We have some quite exciting weeks ahead of us as we head into the holidays! Typically, this is the time of year where the excitement and energy can sometimes lead to the need to reset behavior expectations, particularly in regards to conflict resolution across the grade levels. This year, I thought I would share with you a sheet of learning objectives that we will be using between now and the end of November, school-wide, to guide discussion and instruction. I strongly encourage you to read them over, discuss them with your children, and even create your own activities at home to reinforce the learning targets. Note that they are all structured around specific verbs such as list, describe, demonstrate, etc. Under each, there are several provided semi-answers to help guide outcomes. As always, we have very high expectations and your support is always crucial. Thank you, and have a great weekend!
Revisiting “Hands and Feet to Ourselves” and Productive Conflict Resolution
Note: All objectives are written in ‘teacher friendly’ language and should be adapted to be age appropriate.
Learning Objectives
Week of November 7th:
TSW describe why PPES teachers and students have identified the next three weeks as a time to revisit the topic of “Hands and Feet to Ourselves,” as well as “How to Deal with Conflicts in an Appropriate Way.”
(There has been a slight and recent increase in mostly minor pushing/shoving, horseplay, etc., as there often is this time of year, particularly in ‘hot spots.’ PPES students, staff, and families have high expectations for behavior and want our school to be a safe and fun environment for all children.
TSW describe who is responsible for the choice to follow the rules.
(It is their own choice!)
TSW list scenarios where students are most likely to make a bad choice with regards to the “Hands and feet to Yourself” rule.
(Sports competitions, games, crowded lineups, and horseplay that escalates due to emotions or injury, etc).
TSW list school ‘hot spots’ where bad choices are most frequently made.
(Playground in general, specific playground spots, rear of school lineup, all exit points after school, bus lineups, cafeteria, bus, places where they are away from their teacher or parent)
Week of November 14th (Short Week)
TSW list strategies to avoid or remove themselves from escalating aggression.
(Step out of the situation, take a walk and take some deep breaths, talk to an adult about the problem, etc.)
Week of November 21st
TSW describe consequences for not keeping hands and feet to themselves
(Review district discipline matrix at appropriate grade levels, recess detentions, changing of cards in the classroom, in-school suspensions)
TSW explain the meaning of “self defense” and why it rarely is a justification for physical aggression or fighting.
(Self defense means using just enough force to ESCAPE the situation. Anything else is legally considered ‘retaliation.’ Someone else ‘starting it’ or pride is never an excuse to retaliate)
Older students will describe the value of setting a good example for younger students at PPES and at home, even with siblings.
(Younger students look up to them and will emulate their behavior because they may not know any better).
Week of November 28th
TSW describe actions that they should take if they witness an act of physical aggression or fighting.
(Avoiding ‘mob mentality,’ reporting to an adult, do not put their own safety at risk to physically intervene in a fight)
TSW will identify signals that they are feeling increasingly angry or frustrated and what steps to take in order to de-escalate.
(The urge to yell, scream, or chase, racing heart, feeling of frustration, etc)
TSW will summarize key points from each learning objective taught over the previous several weeks
(Activities to demonstrate key points might include illustrations, brochures, essays, public service announcement videos, charts, graphs, posters, etc.)
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