| Modules | Objectives |
|---|---|
| Thematic Unit: Being You, Being Me, Being Us | |
| The Torn Heart | To develop empathy; children’s awareness of put-ups and put-downs; commitment to positive interactions; common language around put-downs, put-ups and thumbs-down behavior; |
| How Would You Feel If … | Develop empathy; sensitize children to effects of ridicule and exclusion; identify feelings of self and others; build a feelings vocabulary |
| Creating A Peace Place | Teach alternatives to acting out when upset or angry; practice group problem-solving and build community; |
| Take It To the Community | Summarize learned objectives; brainstorm how to share it with the school community |
| Thematic Unit: I Care, You Care, We Care | |
| The Caring Being | Raise awareness about positive and negative behaviors; explore creating agreements around behaviors; |
| The Ridicule-Free Zone | Make classroom commitments to positive interactions; |
| Constitution of Caring | learn a process for making group agreements; |
| Children’s Conscious Acts of Caring | Identify specific caring behaviors; affirm caring behaviors; raise self-esteem and empathy; spread the spirit of the Ridicule-Free Zone beyond the classroom; empower students by encouraging them to act on their commitment; |
| Take It To The Community | Creating a community action project to engage a “conscious act of caring” |
| Thematic Unit: Words That Hurt, Words That Heal | |
| Walk In Another’s Shoes | Explore points of view in conflict; practice taking another’s perspective; explore effects of teasing; develop classroom agreements around teasing; |
| Conflict Escalates | Understand that conflict can escalate; understand triggers that escalate conflict; |
| Coming Down the Escalator with “I” Messages | Sensitive to the effects of “you” messages as conflict escalates; learn the format of “I” messages: practice making “I” messages; |
| Be a Bullying Buster | Identify ways to respond to unkind behaviors; practice assertion skills and “I” Messages: learn boundaries for when to intervene and not intervene; |
| Take It To The Community | Develop or refine a policy on teasing for your classroom as part of the Ridicule-Free Zone Constitution; encourage children to develop a campaign to encourage the whole school to adopt it; etc |
| Thematic Unit: Together We Can | |
| The Power Shuffle | Sensitize children to effects of prejudice, ridicule, teasing; recommit to Ridicule Free Zone |
| Family Ties and Fabric Tales | Celebrate differences; expose children to different cultures and families; understand concept of “culture” |
| Take It To the Community | Students share their Conscious Acts of Caring and plan ways to bring Don’t Laugh at Me to the community |
| The Torn Heart | To develop empathy; children’s awareness of put-ups and put-downs; commitment to positive interactions; common language around put-downs, put-ups and thumbs-down behavior; |
| How Would You Feel If … | Develop empathy; sensitize children to effects of ridicule and exclusion; identify feelings of self and others; build a feelings vocabulary |
| Creating A Peace Place | Teach alternatives to acting out when upset or angry; practice group problem-solving and build community; |
| Take It To the Community | Summarize learned objectives; brainstorm how to share it with the school community |
| The Caring Being | Raise awareness about positive and negative behaviors; explore creating agreements around behaviors; |
| The Ridicule-Free Zone | Make classroom commitments to positive interactions; |
| Constitution of Caring | learn a process for making group agreements; |
| Children’s Conscious Acts of Caring | Identify specific caring behaviors; affirm caring behaviors; raise self-esteem and empathy; spread the spirit of the Ridicule-Free Zone beyond the classroom; empower students by encouraging them to act on their commitment; |
| Take It To The Community | Creating a community action project to engage a “conscious act of caring” |
| Walk In Another’s Shoes | Explore points of view in conflict; practice taking another’s perspective; explore effects of teasing; develop classroom agreements around teasing; |
| Conflict Escalates | Understand that conflict can escalate; understand triggers that escalate conflict; |
| Coming Down the Escalator with “I” Messages | Sensitive to the effects of “you” messages as conflict escalates; learn the format of “I” messages: practice making “I” messages; |
| Be a Bullying Buster | Identify ways to respond to unkind behaviors; practice assertion skills and “I” Messages: learn boundaries for when to intervene and not intervene; |
| Take It To The Community | Develop or refine a policy on teasing for your classroom as part of the Ridicule-Free Zone Constitution; encourage children to develop a campaign to encourage the whole school to adopt it; etc |
| The Power Shuffle | Sensitize children to effects of prejudice, ridicule, teasing; recommit to Ridicule Free Zone |
| Family Ties and Fabric Tales | Celebrate differences; expose children to different cultures and families; understand concept of “culture” |
| Take It To the Community | Students share their Conscious Acts of Caring and plan ways to bring Don’t Laugh at Me to the community |
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