WISE WOOLLIES - Marco Productsmarcoproducts.com/template/pdf/WW052_SamplePages.pdf · These skills are learned during youthful years, but if understood and learned well, they may

WISE WOOLLIESA Program For Developing A

Cooperative And Responsible Classroom

WRITTEN BY

Arden MartenzIllustrated by Harry Norcross

© 2005 MAR*CO PRODUCTS, INC.

Published byMAR*CO PRODUCTS, INC.

1443 Old York Road, Warminster, PA 189741-800-448-2197

All rights reserved including the right of reproduction in whole or in part in any form. The pur-chaser may reproduce the activity sheets, free and without special permission, for student use for a particular group or class. Reproduction of these materials for distribution to any person other than the purchaser or to an entire school system is forbidden.

10-DIGIT ISBN: 1575431319 13-DIGIT ISBN: 9781575431314

Printed in the U.S.A.

ARDEN MARTENZArden Martenz is a former elementary teacher and guidance counselor. Named as one of the outstanding educators of the century for Bucks County, Pennsylvania, she now spends her time conducting workshops and writing.

Other Books By Arden Martenz Published By Mar*co Products

Character Building Classroom Guidance (Character Education, Grades 4-8)

STORYBOOKSGlenda (Character Education/Cooperation, Grades 1-4)

Dabi, The Donkey Who Didn’t Want To Be Stubborn (Character Education, Grades 1-3)Ocho (Character Education, Grades 2-4)

I Want What I Want When I Want It (Anger Management, Grades 2-5)The Hate List (Anger Management, Grades 2-5)

TABLE OF CONTENTS

INTRODUCTION ................................................................................................................... 6 HOW TO USE WISE WOOLLIES ............................................................................... 6 BEHAVIOR-CHANGE POSTER: IGNORE ................................................................. 8 BEHAVIOR-CHANGE POSTER: ISOLATE ................................................................ 9 BEHAVIOR-CHANGE POSTER: CLASS COUNCIL ................................................ 10 BEHAVIOR-CHANGE POSTER: ASSIGN A BUDDY ................................................11 BEHAVIOR-CHANGE POSTER: ADULT INTERVENTION ...................................... 12 I’M A WISE WOOLLY ................................................................................................ 13 WISE WOOLLY VOTING BALLOT ........................................................................... 14 WOOLLY ALERT! ..................................................................................................... 15 PRE-PROGRAM EVALUATION ............................................................................... 16 POST-PROGRAM EVALUATION ............................................................................. 17

INTRODUCTORY LESSON: WISE WOOLLIES ................................................................ 18

WOOLLY BULLIES ............................................................................................................. 24 BULLYING IN OUR SCHOOL (Reproducible Activity Sheet) ................................... 29 WOOLLY BULLY (Reproducible Poster) ................................................................... 30

WHINEY WOOLLIES .......................................................................................................... 31 WHINING WEARS ME OUT! (Reproducible Activity Sheet) .................................... 36 WHINEY WOOLLY (Reproducible Poster) ............................................................... 37

WACKY WOOLLIES ........................................................................................................... 38 WISE & WACKY WOOLLY WORDFIND (Reproducible Activity Sheet) ................... 42 WACKY WOOLLY (Reproducible Poster) ................................................................. 43

WIGGLY-JIGGLY WOOLLIES ............................................................................................ 44 ARE THESE WISE WOOLLIES? (Reproducible Activity Sheet) .............................. 48 WIGGLY-JIGGLY WOOLLY (Reproducible Poster) .................................................. 49

WALLOPING WOOLLIES ................................................................................................... 50 WISE WOOLLY OR WALLOPING WOOLLY? (Reproducible Activity Sheet) .......... 55 WALLOPING WOOLLY (Reproducible Poster) ........................................................ 56

WISHY-WASHY WOOLLIES .............................................................................................. 57 WISHY-WASHY, BE GONE! (Reproducible Activity Sheet) ...................................... 61 WISHY-WASHY WOOLLY (Reproducible Poster) .................................................... 62

WHISPERING WOOLLIES ................................................................................................. 63 SPEAK RIGHT UP (Reproducible Activity Sheet) .................................................... 67 WHISPERING WOOLLY (Reproducible Poster) ...................................................... 68

WANDERING WOOLLIES .................................................................................................. 69 OH WHERE, OH WHERE, DID THE WANDERING TIME GO? (Reproducible Activity Sheet) ....................... 74 WANDERING WOOLLY (Reproducible Poster) ....................................................... 75

WASTEFUL WOOLLIES ..................................................................................................... 76 WOOLLY SHEEP TEMPLATE .................................................................................. 81 WASTEFUL WOOLLY (Reproducible Poster) .......................................................... 82

WEARY WOOLLIES ........................................................................................................... 83 HOW TO BE A FIRST-RATE, A-NUMBER-ONE WEARY WOOLLY (Reproducible Activity Sheet) .................... 87 WEARY WOOLLY (Reproducible Poster) ................................................................. 88

STICK-PUPPET PATTERNS ............................................................................................. 89 WISE WOOLLY ........................................................................................................ 90 WOOLLY BULLY ....................................................................................................... 91 WHINEY WOOLLY ................................................................................................... 92 WACKY WOOLLY ..................................................................................................... 93 WIGGLY-JIGGLY WOOLLY ...................................................................................... 94 WALLOPING WOOLLY ............................................................................................ 95 WISHY-WASHY WOOLLY ........................................................................................ 96 WHISPERING WOOLLY .......................................................................................... 97 WANDERING WOOLLY ........................................................................................... 98 WASTEFUL WOOLLY .............................................................................................. 99 WEARY WOOLLY ................................................................................................... 100

SUPPLEMENTARY ACTIVITY SHEETS .......................................................................... 101 BLOCKING BEHAVIORS SCRAMBLE ................................................................... 102 HIDDEN MESSAGE ............................................................................................... 103 CUT AND PASTE WOOLLIES ................................................................................ 104 WISE WOOLLY ...................................................................................................... 105 WISE WOOLLY VS. WOOLLY BULLY.................................................................... 106 WHAT’S WRONG WITH THIS PICTURE? ............................................................. 107 WISE WOOLLY WISHES ....................................................................................... 108 AM I A WISE WOOLLY? ......................................................................................... 109 WISE WOOLLY CHART ..........................................................................................110 WISE WOOLLY FEELINGS .....................................................................................111 BLOCKING BEHAVIORS OUTSIDE SCHOOL .......................................................112

6WISE WOOLLIES © 2005 MAR*CO PRODUCTS, INC. 1-800-448-2197

INTRODUCTIONEvery group of children (classroom, youth group, etc.) includes many diverse personalities. It is this diversity that makes the group both interesting and challenging. Within each group will be those students who are academically talented, creative, artistic, or mechanically gifted as well as those whose behavior is responsible, respectful, caring, and cooperative. Every group of children also has its share of blocking behaviors. It is these behaviors that prevent the entire group from receiving its fair share of instruction. Every time a leader must stop and attend to a child who is demonstrating a blocking behavior, the rest of the group must wait until the situation is resolved.

One of the most effective methods of reversing these behaviors is to enlist the students’ help. Teachers and other leaders who rely only on themselves to correct behavior have disregarded a valuable resource. The Wise Woollies program teaches students to monitor their own and their classmates’ behavior by identifying the causes of the blocking behavior and introducing strategies to change that behavior. The lessons can be presented by guidance counselors, teachers, or youth-group leaders.

When students and teachers cooperate the classroom becomes a hotbed of learning, where character education is instilled. As students help facilitate the classroom discipline process they accept responsibility, become respectful of others, develop patience and understanding, and show compassion toward fellow classmates. When precious instruction time is not inter-rupted, teachers can cover curriculum requirements with less stress and students receive the instruction to which they are entitled.

These skills are learned during youthful years, but if understood and learned well, they may carry over into later years when these young people enter the working world and become parents.

HOW TO USE WISE WOOLLIES

Wise Woollies is a collection of lessons that deal with the different blocking behaviors found in groups of children. There are the bullies, the children who act up, the complainers and whiners, the children who are too tired, the ones who cannot stick to the task at hand, the wigglers, the ones who cannot make a decision, the shy children, the ones who push and hit, and the children who are wasteful. It is the purpose of this program to teach children to cooperate with the teacher and change these behaviors, making themselves an entire class of Wise Woollies.

Each blocking behavior is addressed in a separate lesson. The lessons include step-by-step directions for presentation and additional reproducible activity sheets and posters. Also avail-able for use are supplementary activities (pages 101-112), which may be used at the leader’s discretion.


IGNOREIGNORE ANY BEHAVIOR THAT BLOCKS OUR

CLASS FROM LEARNING AND DOES NOT THREATEN TO HURT YOU OR SOMEONE ELSE OR TO DESTROY PROPERTY.

IN ORDER TO IGNORE, WE ALL MUST:

Make no eye contact with the person blocking our class from learning.

Not speak to or laugh at the person blocking our class from learning.

Keep doing whatever we are doing and pay absolutely no attention to the person blocking our class from learning.

Behavior-Change Poster


ISOLATECHOOSE TO ISOLATE A STUDENT WHEN IT SEEMS BEST TO

NOT INCLUDE HIM OR HER IN ANY OF YOUR ACTIVITIES.

IN ORDER TO ISOLATE, WE ALL MUST:

Not allow the person to play with us at recess,eat with us at lunch, or participate in any activity.

Begin to gradually include the student into some activities as soon as his or her behavior changes.

Resume isolation if the behavior resumes.



CLASS COUNCILCHOOSE THE CLASS COUNCIL WHEN A BEHAVIOR REQUIRES THE

ENTIRE CLASS TO CONFRONT THE MISBEHAVING STUDENT.

IN ORDER TO USE THE CLASS COUNCIL, WE ALL MUST:

Listen to the complaint without making a judgment.

Listen to the student accused without making a comment.

Judge the behavior, regardless of friendships.

Abide by the group’s decision.



ASSIGN A BUDDYCHOOSE TO ASSIGN A BUDDY WHEN IT SEEMS THAT THE STUDENT

WOULD WORK WELL WITH ANOTHER STUDENT.

IN ORDER TO ASSIGN A BUDDY, IT IS IMPORTANT TO:

Select a “buddy” the student respects, but who is probably not a close friend.

Select a “buddy” who is a responsible person, not one who will be afraid to do the job.

Select a “buddy” who is understanding and honest, not bossy.



ADULT INTERVENTION

CHOOSE TO ASK AN ADULT TO INTERVENE WHEN THE PROBLEM NEEDS AN AUTHORITY FIGURE.

IT IS BEST TO ASK AN ADULT TO INTERVENE WHEN:

The behavior is so out of control that the “blocking” student would not listen to other students.

The behavior is not something the students feel is appropriate for them to handle.

The students have tried different actions, but nothing has worked.



WOOLLY ALERT!I noticed a behavior blocking our classroom from learning. It was a:

Woolly Bully

Whiney Woolly

Wacky Woolly

Wiggly-Jiggly Woolly

Walloping Woolly

Wishy-Washy Woolly

Whispering Woolly

Wandering Woolly

Wasteful Woolly

Weary Woolly

The person using the blocking behavior is ____________________________.

My name is ____________________________________.

Please do not use my name.

It’s okay to use my name.


INTRODUCTORY LESSON

WISE WOOLLIES

Purpose:

To introduce the program by identifying some of the blocking behaviors that prevent a class-room from running in an efficient manner, presenting behavior-change possibilities, and helping the students understand the importance of their participation in the classroom-management program

Materials Needed:

For Each Student:o Wise Woolly card (page 13)

For The Leader:o Behavior-Change Posters (pages 8-12)o Sheep puppet, commercial or made from Wise Woolly Pattern (page 90)o Chalkboard and chalko Paper and pencil (optional)

Lesson:

Introduce the lesson by reciting or reading the following to the children:

The Wise Woollies are part of a flock of sheep that lives in the meadow. They are very much like you. The difference is that they are sheep and part of a flock and you are boys and girls who are part of a class. In the flock are sheep that need help. They are not Wise Woollies. They need to learn how to behave in ways that will make their flock a very good place to be. In your classroom, there are boys and girls who need help in order to make your classroom a very good place to be.

Introduce the Wise Woolly sheep puppet at this time. Have the following dialogue:

Leader: Well, Wise Woolly, what do you think? Did I explain to the boys and girls how the flock in which you live is like the classroom where they spend each day?

Puppet: It sounded good to me, but …

Leader: But?


Puppet: But what good does it do the boys and girls to know how we are alike if you don’t tell them what we are going to do?

Leader: I’m going to do that right now. I just wanted to make sure that you thought what I said was a good way to start.

Puppet: Well, it was.

Leader: Thank you.

Set the puppet aside. Continue by saying:

The Wise Woollies wanted their flock to be the best place to live, but it wouldn’t be until some of the sheep changed their behaviors. Some of the sheep weren’t wise. They were mean. They picked on weaker and smaller sheep. They were bullies. You might even say they were Woolly Bullies. Yes, just like bullies who are in some classrooms. But the Woolly Bullies weren’t the only sheep that prevented the flock from being a great place to live. Other sheep did things, too, just like some of the children in your classroom. These students behave in a way that makes the teacher stop teaching you in order to give them attention. Can you name some behaviors that could block your class from learning? I will start you out by writing a couple of behaviors on the board.

Go to the board and write bullying and any other behavior you think appropriate. Then have the children suggest behaviors. Write their answers on the board. (Note: If the children have difficulty naming behaviors, use the prompting questions found after each behavior on the list below.) Be sure their answers include children who:

• bully

• act up (Why would someone who talked out of turn or made silly remarks during teaching time block our class from learning?)

• complain and whine (Why would someone who complained or whined about a task block our class from learning?)

• are too tired to take an active part in the class (Why would someone who was too tired to learn block our class from learning?)

• cannot stick to the task at hand (Why would someone who bothered other kids during worktime or tapped a pencil and annoyed others during worktime block our class from learning?)

• wiggle a lot (Why would someone who could not sit still block our class from learning?)


WOOLLY BULLIES

Purpose:

To identify the behaviors of a Woolly Bully, learn how those behaviors affect classroom routine, and create a plan for changing Woolly Bullies into Wise Woollies

Materials Needed:

For Each Student:o Wise Woolly card (from Introductory Lesson)o Wise Woolly Voting Ballot (page 14)o Copy of Bullying In Our School (page 29)o Copy of Woolly Bully (page 30)o Pencilo Paper

For The Leader:o Behavior-Change Posters (from Introductory Lesson)o Sheep puppet, commercial or made from Woolly Bully pattern (page 91)

Pre-Lesson Preparation:

Reproduce a copy of Bullying In Our School and Woolly Bully poster for each student.

Lesson:

If this is not the first lesson (excluding the introductory lesson), begin by checking the Woolly Alert! Box. Address the concerns you find there and have the class follow through with a be-havior-change action chosen from a previous session. If the accusation seems unfair, meet with both the accuser and the accused. Then go back to the class with the decision about whether to use a behavior-change action.

Continue the lesson by saying:

Today we have a Woolly BullyWho treats others in hurtful ways.The sheep want Woolly Bully to act right.So, Wise Woollies, to help we must unite!


Then say:

Today we have a really big job ahead of us. We are going to talk about the kind of sheep that block the behavior in the flock by picking on those who are a little bit different or weaker than they are. These sheep are mean. They make some of the other sheep unhappy and afraid.

Put your Wise Woolly card on your desk, face-down. You will use it later. I will ask you some questions in a little while. If you want to answer, don’t raise your hands. Just stand your card on your desk so I can see the Wise Woolly side. I will call only on those of you who have your cards standing upright so I can see the Wise Woolly side.

Allow time for the children to put their cards on their desks. You may have them practice stand-ing their cards so you can see the Wise Woolly side. Then bring out either the commercial sheep puppet or the stick puppet made from the Woolly Bully pattern.

Turn toward puppet. Using a defiant voice for the puppet, say:

Puppet: Are you talking about me?

Leader: Maybe. Who are you?

Puppet: You know very well who I am. They told me I had to come here. I don’t want to be here, and nothing you can say or do will make me change.

Leader: What do you think we want you to change?

Puppet: Probably that stuff you told everybody before you knew I was here. I heard you. I heard what you said.

Leader: Well, what I said wasn’t a secret. And as long as you heard that much, you might as well stay and listen to the rest.

Set the puppet aside. Then say:

I guess the sheep have the same problems as some boys and girls have. I know that in some classes, there are boys and girls who do things to hurt other boys and girls. Mostly they try to act tough and threaten other people. They might take others’ lunch money or homework, block them from walking on a sidewalk, tease and make fun of them, or do other hurtful things. They are like the Woolly Bullies. The Woolly Bullies got their name because of their mean and bullying behaviors.


WHINEY WOOLLY

Check the answers that tell how you feel about Whiney Woollies.

Whiney Woollies make others:

sad angry unhappy scared

Whiney Woollies have:

many friends few friends no friends

Whiney Woollies are:

liked not liked very much not liked at all

NAME __________________________________

1

1920

21

22

23

24

25

4

3

2

14

1312

1110

98

7

6

518

1716 15


WIGGLY-JIGGLY WOOLLIES

Purpose:

To identify the behaviors of a Wiggly-Jiggly Woolly, learn how those behaviors affect classroom routine, and create a plan for changing Wiggly-Jiggly Woollies into Wise Woollies

Materials Needed:

For Each Student:o Wise Woolly card (from Introductory Lesson)o Wise Woolly Voting Ballot (page 14)o Are These Wise Woollies? (page 48)o Wiggly-Jiggly Woolly poster (page 49)o Pencil

For The Leader:o Behavior-Change Posters (from Introductory Lesson)o Sheep puppet, commercial or made from Wiggly-Jiggly Woolly pattern (page 94)

Pre-Lesson Preparation:

Reproduce a copy of Are These Wise Woollies? and Wiggly-Jiggly Woolly poster for each student.

Lesson:

If this is not the first lesson (excluding the introductory lesson), begin by checking the Woolly Alert! Box. Address the concerns you find there and have the class follow through with a be-havior-change action chosen from a previous session. If the accusation seems unfair, meet with both the accuser and the accused. Then go back to the class with the decision about whether to use a behavior-change action.

Continue the lesson by saying:

Today we have a Wiggly-Jiggly WoollyWho just cannot sit still.The sheep want Wiggly-Jiggly Woolly to act right,So, Wise Woollies, to help we must unite!


Then say:

Put your Wise Woolly card on your desk, face-down. You will use it later. I will ask you some questions in a little while. If you want to answer, don’t raise your hands. Just stand your card on your desk so I can see the Wise Woolly side. I will call only on those of you who have your cards standing upright so I can see the Wise Woolly side.

Allow time for the children to put their cards on their desks. You may have them practice stand-ing their cards so you can see the Wise Woolly side. Then bring out either the commercial sheep puppet or the stick puppet made from the Wiggly-Jiggly Woolly pattern.

Using the puppet, have the following dialogue:

Puppet: My turn! It’s my turn! (Have puppet wiggle or jump up and down.)

Leader: Yes, that’s right, Wiggly-Jiggly Woolly. It’s your turn to hear why the sheep in your meadow want you to change.

Puppet: Change? Change what? (Continue wiggling the puppet.)

Leader: That. That’s what. You never stop moving. You can’t even lie down and rest or stand quietly in the meadow. You just move and move and move.

Puppet: And why is that bad? (Continue wiggling the puppet.)

Leader: Well, when everyone is trying to rest or concentrate on something, you wiggle and wiggle. It bothers everyone because they cannot do what they want.

Puppet: Oh?

Leader: You sound surprised. I want you to sit over here and listen to what the Wise Woollies have to say.

Put the puppet aside. Continue the lesson by saying:

Most classes have one or more kids who are like Wiggly-Jiggly Woolly. They are boys and girls who cannot sit still. They wiggle and move so much that the teacher has to interrupt the class and speak to them. They are like the Wiggly-Jiggly Woollies. Without mentioning names, if you can describe a time when you saw a Wiggly-Jiggly Woolly in action, stand your card so I can see the Wise Woolly side. (Call on those students who place their Wise Woolly cards upright.)

Why do Wiggly-Jiggly Woollies behave the way they do? (Call on those students who place their Wise Woolly cards upright. Some answers might be


WISE WOOLLY OR WALLOPING WOOLLY?

Directions: On the left side of your paper is a list of characteristics. Some of these apply to Walloping Woollies. Others apply to Wise Woollies. Draw a line from the characteristic to the “Woolly” it describes.

Has Friends

Has No Friends

Is Kind

Is Unkind

Cannot Control Anger

Controls Anger

Hits

Talks Things Over

Thinks Before Acting

Acts Without Thinking

Is Revengeful

Is Forgiving

Chooses To Do The Right Thing

NAME __________________________________


WIS

E W

OO

LLY

Documents

WISE WOOLLIES - Marco Productsmarcoproducts.com/template/pdf/WW052_SamplePages.pdf · These skills are learned during youthful years, but if understood and learned well, they may