Reflection: High Quality Task Respect: Determining Respectful Behaviors - Section 1: Introduction

 

After I wrote the definition for the word “respect”, I answered some questions students had for me. Some of the words were either new vocabulary or were difficult to decode so I defined them and explained what words like “consideration”, “desires”, and “decisions” meant.

Using a t-chart, I recorded the “desires” a typical student would want such as “learn a lot”. I then asked a students to consider what action they might take if they were trying to support their neighbor in this want/desire. I wrote their answers on the other side of the t-chart.

Students were led through this activity with a few more “desires” that a typical student would have in class or at school.

such as, “help a friend” or “say nice words”. I asked the students, “Who is benefitting from the respectful behavior?” They said that they were and a friend.

 

I wrote up the definition on the board: Respect means that you take into consideration the desires and ideas of others and use them when you make decisions.

  Holding Students Accountable
  High Quality Task: Holding Students Accountable
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Respect: Determining Respectful Behaviors

Unit 15: Creating the Classroom
Lesson 4 of 4

Objective: SWBAT present examples of respectful class behaviors using a t-chart to organize their ideas.

Big Idea: Students will connect respectful choices to being empathetic to others.

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