Caring School Community...Center or the Collaorative Classroom Visit ccclearninghuorg. Caring School Community® Sample, Grade 5 Explore the new digital resources! 5GRADE Teacher’s

© Center for the Collaborative Classroom Visit ccclearninghub.org.Caring School Community® Sample, Grade 5 Explore the new digital resources!

5GRADE

Teacher’s Manual

Caring School Community®

SECOND EDITION

G R A D E 5 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 5 © Center for the Collaborative Classroom collaborativeclassroom.org

“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

246 Caring School Community® • Teacher‘s Manual, Grade 5

Grade 5

Beginning the YearWeeks 1–10

School LifeTopic Weeks

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

Prep

arin

g fo

r

Asse

mbl

ies

Prep

arin

g fo

r a

Fiel

d Tr

ip

Prep

arin

g fo

r a

Su

bsti

tute

Te

ache

r

Prep

arin

g fo

r Te

sts

Retu

rnin

g fr

om

Vaca

tion

Wel

com

ing

New

Stu

dent

s

Begi

nnin

g-of

-Yea

r Sk

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

-man

agem

ent

Skill

s

Take responsibility for learning and behavior. X 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 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 X X

Handle materials responsibly. X X X

Ask for and offer help. X X X X

Inte

rper

sona

l Ski

lls

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

Grade 5 Social Skills


(continues)

Appendix A • Social Skills 247

Character Building

Topic Weeks

Social IssuesTopic Weeks

Closing Week

Cour

age

Frie

ndsh

ip

Gra

titu

de

Pers

ever

ance

Kind

ness

Bully

ing

Excl

usio

n

Mis

beha

vior

O

utsi

de C

lass

Mis

hand

ling

Be

long

ings

Unk

ind

Spee

ch

Reso

lvin

g Co

nflic

ts

Teas

ing

Refle

ctin

g on

th

e Cl

assr

oom

Co

mm

unit

y

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 X X Recognize emotions and express them appropriately.

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 X 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

llsX X X X X X X Seek to understand others’ feelings and

perspectives.

X X X X Agree and disagree in a respectful way.

X 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 Express interest in and appreciation for others.

X X X Ask and answer questions.

X X X Reach agreement.

X 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.




Beginning the YearWeeks 1–10

School LifeTopic Weeks

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

Prep

arin

g fo

r

Asse

mbl

ies

Prep

arin

g fo

r a

Fiel

d Tr

ip

Prep

arin

g fo

r a

Su

bsti

tute

Te

ache

r

Prep

arin

g fo

r Te

sts

Retu

rnin

g fr

om

Vaca

tion

Wel

com

ing

New

Stu

dent

s

Exec

utiv

e Fu

ncti

on S

kills

Remember details. X X

Express creativity and divergent thinking. X 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

Monitor attention and refocus when necessary. X

Set and work toward goals. X

Persevere through challenges. 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 (continued)



Appendix A • Social Skills 249

Character Building

Topic Weeks

Social IssuesTopic Weeks

Closing Week

Cour

age

Frie

ndsh

ip

Gra

titu

de

Pers

ever

ance

Kind

ness

Bully

ing

Excl

usio

n

Mis

beha

vior

O

utsi

de C

lass

Mis

hand

ling

Be

long

ings

Unk

ind

Spee

ch

Reso

lvin

g Co

nflic

ts

Teas

ing

Refle

ctin

g on

th

e Cl

assr

oom

Co

mm

unit

y

Social Skills

X X X Remember details.

Exec

utiv

e Fu

ncti

on S

kills

X X X Express creativity and divergent thinking.

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

X X Monitor attention and refocus when necessary.

X X X Set and work toward goals.

X X X Persevere through challenges.




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 5

CHa

raC

Ter

BUIL

dIN

GPe

rsev

eran

ceTeacher’s Manual

Topic Week

PerseveranceUSe THIS WeeK WHeN you want to build the students’ capacity for perseverance. This week the students explore what perseverance means by hearing and discussing a true story about perseverance. They practice perseverance directly and reflect on the effects of persevering or not persevering.

Grade 5 Sample Lesson


Topic Week • Perseverance 1

PerseveranceOVERVIEW

MONdaY TUeSdaY WedNeSdaY THUrSdaY FrIdaY

Morning CircleTeach the greeting of the week/Partner chat

Morning CircleRead-aloud: Wilma Unlimited

Morning Circle“Spotlight Student” and class sharing

Morning CircleQuick-write: “A Time I Persevered”

Morning CircleHome Connection Activity

Closing CircleTeach the “What took perseverance today?” closing

Closing CircleWhat took perseverance today?



Choice TimeIndividual Student Assessment

Weekly Class Meeting: “Why Persevere?”

Social Development Focus • Students cultivate positive emotions.

• Students set and work toward goals.

• Students persevere through challenges.

• Students monitor attention and refocus when necessary.

• Students reflect on their own thinking and behavior.

Before the Week✓✓ Schedule the weekly class meeting on any day this week.

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

✓✓ Before Monday, make a copy of the “What Takes Perseverance?” home connection activity sheet (BLM1) for each student.

✓✓ Before Tuesday, preview the read-aloud selection, Wilma Unlimited by Kathleen Krull, illustrated by David Diaz.

TOPIC WEEK

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




THINGS TO DO THIS WEEKINTEGRATE SOCIAL SKILLS THROUGHOUT THE DAYLook for opportunities across the day to encourage the students to act with perseverance.

Point out when you see or hear about students demonstrating perseverance, as

highlighting this type of behavior helps to increase the students’ awareness and

understanding of perseverance. (You might say, “I see students sticking with this project

even though it’s getting difficult. That takes perseverance,” or “I saw you keep talking in

your groups until everyone in the group agreed on what to do. You persevered.”)


Greeting of the Week: “Compliments and Questions” or your choiceUse the “Compliments and Questions” greeting (see Week 9) or any greeting of your choice.

Closing of the Week: What Took Perseverance Today?This week, end the day by calling on several volunteers to share. Ask:

Q What is one thing you did that took perseverance today? What happened?




SEL ASSESSMENTClass Assessment. Observe the students and ask yourself:

•Do the students demonstrate stamina and perseverance in their academic work?

•Do they show perseverance when faced with social or emotional challenges?

•Do they express understanding of the value of perseverance and its rewards?

Record your observations on the “Class Assessment Record” sheet (CA20);

see page 21 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 (IA3); see page 40–42 of the

Assessment Resource Book.




MORNING ACTIVITYPURPOSE

• Meet and get to know this week’s partner

• Explain thinking clearly

• Ask and answer questions

• Set goals to practice perseverance

PARTNER CHAT1 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 Think Quietly About Perseverance. Ask the students to close their

eyes and think quietly to themselves as they listen to the following

questions. Ask the questions one at a time, pausing after each

question to allow for students to quietly think:

Q When is a time you did something really hard?

Q What was hard about it?

Q What feelings did you have as you tried to do this hard thing?3 Ask and Answer Questions in Pairs. Have the students open their

eyes. Briefly explain that perseverance means “the ability to keep

doing something even when it gets hard to do.” Ask:

Q How did you persevere in the situation you imagined? Turn to your partner.

Briefly brainstorm as a class:

Q What questions could we ask our partners about what they said?

Students might say:“�We�could�ask,�‘How�did�you�feel�in�that�situation?’ ”

“�We�could�ask,�‘Was�it�hard?�Why�was�it�hard?’ ”

“�We�could�ask,�‘What�happened�after�you�persevered?’ ”

Have partners spend a few minutes asking each other questions

and answering each other’s questions.

Morning Circle1. Greeting

2. Announcements

3. Morning activity


(continues)

MATERIALS • Materials for assigning

partners, prepared ahead • Copy of the “What Takes

Perseverance?” home

connection activity

sheet (BLM1) for each student

(see Teacher Note in Step 4)

MONDAY



MONDAY • MOrNING aCTIvITY


4 Reflect. In pairs and as a class, discuss:

Q What question did your partner ask you today? What did you say?

Q What is one thing you might do today that could take perseverance? [pause] Turn to your partner.

Explain that the students will practice and discuss perseverance

this week. Encourage them to each set a goal to persevere at

something today, and tell them that you will check in with them at

the end of the day.

(continued)

Teacher NoteDistribute a copy of the “What Takes Perseverance?” home connection activity sheet to each student�before�the�end�of�the day.





• Hear a true story about perseverance

• Set and work toward goals

• Agree and disagree in caring ways

READ-ALOUD: WILMA UNLIMITED1 Read the Book Aloud. Invite the students to enjoy listening to a

true story. Show the cover of Wilma Unlimited and read the title, the

subtitle, and the author’s and illustrator’s names aloud.

Read the first page of the story (page 4) aloud, slowly and clearly,

showing the illustration. Clarify vocabulary as you read by

reading the word, briefly defining it, rereading the line, and then

continuing on.

Then tell the students you will reread this page and ask them to

listen for any information they might have missed the first time.

Reread page 4, and then continue reading. Stop after reading the

following sentence:

p. 12 “ Finally, tired of crying all the time, she decided she had to fight back—somehow.”

Ask:

Q What do we know about Wilma? Turn to your partner.

Signal for attention. Without discussing the question as a class,

reread the last sentence you read and then continue reading. Repeat

the same procedure at the following stopping points:

p. 16 “ It would be just the place to try the bravest thing she had ever done.”

p. 26 “ But at the game that day was a college coach.”

p. 30 “ An Olympic gold medal was hers to take home.”

p. 36 “ Wilma and her team were suddenly in third place.”

Continue reading to the end of the story.

Teacher NoteYou might define the following vocabulary words as you read:

home remedies: medicines made from common things people have at home (p. 4)crippled: unable to walk (p. 8)brace: something that holds something else up (p. 14)athletic scholarship: money colleges give to promising athletes so they can attend (p. 26)relay race: race in which each member of a team runs part of the distance (p. 32)

(continues)

MATERIALS • Wilma Unlimited

“ ‘Most�babies�didn’t�have a mother who knew home remedies’—home remedies are ‘medicines made from common things people have at home’—‘Most babies didn’t have a mother who knew home remedies and a father who worked several�jobs.’ ”

TUESDAY



TUeSDAY • MOrNING aCTIvITY


2 Discuss the Story. Discuss the questions that follow. Be ready to

reread lines from the story to help the students recall what they

heard. Ask:

Q How would you describe Wilma? What in this story tells you that?

Q How does Wilma show perseverance in this story?

Students might say:“ I think Wilma is brave. The book said she tried the bravest thing she’d ever done by walking without her brace in the church.”

“ I agree with [Kevin]. It said that her knees were trembling violently.”

“ In addition to what [emmeline] said, Wilma showed perseverance because she ran her best even though she twisted her ankle and was scared and in pain.”

Reread page 16; then ask:

Q What do you think perseverance in this situation felt like for her, and why? Turn to your partner.


Q When have you felt a feeling that Wilma describes in this book?

Q When do you think it’s important to persevere in life, and why?

Once again, encourage the students to each set a goal to persevere

at something today, and tell them that you will check in with them

at the end of the day.

(continued)

Teacher NoteRemind the students to use the discussion prompts they have learned. They are as follows:

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

Facilitation Tipask facilitative questions to extend and probe students’ thinking and to increase participation during discussions. examples include the following:

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

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

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

Q What question can you ask [Chan] about what she said?





• 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 other students to share about their lives, and

encourage classmates to ask questions.


Q What did you learn about a classmate today?

Q What did you do to show interest in your classmates?

Encourage the students to each set a goal to persevere at something

today, and tell them that you will check in with them at the end of

the day.

MATERIALS • The Spotlight Student’s “In the

Spotlight” information sheet,

posted

WEDNESDAY





• Remember details

• Write about perseverance

• Ask and answer questions

• Monitor attention and refocus when necessary

QUICK-WRITE: “A TIME I PERSEVERED”1 Review the Book. Remind the students that they heard and

discussed the story Wilma Unlimited on Tuesday. Explain that

you will reread several sentences from the story. After you read

each sentence, partners will talk about what they remember from

that part of the story. Read each of the following sentences aloud,

followed by “Turn to your partner” and a moment for partners to

share their thinking:

p. 8 “ There was no cure.”

p. 20 “ Whispers rippled throughout the gathering: Wilma Rudolph was walking.”

p. 32 “ The crowd went wild.”

p. 36 “ ever since the day she had walked down the aisle at church, Wilma had known the power of concentration.”

If the students are interested, read the “Author’s Note” on page 40

aloud.

2 Do a Quick-write. Ask the students to close their eyes and think as

they listen to the following questions. Ask the questions one at a

time, pausing after each question to give the students time to think

quietly:

Q Imagine that you’re trying to accomplish something at school that’s really hard for you. [pause] What makes this task hard for you? [pause] What might it feel like to persevere with this task? [pause] What could happen if you persevere? [pause] What could happen if you don’t persevere? [pause] Turn to your partner.

(continues)

MATERIALS • Wilma Unlimited from Tuesday • Clipboard with paper and a

pencil for each student

THURSDAY



THURSDAY • MOrNING aCTIvITY


After allowing a few moments for partners to talk, signal for

attention. Without discussing the questions as a class, distribute

a clipboard with paper and a pencil to each student. Have the

students do a 10-minute quick-write about the situation they

imagined, and encourage them to keep their pencils moving the

entire time.

3 Share in Pairs and Ask Questions. Have partners share their writing

with each other. Then ask:

Q What questions could you ask your partner about his or her writing?

Have partners take turns asking and answering questions about

their writing.


Q What question did your partner ask you about your writing? How did you answer?


today, and tell them that you will check in with them at the end of

the day. Collect the materials.

(continued)

Teacher NoteNote that this quick-write is a bit longer than usual (10 minutes rather than 5). The longer period will encourage the students to practice persevering, monitoring their attention, and refocusing when necessary. Consider joining the students in quiet writing to discourage them from seeking your attention.





• Reflect on the Home Connection Activity

• Express interest in and appreciation for others

SHARE HOME CONNECTION ACTIVITIES1 Share the Home Connection Activity. Have the students silently

reread their completed “What Takes Perseverance?” home

connection activity sheets and then share what they wrote in pairs.

After ample time, signal for attention.

2 Reflect. Discuss:

Q What did you and your partner talk about?

Q What is one thing you appreciated about your partner this week? Turn and tell your partner.


today.

MATERIALS • The students’ completed “What

Takes Perseverance?” home

connection activity sheets

FRIDAY




WHY PERSEVERE?PURPOSE

• Cultivate perseverance

• Discuss the effects of persevering or not persevering

• Agree and disagree respectfully

• Reflect on thinking and behavior

ABOUT THIS CLASS MEETINGDevote the majority of time in this class meeting to Steps 2 and 3. Move

quickly through the other steps.

1 Briefly Review the Previous Class Meeting TopicHave the students bring their chairs to the circle, and 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 them that you expect them to act on their

decisions, and tell them that you will check in with them again.

2 Introduce Today’s Class Meeting TopicRemind the students that this week they have been focusing on

perseverance, or the ability to keep doing something even when

it gets hard to do. Explain that people get better at persevering by

practicing over time. In pairs and as a class, discuss:

Q If 1 represents the lowest amount of perseverance a person can have, and 10 represents the highest, what level of perseverance do you think you have now, and why? [pause] Turn to your partner.

Q Why is it important to your life to build perseverance?

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

the previous week’s class

meeting

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

WEEKLY CLASS MEETING



WeeKLY CLASS MeeTING • WHY PerSevere?


3 Discuss Ways to Practice PerseveranceHelp the students think about ways they and others might be able to

practice perseverance in school. Ask:

Q What are some school situations in which you might be able to practice perseverance? [pause] Turn to your partner.

Discuss as a class:

Q What did you and your partner talk about?

Q In the situation that [Santiago and Kathy] described, what could happen if you persevered? What could happen if you didn’t persevere?

Q What helps you persevere when you want to quit something?

Q How can we help one another persevere?

Students might say:“ We could practice perseverance when we’re learning something hard.”

“ I agree with [Ruben]. Sometimes I have to persevere to memorize all my math facts.”

“ In addition to what [Wendy] said, it takes perseverance to keep writing silently without stopping for the whole writing time.”

“ We can help one another persevere by offering to help each other�and�by�saying,�‘You�can�do�it.’ ”

4 Summarize and AdjournAsk and briefly discuss:

Q How did you show respect for each other when you disagreed with others’ ideas?

Briefly summarize some of the things you heard the students say

during the meeting. Encourage the students to continue to look for

opportunities to persevere as they go through the day. Adjourn the

meeting.

AFTER THE MEETINGPeriodically ask the students to reflect on and share about situations

in which they persevered (or wished they did). Encourage the students

to talk about what happened as a result of their actions, and ask them

how they hope to act next time.



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

Home Connection Activity

What Takes Perseverance?Dear Home Partner,

This week our class is discussing the value of perseverance and situations that require perseverance in order to succeed or meet a goal. Students practice perseverance and explore ways they persevere in their academic work, relationships, and personal pursuits, both in school and at home.

Notice situations at home in which your child demonstrates perseverance and point these out�to him�or�her.�(You�might�say,�“I�noticed�that�you�finished�cleaning�your�whole�room,�even�though you wanted to quit. That took perseverance.”) Use the Conversation Starters to talk with your child about perseverance, and then help your child complete this activity sheet and return it to class by Friday.

Conversation Starters • When is a time you persevered, or saw someone else persevering?

• Why is it important to be able to persevere when things get tough?

• I remember persevering when . . .

directions to the student: Write about a time when you persevered, and explain what happened. (Use a separate sheet of paper, if necessary.)

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

___________________________________ � ____________________________________ � ________________Student�signature Home�partner�signature � �Date

Date:



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

estimado compañero de casa:

esta semana nuestra clase está hablando acerca del valor de la persistencia y de las situaciones que requieren persistencia para tener éxito o llegar a una meta. Los estudiantes practican la persistencia y exploran las maneras en que persisten en su trabajo académico, sus amistades y sus actividades personales, tantos en la escuela como en la casa.

Note situaciones en casa cuando su hijo demuestre persistencia y señálelas a su hijo. (Puede decir, por ejemplo, “He notado que terminaste de limpiar tu cuarto entero aunque querías dejar de hacerlo. eso requería persistencia”.) Use los Temas de conversación para hablar con su hijo acerca de la persistencia y luego ayúdele a completar esta hoja y devolverla a la clase a más tardar el viernes.

Temas de conversación • ¿Cuando fue un momento en que persististe o viste a otra persona persistiendo?

• ¿Por qué es importante poder persistir cuando las cosas son difíciles?

• Me acuerdo haber persistido cuando . . .

Instrucciones para el estudiante: escribe acerca de un momento en que persististe y explica lo que pasó. (Usa una hoja de papel aparte, de ser necesario.)

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

¿Qué requiere la persistencia? Fecha:

Actividad de conexión con el hogar



© Center for the Collaborative Classroom Grade 5 • Caring School Community® 21

Observe the students and ask yourself: All or most students

About half of the students

Only a few students

Do the students demonstrate stamina and perseverance in their academic work?

Do they show perseverance when faced with social or emotional challenges?

Do they express understanding of the value of perseverance and its rewards?

Other observations:

Date:

Topic Week Class Assessment Record • CA20Perseverance



40 Caring School Community® • Grade 5 © Center for the Collaborative Classroom

STU

DEN

T N

AM

ES

Social skills

Recognizes emotions and expresses them appropriately

Cultivates and expresses positive emotions

Considers the effects of behavior and decisions on others

Speaks and acts in respectful, caring, friendly, or helpful ways

Expresses interest in and appreciation for others

Asks and answers questions

Expresses creativity and divergent thinking

Reflects on thinking, learning, and behavior

Sets and works toward goals

Perseveres through challenges

Topic Week title:

The social skills listed below are emphasized during the Character Building 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

Date:

Topic Weeks: Character Building Individual Student Assessment Record • IA31 of 3



STU

DEN

T N

AM

ES

© Center for the Collaborative Classroom Grade 5 • Caring School Community® 41

Social skills











Topic Week title:




42 Caring School Community® • Grade 5 © Center for the Collaborative Classroom

STU

DEN

T N

AM

ES

Social skills











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...Center or the Collaorative Classroom Visit ccclearninghuorg. Caring School Community® Sample, Grade 5 Explore the new digital resources! 5GRADE Teacher’s