, do not peel the apples. Slice the apples just prior to serving them to the students.

BUDDY STUDENT PREPARATIONOlder BuddiesIntroduce the Activity

• Explain that buddy partners will get together to eat and talk about apples. The partners will taste three different varieties of apples and discuss how each apple tastes. Each partner will rate the taste of the apples on a record sheet. After the tasting, the students will find out which apple the group rated as the tastiest.

Research the Younger Buddies’ Questions

• Explain that the younger buddies have some questions about apples. To help the younger buddies learn more about apples, the older buddies will find answers to the questions and share the answers with their younger buddies before the apple tasting.

• Post the charted younger buddies’ questions where everyone can see them. Read the questions and have each student select a question to research. Students

who select the same question can work in pairs or groups to find the answer to the question.

• Have the students do their research using the resources available to them (encyclopedias, books, websites, etc.).

• After the students complete their research, have them share the answers they found with the class. Record each answer under the appropriate question on the chart. Prior to the Buddy activity, provide each older buddy with a copy of the questions and answers to share with his younger buddy.

Discuss Respecting Others’ Opinions • Explain that during this activity the students will need to respect the opinions of their younger buddies. Discuss:

Q Yourbuddy’sopinionabouthowanappletastesmaybedifferentfromyours.Howcan you show that you respect your buddy’s opinion? Why is that important?

Cross-age Buddies Activity Book Sample


APPLe TASTIng


Younger BuddiesIntroduce the Activity

• Explain that buddy partners will get together to eat and talk about apples. The partners will taste three different varieties of apples and discuss how each apple tastes. Each partner will rate the taste of the apples on a record sheet. After the tasting, the students will find out which apple the group rated as the tastiest.

Generate Questions About Apples • Explain that before the tasting, the older buddies are going to teach the younger buddies something about apples. Ask the students what they want to learn about apples. First in pairs, and then as a group, discuss:

Q What do you already know about apples?

Q What would you like to know about apples? • After partners have talked, have a few volunteers share their thinking with the class.

• On chart paper, record in question form what the students would like to know about apples.

TIP: If the students have trouble generating questions, stimulate their thinking with questions such as “How many kinds of apples are there?” “Are apples easy to grow?” “Do apple trees grow everywhere?” “How big is an apple tree?” and “Why is eating apples good for you?”

• Explain that you will give their questions about apples to the older buddies’ class. The older buddies will find answers to the questions and share the answers with them at the apple tasting.

Discuss Sharing Their Opinions • Explain that during this activity the students will need to share their opinions with their older buddies. Discuss:

Q Youropinionabouthowanappletastesmaybedifferentfromyourbuddy’sopinion.WhyisitOKtohaveadifferentopinion?

BUDDIES ACTIVITYGet Ready to Work Together

• Post the “Apple Tasting Results” chart where everyone can see it. Have the students gather with buddy partners sitting together.

• Review that the students will have an apple tasting. First, older buddies will answer the younger buddies’ questions about apples. Then the students will taste three different varieties of apples. After each tasting, partners will discuss how the apple tastes. Each student will rate the taste on a record sheet.

Learn About Apples • Have the older buddies share the answers to the questions with their younger buddies. Afterward, have a few younger buddies share with the group what they learned from their older buddies.



LeARnIng AnD PLAYIng TOgeTHeR

142 Caring School Community® • Cross-age Buddies Activity Book

Conduct the Apple Tasting • Distribute an “Apple Tasting” record sheet to each pair. Have partners write their names on the sheet. Read the directions on the sheet aloud, pointing out where the students write the variety of each apple and where they use a check mark to indicate how they think the apple tastes.

• Explain that in the Comments box they will tell why they rated the apple as they did. For example, one partner may rate an apple as “Very Tasty!” because she thinks it is sweet, juicy, and crisp. The other partner may rate the apple as “Not Tasty” because he thinks it tastes sour and is not juicy enough.

• Pass around whole apples of the first variety for the students to touch and examine. Write the variety where everyone can see it, and have each older buddy write the variety on the appropriate line on the record sheet. Have the group discuss what they notice about the size, shape, and color of the apple.

• Serve each student a slice of the first apple variety on a paper plate. Remind partners to discuss their opinions of the taste and explain their ratings in the Comments box. Repeat these steps for the other two apple varieties.

Circulate as Buddies Work • Walk around the room and observe the buddies. If necessary, ask questions like these to support buddy partners as they work:

Q Whydidyouratetheappleas[JustOK]?Howwouldyoudescribethetaste?Juiciness?Crispness?

Q Whatcanyousaytoshowyourespectyourbuddy’sopinion,evenifit’sdifferentfromyourown?

Chart and Discuss the Apple Tasting Results • Have the students gather with buddy partners sitting together. Have a few buddies discuss how their partners rated the apples. Ask:

Q Didyouandyourpartnerdisagreeaboutthetasteofanapple?Tellusaboutit. • Direct the students’ attention to the “Apple Tasting Results” chart and explain that you will record the results of the apple tasting for the group on the chart. By a show of hands, have the students indicate how they rated each variety of apple, and record the totals on the chart.

• First in pairs, then as a group, discuss:

Q Howmanypeopleratedthe[GoldenDelicious]asverytasty?JustOK?Nottasty?

Q What can we learn about our whole group from looking at the chart?

Q Whydoyouthinkmorepeoplelikedthetasteofthe[Fuji]ratherthanthe[GrannySmith]?

Reflect as a Group • Facilitate a brief discussion by asking:

Q How did we do as a group today? What do you think we can do better next time? • Post the “Apple Tasting Results” chart where both classes can view it.



APPLe TASTIng


REFLECTING ON THE BUDDIES ACTIVITYOlder BuddiesDiscuss the Buddies Activity

• Back in the classroom, have the students reflect on how they worked with their younger buddies by discussing:

Q What went well during the activity? What couldyoudodifferentlythenexttimeyou work with your buddy? How would that help?

Q How did you show that you respected your buddy’s opinions about the apples?

Younger BuddiesDiscuss the Buddies Activity

• Back in the classroom, have the students reflect on how they worked with their older buddies by discussing:

Q How did you do with sharing your opinions with your buddy?

Q How did your buddy show respect for your opinions? How did that make you feel?

NOTESIdeas for Apple Varieties

• Sweet apple varieties include Red Delicious, Golden Delicious, Fuji, Cortland, Gala, Braeburn, and Rome Beauty.

• Tart apple varieties include Granny Smith, Jonathan, McIntosh, York Imperial, Newtown Pippin, Stayman, and Pink Lady.

Extensions • Have food tastings with other varieties of seasonal fruits and vegetables. For example, you might have the students taste and rate oranges, tangelos, and tangerines, or various kinds of lettuce, such as crisphead (iceberg), butterhead, and romaine.

• After the apple tasting, read a picture book about apples aloud to the group. Have buddy partners talk about the book after the reading. You might choose one of the following picture books:

• Apple Farmer Annie by Monica Wellington

• Apple Picking Time by Michele B. Slawson

• How Do Apples Grow? by Betsy Maestro

• Johnny Appleseed by Steven Kellogg



Introduction • Principles of Caring School Discipline v

The Caring School Community® program is a social and emotional

learning (SEL) and discipline program designed to help students

become caring, responsible members of their school communities

and, ultimately, grow into humane, principled, and skilled citizens

of a democratic society. From Day 1 of kindergarten through the last

day of grade 8, the lessons in the program’s Teacher’s Manuals help

teachers create warm, safe, and disciplined classroom environments

where students can develop the skills and dispositions they need to

learn to interact constructively with others.

The discipline approach in the Caring School Community program

functions first and foremost to ensure a safe and orderly learning

environment for students, but it is designed to do much more than

that. Its ultimate goal is to help students acquire self-discipline—that

is, the ability to regulate their emotions, understand and relate to the

feelings of others, and make responsible decisions about their own

behavior and act independently and skillfully upon them. This goal

applies to all students, regardless of socioeconomic status, ability

level, race, gender, or any other factors. The program uses a two-

pronged approach to accomplish its goal: the proactive, whole-class

SEL instruction found in the Teacher’s Manual, and the one-on-one

interventions found in this component, Caring School Discipline™,

which are designed to help you work with individual students who

need additional support.

Principles of Caring School DisciplineThe discipline approach in the Caring School Community program is

rooted in the following assumptions:

• All children want to feel safe, successful, accepted, and connected to

others, and all parents want their children to succeed.

• Behavior is learned. Children are capable of learning to adapt to

school norms even if they are different from norms outside of school.

Introduction

Caring School Discipline™, Grades 2–5 Sample


vi Caring School Community® • Caring School Discipline™, Grades 2–5

Lapses in behavior are opportunities to learn rather than moral

failings that define a child’s character.

• Children who feel connected to their community are more inclined

to feel a sense of responsibility, both to themselves and others.

Empathy and consideration for others are essential to developing the

motivation to avoid misbehavior.

• Effective discipline relies on mutually respectful and caring

relationships. Children need to feel that their teachers and other

adults care about them.

• Developmentally appropriate, engaging curricula are essential.

Activity, talk, movement, and experimentation are all normal, healthy

behaviors for children and must be integrated into learning. Long

periods of passive listening are ineffective and can lead to discipline

problems.

• Good classroom management, including consistently high

expectations of behavior and explicit teaching of classroom

procedures and social skills, is critical to a disciplined classroom

environment. The classroom management skills described in the

Teacher’s Manual can be incorporated into any teacher’s daily

teaching practice.

The Roots of Problem Behaviors

There is no substitute for effective classroom management and

engaging curricula for mitigating problem behaviors in school.

However, even in well-managed classrooms, students may still act

out for myriad, complex reasons. Understanding some of the more

common reasons can help teachers respond more effectively.

Students might misbehave because they lack impulse control or

because they do not yet possess the skills or language needed

to be able to choose more appropriate behaviors. They may lack

awareness of what is and is not acceptable, or not understand how

school norms might be different from norms outside of school.

Students’ developmental levels can also play a role: young children

are naturally egocentric and may have difficulty considering the

needs of others, while older children can be unduly influenced by

peers whose approval they are strongly motivated to seek. Sometimes

students misbehave out of simple defiance, by testing boundaries



Introduction • Principles of Caring School Discipline vii

and challenging authority. These, too, are all normal characteristics

of childhood and are certainly not uncommon among school-age

children. These potential sources of misbehavior inform the kinds of

interventions suggested for each behavior in this book.

Much human behavior is rooted in the innate drive to meet basic

psychological needs—to feel safe, to belong, to exercise autonomy, to

feel competent and capable of making sense of the world—and this is

especially true for children. They will engage in both functional and

dysfunctional behaviors to try to meet these needs, and learning the

difference between what is functional and what is dysfunctional is a

process that takes time, teaching, and opportunities to both fail and

succeed in a safe and nurturing environment. Children need to know

that adults will care for them in spite of their mistakes, and adults can

create this kind of safe environment when they establish clear and

consistent boundaries for behavior.

Children rely on the adults in their lives to provide unambiguous

direction about the boundaries that keep them physically and

emotionally safe. This is true for both very young children who

naturally orient toward adults and for older children who are more

focused on their peers. All children, regardless of their stage of

development, are powerfully motivated to seek the approval of their

parents or other primary caregivers, which makes these adults vital

allies in a school’s efforts to address students’ behavior issues. The

chapters in this book provide guidance on how to effectively involve

and partner with primary caregivers in supporting the students.

Discipline and Equity

While high expectations and firm boundaries are important aspects

of the Caring School Discipline approach, this program differentiates

itself from discipline approaches that rely on punishment and

heavy-handed control to maintain order, as well as those that make

heavy use of extrinsic incentives such as stickers, rewards, or special

privileges to motivate students. While such behavioristic approaches

may temporarily gain compliance from students, they fail to build

the intrinsic motivation that is absolutely necessary if students are

to learn to act responsibly on their own. Furthermore, excessive use

of punishments in American public schools, particularly overuse



viii Caring School Community® • Caring School Discipline™, Grades 2–5

of suspension and expulsion, has led to grossly disproportionate

numbers of disadvantaged students—particularly poor African-

American and Latino boys—being pushed out of school prematurely

into lives of truancy, limited choices, and increased likelihood of

eventual incarceration (sometimes referred to as the “school-to-

prison pipeline”). Such “law and order” practices are damaging

and completely unnecessary to achieving a disciplined school

environment.

The Caring School Discipline approach works by taking a strongly

developmental, teaching-and-learning stance toward changing

behavior. Because the program draws on principles of restorative

justice, which emphasize taking responsibility for hurtful conduct

and repairing harm caused to others, students stay firmly integrated

in the community as they learn, grow, and change, rather than

becoming exiled from it due to mistakes. Within this context, students

come to understand the effects of their behavior on others, develop

a sense of responsibility to their community, learn constructive

alternatives to dysfunctional behavior, and build internal regulation

and control.

The Structure of Caring School DisciplineThe chapters in this book are organized alphabetically by behaviors

common for the given grade range. You can go directly to chapters

as you need them to deal with specific behavior problems, or you can

read the book from beginning to end to get a broader perspective on

the approaches taken across behaviors.

Three levels are provided for each behavior. We recommend

beginning with the lowest level of intervention and proceeding to the

next level only if the behavior persists. The interventions range from

quick, in-the-moment teacher responses to quell minor disruptions

to full, documented learning plans that can involve the principal,

primary caregivers, and other adults. Each level of intervention

provides increased support and accountability to the individual

student.

Be aware that, while most school misbehaviors are part of the normal

continuum of childhood behaviors and most students will respond



Introduction • The Structure of Caring School Discipline ix

readily to the interventions in this book, you may occasionally have

students who exhibit behaviors that require resources beyond the

school to resolve. For example, aggression or defiance that persists

in spite of these interventions can be signs of deeper emotional or

psychological issues that require professional evaluation and support

to address effectively. The possible need to pursue such outside

resources is noted in the pertinent chapters.

Finally, keep in mind that the interventions in Caring School

Discipline are meant to be used in conjunction with, and not

separate from, the whole-class curriculum in the Teacher’s Manual.

Their effectiveness with individual students depends wholly on

the presence of a strong classroom and school community that

supports all of the students, every day, in an atmosphere of respect,

responsibility, and trust.



60 Caring School Community® • Caring School Discipline™, Grades 2–5

During the elementary grades, friendships can be fluid, with students

forming relationships, disbanding them, and then forming new

relationships. While this behavior is typical for this age, the impulse

to exclude others in the process is also typical. At its extreme,

exclusion is a form of bullying (see chapter 2, “Bullying: Active”), but

even lesser instances of exclusion can hurt youngsters deeply and

can undermine the goals of a caring classroom community. The

stress of being someone’s “best friend” one day and then excluded

the next can interfere with a student’s ability to focus on learning and

engage in school.

The Teacher’s Manual lessons help you build a strong classroom

community that supports the development of empathy and

emphasizes kindness and tolerance: while students are free to

choose their closest friends, they learn that they must always act in a

friendly way toward everyone. The students are randomly paired in

the lessons and switch partners weekly, helping them gain valuable

practice in working with all different kinds of people and even finding

ways to get along with partners who may not be their favorite people.

They discuss exclusion directly as a class and talk about why they

want to avoid it. Even so, you may witness exclusion, or you may hear

a student complain about a friend who “won’t play with me anymore”

or about a student who does not let others join in a game. When you

do, it is important to intervene quickly to help the excluding student

change her behavior.

EXPECTED OUTCOME OF INTERVENTION: The student will recognize

that excluding others is unacceptable, build empathy, and develop

the skill and motivation to treat others more kindly and act more

inclusively. (For excluding behavior that has evolved into cliques

or more active bullying, refer to chapter 2, “Bullying: Active,” and

chapter 3, “Bullying: Passive (Bystanding).”)

CHAPTER 8

Exclusion



Chapter 8 • Exclusion 61

Level I InterventionRespond to First Indications of Exclusion

GOAL: To interrupt excluding behavior and gather information about exclusion or potential exclusion

• Exclusion usually occurs out of the presence of adults and is not

always apparent. Be watchful and investigate any indication of

this behavior, whether you witness it directly or hear about it from

students.

• Talk separately to the students involved (the student suspected of

doing the excluding as well as the students who have been excluded)

to try to find out what has occurred. Be aware that the whole story

may not come out in these first conversations, as students may resist

taking responsibility or be unwilling to speak up.

• If you suspect exclusion but have no clear evidence, plan to observe

and monitor the interactions of these students in the coming days.

Also consider teaching the “Exclusion” Topic Week in the Teacher’s

Manual to your class.

• In some cases, the problem might not be exclusion so much as a

break in a friendship and hurt feelings. Allow the students involved

to talk about their feelings, and assure them that it is normal for

friendships to come and go, to feel sad when friendships end, and

to go on and make new friends. Also make sure that the students

understand that they are to treat one another kindly, whether they

continue to be close friends or not.

• If you do find clear evidence that a student is deliberately

excluding others, move on to the Level II Intervention: Student

Conference.




Level II InterventionStudent Conference

GOALS: (1) To help a student who excludes others to understand that this behavior is unacceptable and that she must make amends and commit to refraining from excluding in the future, and (2) To restore a sense of belonging for a student who has been excluded

For most students, a serious conversation about their excluding

behavior will be sufficient to curb such behavior in the future. To

implement the Level II Intervention:

1. Meet with the students who are being excluded. Prior to meeting

with the student who excludes, meet with the student who is being

excluded to gather as much information as possible about what

has been happening. Try to learn the exact nature of the exclusion,

where and when it happens, and how long it has been occurring.

If the student’s own behavior might be provoking rejection by

peers (such as a tendency to cheat in games or to use offensive

language), make note of this to deal with at a later time using one

of the relevant chapters in this book. However, take care to avoid

“blaming the victim” for the way others are treating her; all students

deserve to be treated kindly, and no one deserves mistreatment.

Assure the excluded student that she is a valuable member of the

classroom community and that she belongs in school with her

classmates.

2. Understand possible causes. It is human nature to wish to

bond with certain people and not others and to form group

identifications. But when these tendencies are compounded by

meanness and a lack of empathy, exclusion results. Sometimes

students exclude to control, thinking, “Only the people I choose

can play in this game, no one else!” Sometimes jealousy or a

disproportionate need for social approval triggers exclusion. And

sometimes friendships simply run their course, resulting in pain

for the ones left behind. Sadness is a normal reaction to the end

of a friendship, and you can help students move through the




feeling and regain a sense of optimism about making new friends.

Assure students that it is normal for friendships to change, but that

everyone is expected to be kind and to avoid being deliberately

hurtful toward others.

3. Conduct the Student Conference. Follow these steps.

Maintain a calm, matter-of-fact tone.

a. Explain that you are meeting with the student because

you have either observed or heard reports of the student

excluding others. Briefly describe the behaviors. (“We

work hard to create a safe and caring community for

everyone at our school, but I’ve noticed some things

recently that concern me. I’ve seen you [excluding people

from games during recess] and [not letting certain people

sit with your group at lunch]. I’ve heard that you [tell your

friends who can and can’t join your group]. This is not OK

and has to stop. [pause] What do you think about what I’m

saying?”)

b. Allow the student to respond. Listen carefully without

interrupting. (It is not necessary that the student

confesses. The conversation can continue whether the

student admits to excluding or not.)

c. Remind the student that excluding others or treating

them unkindly goes against the class norms and is not

acceptable. Ask:

• Q How might you feel if [someone said to you, “You can’t eat lunch with us—go sit somewhere else”]? Why do we want to avoid making anyone in our community feel that way?

• Q We’ve agreed to treat others the way we want to be treated, whether we’re close friends with them or not. How are you doing with that?

(continues)




• Q If you knew that someone felt excluded because of something you did, what could you do to make it right with that person? Is there anyone you feel you owe that to right now?

• Q You are always free to choose your closest friends, but as a member of this class community, you must always act in a friendly way toward everyone. What does acting in a friendly way mean in the lunchroom? On the playground? In class?

• Q What are you going to do to make sure that you personally never make anyone feel excluded?

The student might say:

“I would feel sad if people told me I couldn’t sit with them.”

“Maybe I haven’t been treating everyone the way I would want to be treated.”

“If I knew I made someone feel excluded, I would apologize and try to include them.”

“Acting friendly in the lunchroom means letting anyone sit with you and being nice to them.”

“I’ll make sure I tell my friends that anyone who wants to can join us.”

If the student has difficulty responding to these questions,

suggest some possible responses like those above.

d. Point out that it is each student’s responsibility to treat

others according to the class norms, and tell the student

that you will hold her accountable for doing so. Explain

that you will check in with her in the coming days, and

express confidence in her ability to change. (“It is your

responsibility to treat others the way you want to be

treated, and I expect you to do so. I know that you are

capable of making the right choices from now on.”)

(continued)




4. Follow up with the student. If the student has admitted to

deliberately excluding someone, accompany her as she apologizes

to the person she has excluded and commits to not repeating the

behavior. For several days, observe the student both in and out of the

classroom and check in with her frequently to see how she is doing

with including others. Also check in with the student who has been

excluded to see if the behavior has stopped.

Continue to monitor to ensure that exclusionary behavior has

stopped. If it continues or escalates, move on to the Level III

Intervention.

Level III InterventionIndividual Learning Plan

GOAL: To increase support and accountability to help a student develop empathy and avoid exclusion of others

If the student has not been successful in eliminating excluding

behaviors after the Level II Intervention, she likely requires a greater

level of accountability in order to develop the empathy and motivation

to change. Note that the initial Individual Learning Conference for

this behavior does not include the principal, primary caregivers, or

other adults, as this behavior can often be corrected without their

early involvement. However, if problems persist, you might ask the

student’s primary caregivers for support (see “Considerations for

Involving Other Adults” at the end of this chapter). To implement the

Level III Intervention:

1. Collect data and prepare for the conference. Print a copy of the

“Individual Learning Plan” record sheet (BLM1) from the CCC

Learning Hub (ccclearninghub.org). Document the nature and

frequency of the student’s excluding behavior and record your

observations in the "Data Collection" section of the record sheet.

Note patterns and possible correlating factors. Be ready to describe

the student’s behaviors clearly to her and to explain why her

progress so far has been unsatisfactory.




2. Conduct the Individual Learning Conference. Facilitate

the conference using the steps on the “Individual Learning

Plan” record sheet (BLM1). Keep the tone matter-of-fact,

nonjudgmental, and positive. When generating solutions in

Steps 3 and 4 on the record sheet, consider ideas that build

empathy and create accountability for better behavior, such

as the following:

• The student interviews a few friends or family members

about times they were excluded or mistreated to find

out what happened and how they felt. The student then

writes or tells the teacher about what she learned from

the interviews.

• The student commits to acting kindly and respectfully

toward a student she has excluded. The teacher closely

monitors to make sure this is a positive experience for

both students.

• The student takes home a daily or weekly report on how

she is doing with including others and brings it back

signed by her primary caregivers.

3. Monitor, support, and assess. In the days following the Individual

Learning Conference, monitor the student’s progress. Record your

observations and any notes about ongoing decisions or agreements

in the "Follow-up" section of the record sheet (BLM1).

Also work to build a personal relationship with the student, as

she needs to trust and respect you in order to care about your

expectations or be willing to change her behavior. Use humor, if you

can, to communicate that you like the student and are interested in

her, separate from her behavior.

After a period of time, conduct a follow-up conference with the

student to reflect on how things are going. If excluding behavior

persists or escalates in spite of these interventions, it is time to

involve the principal, primary caregivers, and possibly other

professionals.




Considerations for Involving Other AdultsPRIMARY CAREGIVERS. When caregivers work with you to

communicate high expectations and hold their child accountable

for meeting those expectations, they can play a pivotal role in

helping their child to change. However, caregivers can also

hinder their child’s progress by failing to uphold consistent

expectations, providing inadequate models, or imposing harsh

punishments. Use your best judgment in deciding whether and

when to involve caregivers. In discussions with them, keep your

tone positive and nonjudgmental. Explain the history of the

behavior and the interventions tried so far. Enlist their help by

asking them to:

• Convey the expectation that their child is to stop deliberately and

hurtfully excluding others at school.

• Check in with their child and you regularly to make sure this

behavior ends.

• Explain to their child that excluding others is a form of bullying

and that bullying in any form is wrong.

• Be firm yet supportive, avoiding anger and harsh punishment.

• Respond to excluding behavior at home by enforcing reasonable

consequences. These must not be arbitrarily punitive but rather

the natural outcomes of choosing to exclude others (such as an

end of cooperative play, a brief isolation, or a temporary loss of

privileges). Before the child resumes normal activity, she should

talk with the caregivers about alternative behaviors and make

amends if she has hurt anyone.

• Participate in a community service project with their child so

that she can build empathy by providing meaningful help to

others.

(continues)




THE PRINCIPAL. Exclusionary behavior can usually be resolved

without the involvement of the principal. If the exclusion

escalates into other, more serious forms of bullying, consider

asking for additional support from the principal. Refer to

chapter 2, “Bullying: Active,” or chapter 3, “Bullying: Passive

(Bystanding),” for specific suggestions.

OTHER SCHOOL STAFF MEMBERS. A school counselor may be

able to help a student understand why she feels the need to

exclude others and the effect this has on herself and on those

around her. The counselor might also help a student who has

been excluded to respond in a healthy way and, if necessary, to

develop more effective social skills.

Considerations for Involving Other Adults (continued)


Documents

Caring School Community - collaborativeclassroom.org · Introduce this week’s Spotlight Student and ask her to read aloud the “In the Spotlight” information sheet from the bulletin