Baltimore City Public Schools
Grades 9 – 12
Cycle IV
CODE OF CONDUCT LESSONS
Baltimore City Public Schools
Grades 9-12
Cycle IV
TABLE OF CONTENTS
Acknowledgements / 2Introduction / 3
Lesson #1: / I respect others and myself. I am kind and courteous. I demonstrate positive verbal and non-verbal communication and positive behaviors. / 4
Lesson #2: / I am responsible for my behavior and its consequences. / 9
Lesson #3: / I come to school on time, focused, and prepared to work. / 14
Lesson #4: / I demonstrate behaviors that promote a safe and civil learning environment. / 21
Lesson #5: / I respect school property and the property of others. / 30
Lesson #6: / I present myself in an appropriate and orderly fashion at all times and in all settings. I demonstrate personal honor and integrity at all times. / 37
BALTIMORE CITY PUBLIC SCHOOLS
Dr. Andrès Alonso, Chief Executive Officer
Dr. Sonja Brookins Santelises, Chief Academic Officer
Jonathan Brice, Executive Director, Student Support
For additional information contact the Office of Safe and Supportive Schools
April Lewis, Director
INTRODUCTION
It is the goal of Baltimore City Public Schools (City Schools) that all students experience academic and social-emotional success. In order for this to happen, students must have the opportunity to learn in environments that are safe and conducive to learning. It is therefore necessary to establish and teach clear behavioral expectations. The Board of School Commissioners and Chief Executive Officer, Andrès A. Alonso set forth an approved Code of Conduct for all Baltimore City Public Schools on August 25, 2008.The guiding principles for the Code of Conduct provide an important foundation for behavioral conduct, both individually and in interpersonal relationships with others.
It is impossible to cover every aspect of school safety through the City Schools Student Code of Conduct in six lessons. It is a foundation upon which other activities related to school safety can be built. Teachers, administrators, and writers who designed the lessons have covered a significant portion of the knowledge, skills, and values that are essential for the successful implementation of the Code of Conduct. Teaching of these lessons in pre-kindergarten through grade 12 will contribute to achievement of Master Plan Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
The outcome of providing these lessons is envisioned as an enhancement or development of the skills necessary for peaceful and cooperative problem-solving. This will contribute to safer and more productive school environments in which teaching and learning can take place.
CODE OF CONDUCT LESSON #1
Grades 9-12
Cycle IV
Code of Conduct Principle #1: I respect others and myself I am kind and courteous. I demonstrate positive verbal and non-verbal communication and positive behaviors.
Objectives: The students will be able to:
· analyze the relationship between respect and good character; and
· suggest and describe behaviors that demonstrate good character.
Materials
· Chart paper and markers
· Handouts:
Character Traits
Dos and Don’ts
Motivation
· Write the statement below on chart paper or on the blackboard and read aloud.
"The only person who can ruin. your reputation is you.”
Discussion Questions:
1. What do you think the author had in mind when he or she made this statement?
2. Why would someone say this to another person?
3. How valid is this statement for teenagers?
4. What does this statement have to do with principle #1 of the Code of Conduct?
Procedures
· Ask students the following questions.
1. How would you define reputation?
2. Can you give an example of a celebrity or someone famous with a reputation for getting into trouble or someone with a reputation of always doing the right thing?
3. What is the value of a reputation?
4. How can a person's reputation be connected with his or her behavior?
· Brainstorm behaviors that could demonstrate a positive or good reputation. Record student answers on chart paper.
Answers might include: being considerate of other, people's opinions, treating others with respect, being loyal to a friend, always telling the truth, respecting school property, being on time, for school, solving problems without violence, apologizing when wrong
· Brainstorm behaviors that might damage a person’s reputation. Record student answers on chart paper.
Answers might include: calling someone a mean name, starting a rumor, gossiping, breaking a promise, being late, for school repeatedly, cutting class, taking something that does not belong to you
· Distribute the Character Chart and instruct students to complete the chart. Ask students to share their responses with the class. Define the character traits for students if necessary.
Honesty- not deceptive, truthfulness
Responsibility- being accountable far your actions Integrity- strict adherence to a standard of value or conduct
Fairness- in accordance with rules or standards Respectfulness- willingness to show consideration Citizenship- loyalty to the government
Courage- ability to face danger without fear
Trustworthiness- reliability, keeping a promise, not betraying a confidence
Sagacity- the quality of being discerning, sound in judgment and farsighted
Punctuality- prompt, precise, exact
Prudence- careful management,' discretion
Civility- courteous behavior, politeness
Listening- attentive; paying heed
Understanding- comprehension
Decision Making._ choosing after consideration of 'options
· Distribute a copy of Trustworthiness Dos and Don’ts. Have each student add two Dos and two Don'ts to each category. Ask students to share their additions with the class.
Summary
Ask students to suggest the relationship of a person's behavior, character, and reputation. Emphasize that each depends on the other to support a healthful lifestyle.
Assessment
· Instruct students to give examples of good character demonstrated in sports. Give a detailed example in the form of a short story. Allow students to share stories with the class.
Extension Activities
· Have students develop a description of their characters that would be read as an introduction about them before they delivered speeches to their peers.
· Have students develop the labels they would want placed next to their names in a class reunion journal five years after graduation.
· Respond to the following:
As a general policy, should we start off trusting people and only stop trusting if they prove that they are not worthy? Or, should we be cautious and not trust people until they prove themselves worthy? What are the advantages and disadvantages of each position?
Directions: Provide two positive behaviors for each character trait.
CHARACTER TRAITS / BEHAVIORSHonesty
Responsibility
Integrity
Fair-mindedness
Respectfulness
Citizenship
Trust worthiness
Sagacity
Punctuality
Prudence
Civility
Good Listening Skills
Understanding
Good Decision Making
Skills
Directions: Add two examples of Dos and Don'ts to each Category. Be prepared to share your responses with the class.
Honesty Dos Honesty Don’ts
1. Tell the truth. 1. Don’t lie.
2. 2.
3. 3.
Integrity Dos Integrity Don’ts
1 Do the right thing even when people 1. Don’t allow friends to persuade
encourage you to do the wrong thing. you to do the wrong thing.
2. 2.
3. 3.
Loyalty Dos Loyalty Don’ts
1. Keep confidential information private 1. Don’t gossip or repeat derogatory information.
2. 2.
3.
3.
CODE OF CONDUCT LESSON #2
Grades 9-12
Cycle IV
Code of Conduct Principal #2: I am responsible for my behavior and its consequences.Objectives: Students will be able to:
· identify four conflict management styles; and
· identify four strategies for dealing with anger during conflicts.
Materials
· Chalk board
· Handout: He Just Wanted to Belong!
· Handout: Conflict Management Styles
· Handout: Get a Grip!!!
Motivation
· Using the Code of Conduct poster displayed in your classroom, have a student volunteer read Code of Conduct Principle #2.
Say, “Today we are going to focus on strategies for resolving conflict. A conflict is a controversy, disagreement, or difference of opinion between two or more people or an internal struggle.” Have students give examples of common conflicts between students their ages and common internal conflicts.
· Distribute copies of the scenario, He Just Wanted to Belong! Say, “The scenario you are about to read deals with an internal struggle.” Have students read the scenario and discuss the follow-up questions.
Say, “You will often be challenged to make the right choice when experiencing internal as well as external conflicts. Ultimately, you are responsible for your behaviors and their consequences.”
Procedures
· Say, “Many conflicts involve other people. Conflicts involving others can be as challenging as internal conflicts.”
Distribute handout, Conflict Management Styles. Have students match the conflict management styles with their characteristics. Review the handout.
Divide the class into four groups and assign each group one of the four styles of managing conflict. Have each group develop a two to three minute role play about its assigned style. Allow 10 minutes for preparation. Instruct groups to share their role plays with the class and explain what the advantages and disadvantages are to the style presented.
Say, “For most conflicts there is a way to come to a resolution whereby each side wins. However, there are some conflicts that cannot be resolved. Conflicts can be managed when both sides agree to disagree and move forward.”
· Have students remain in their groups and select a reporter and a recorder. Say, “Sometimes we experience anger during a conflict and have an urge to retaliate against those with who we are in conflict. Since there will always be conflict in our lives, it is imperative that we develop and use skills to deal effectively with the anger we might feel when others don’t agree with or see our point-of-view or when we are conflicted internally about a course of action.”
Distribute the handout, Get a Grip!!! Review each technique with the class. Ask each group to add one technique for handling anger during a conflict. Allow each group to share its technique with the class. Ask each group to add one or two “Cool Down” strategies to the list provided. Allow each group to share it’s strategies with the class.
Say, “Do not let your anger get the best of you. Use your “Cool Down” tips for chilling out. They may save you misery and they may even save your life.”
Summary
Select a student volunteer to summarize the lesson and identify what he/she thought to be the most effect management style, strategy for managing anger, and technique for managing anger.
Evaluation
Refer students back to Code of Conduct Principle #2. Have one student describe an internal conflict and have one student describe and external conflict. Have each describe an approach to resolving it identifying the conflict style used and strategies for handling the emotions that might ensue in dealing with the situation.
James was a 16 year old ninth grade student at Rockefeller High School. He was a struggling student who missed school often and had few friends. James could not help but notice a group of guys at school who were popular and who seemed to have fun together. Some students looked up to them and others avoided them. James would have done almost anything to hang out with them. One day, one of the boys asked James to take a ride. He told him they were going to get a car and asked him if he could drive. Though James felt conflicted about his decision, he agreed.
James skipped school that day and went with his new friends to a shopping mall. They found a car that had the keys in the ignition, asking to be taken. With James as the driver, the three boys hit speeds over 80 miles per hour. Suddenly, James lost control of the van and hit a tree. Although they were trapped in the car, all three boys escaped with only minor injuries. At the scene, the police found that the van was stolen; James was driving without a license; and one boy was under the influence of alcohol while in possession of a handgun. The boys were all taken to the juvenile center.
Two months later when James went to court, he told the judge his side of the story. He said that he felt he had to do something to prove that he was brave and tough so that he would be accepted by his new friends. The judge felt no sympathy for James and sentenced him to six months in a juvenile center. While James was away he had a chance to reflect on his behaviors.
---Follow up Questions---
1. What was James’ internal conflict?
2. What else could James have done?
3. What consequences did James experience as a result of his behaviors?
Directions: Understanding conflict resolution styles is an important step towards the development of conflict resolution skills. Match the different conflict resolution styles with their characteristics.
Conflict Styles
1. Aggressive Confrontation
2. Avoidance
3. Denial
4. Problem-solving
Conflict Style Characteristics
Ø verbally or even physically attacking someone else
Name calling, threatening, blaming, criticizing, and put downs are some characteristics. The idea behind this style is that “In order for me to win, you must lose.” ______
Ø talking out the conflict without insulting or blaming each other
Parties make an effort to listen. They know they have a problem and they try to think of many ways to solve it. They choose the solution that will be best for everyone. ______
Ø failing to admit there is a problem
Typical responses are, “Everything is ok.” “There is nothing wrong.” “Who me?,” “I didn’t say that!,” and “It’s not my fault.” ______
Ø knowing there is a conflict but choosing not to deal with it
One might walk away from the problem and avoid the person with whom there is a conflict. ______
Directions: Review the list below and add two techniques or strategies to use in dealing with anger during a conflict.
ü Take responsibility for your emotions.
ü Accept and validate the feelings and perceptions of others.
ü Remain calm and focus on problem-solving when confronted by a strong emotion displayed by another person.