Emotional Management K4–K5

Topic:DealingwithTeasing

LearningIntentions:We willbeableto:

  1. Stopand think
  2. Say,“Pleasestop.”
  3. Walk away

SuccessCriteria:Weknowwe’resuccessfulwhenwecanstopandthink,say,“Pleasestop,”andwalkaway.

Materialsfor Activity:Puppetsorstuffedanimals,paperandcrayonsforoptionalposteractivity

StandardCircle Setup:

  • Chairsinacircle
  • Centerpiece
  • 2–3talkingpieces(toallowselection)
  • Sharedagreements(refertoyourschoolPBISexpectations)

TeachingProcedure:

  • Welcomeandnames
  • Reminder:sharedagreements(refertoyourschoolPBISexpectations)
  • Beginwithamindfulpractice(see“MenuofMindfulPractices”).
  • Reviewpreviouslessontopic:
  • Havestudentsshareanexampleofhowtheyusedpreviouslylearnedskill.
  • Identifytopic:DEALINGWITHTEASING

Todaywearegoingtolearnareallyhelpfulskill.It’scalleddealingwithteasing.

  • Openingcirclequestion/prompt:Hasanyonehereeverbeenteasedbefore?Howdiditfeel?
  • Explainneedforskill(connectwithPBISwhenappropriate):
  • Whenpeoplefeelteased,theyoftenfeelangry,hurt,andfrustrated.Itisimportantforustolearnhowtodealwithteasinginourclassroomsowecanhavehappyschoolfriends.Thisisalsoawayforustolearnhowtotreateachotherrespectfullyandhelpmakeusfeelgoodabouteachother.
  • Teachlearningintentions:
  • Stopandthink.Discusstheimportanceofgivingyourselftimebeforereactingandthelikelyconsequencesofsayingsomethingbackoractingaggressively.Talkaboutthereasonspeopletease(togetothersmadortogettheirattention).
  • Say,“Pleasestop.”Stresstheimportanceofusing“bravetalk.”
  • Walkaway.Thisstepisimportanttohelpendtheteasingsituation.Afterwalkingaway,thechildmayneedtouseotherskills,suchasrelaxingoraskingtotalk.
  • SuccessCriteria:Weknowwearesuccessfulwhenwecanstopandthink,say,“Pleasestop,”andwalkaway.
  1. Modelexamplesandnon-examplesofdealingwithteasing:
  2. Usepuppetsorstuffedanimals,andmodelreactingtoteasing.Modeltakingtimebeforeresponding,saying“Pleasestop,”andwalkingaway.
  3. Inthrees,havetwostudentsreacttoteasingfromoneanotherwhilethethirdobservesandprovidesfeedbackonuseofappropriateskills.
  1. Providestudentswithexamplesandnon-examplesofdealingwithteasing,suchas:
  2. Astudentisteasingyouafteryouget to school aboutyouroutfit.Youaskhimtopleasestop,buthecontinues.Youthentelltheteacherandaskforhelp.Thestudentistalkedtobytheteacherandfinallystopsteasingyou.
  3. Astudentisteasingyouafter you get to school aboutyouroutfit.Youaskhertopleasestop,butshecontinues.Youthendecidetoyellbackandpickonherhairstyle.Thetwoofyoustartyellingateachotherandpushingoneanother.Youbothendupintroublefromyourteacherandareaskedtositonthewallforrecess.
  4. Astudentsayssomethingtoyouaboutyourmom,andyougetreallyupset.Hedoesn’tevenknowyourmom.Youaskhimtopleasestopandhe does.Youarestillreallyupset,soyoudecidetotalktothestudent.Yougouptohimandexplainwhyyourfeelingsarehurt.He tellsyouhe issorry,andyouendupplayingtogetherthatafternoon.
  1. Practice/RolePlay3x:Haveeachstudentdescribeasituationinwhichtheymightwanttousethisskill.Roleplaythesesituations,orusethescenariosabove.(Foradetailedmodelofhowtouseroleplayandgivefeedback,seeSkillstreaming.)

ActivitytoPracticeSkill:

Haveyourstudentsdrawapostershowinghowtheyfeelwhenteased,thenhowtheyfeelwhentheyreacttoteasingbyignoring,walkingaway,ordoingsomethingelse.

ClosingCircleQuestions:Whatdidwelearntodayaboutdealingwithteasing?Howwillyoupracticedealingwithteasingoverthenextweek?

MilwaukeePublicSchoolsOfficeofAcademicsJune2017