ROAR Expectation
Respectful: Using good manners and appropriate language
Area: Recess/Playground / Time Frame: 30 minutes
Step 1: Identify & Provide Rationale/Purpose for teaching the stated behavior
It is important to be respectful to your peers and adults in school. Using words or actions to harass, tease or bully another student is inappropriate because such words and actions can hurt others. Using good manners and appropriate language promote positive social skills and relationships. You can have respect for yourself and others by using good manners and appropriate language. Promoting respect can ensure positive interactions in school to relax and have fun during recess.
Step 2: Lesson Objective(s) (desired behavior both observable & measureable)
Respectful behavior: Students will use appropriate language around peers and adults. They will use kind words to solve conflicts in multiple scenarios. Students will be able to explain why it is important to show respectful behavior, offer solutions for how to speak to each other and adults, and give suggestions for how they can promote respectful behavior.
1. Show the Poster of Expectations (use pictures as appropriate) and walk through the expectations.
2. Discuss in detail the expectations with students.
Step 3: Examples and Non-examples of the desired behavior
*Choose students to model examples and non-examples, asking students how they felt in each simulation
Examples (look/sound like) / Non-examples (should not look/sound like)
- Following direction by listening to any staff members instructions the first time
- Line up in a single file line any time you leave or enter the playgroud/blacktop
- Wait your turn in line for games or equipment i.e., 4 square, swings, slide
- Take proper care of equipment: Coach Pilot’s Rules
- Using Runck’s Rules for playground behavior and safety
- Asking an adult (on duty) to help when a conflict can’t be resolved “Can you help me with a problem, please?”
- Keeping hands and feet to self (stay in your own physical space)
- Walking on the blacktop
- Apologizing, “I’m sorry” when you have done something to hurt someone else
- Use please, thank you, excuse me, ect.. when appropriate
- Talk in a respectful manner
- Pushing/shoving
- Screaming/Yelling
- Getting into a person’s physical space
- Littering or not picking up trash when you see it.
- “Breaking” or “shortcutting” in line
- Writing on walls, bathroom stalls, and murals
- Calling names
- Using unkind words (i.e., cursing, calling people names such as “stupid, idiot)
- Using put downs, i.e., “you’re dumb”
- Littering or not picking up trash when you see it
Step 4: Practice/Role Play Activities
Model expected behavior (I do):
Teacher(s) model or read following scenarios. The teacher discusses why the scenariosare examples of respectful behavior by using good manners and appropriate language.
You see one of your classmates wandering around the playground during most of recess time. You know she is kind of shy and usually doesn’t ask to join in the fun. You decided to be a good friend and invite her to play by saying, “We are having fun playing 4 square. Would you like to join us?’ You feel good inside because your classmate gave you a big smile for including her.
Two even teams were playing soccer at recess when another student came by and asked to play. One of the students yelled, “No, the teams are full can’t you see!” You stopped and remembered that it is respectfulto include others and take turns, so you said, “She can switch in and out with me so that we can all play.”
You and a friend were sitting on the benches talking. Another student walked up and asked if could use sit with you. Your friend yelled out, “Are you stupid, don’t you see we are talking! Go sit somewhere else. Remembering what it is like to feel left out and to show respect and manners, I told Maria, go ahead and sit here, we are just talking about Science class and the test we have to study for. My friend apologized to Maria for calling her stupid, she said she was just grouchy because she hadn’t slept well and was stressed out about the test.
Debrief with students about the different scenarios and what they noticed. Ask students if they have been in similar situations. What could they have said or done to change the outcome if they would have used kind words and or showed good manners.
Lead students through behavior (We do/Practice):
- List activities that students can choose to do at recess. Have them make a plan for play by listing three activities that they would choose to do. Have them brainstorm ways they can promote using good manners and kind appropriate language.
- Ask you students why they think it is important to include others. Have them share examples of how they felt when they were left out of an activity or a game.
- Discuss situations that include taking turns and or including and being included with others. List phrases that students can use when wanting to join in with others who are already playing, phrases on how to ask another to play, and phrases on what to say to others to involve them in play or conversation.
- Review 10 Ways to be a Good Sport listed below:
- Be polite to everyone you’re playing with and against. Only use nice words while you’re in the
b. Play you best. If you’re good, people will notice.
c. Tell your opponents “good game!” whether you’ve won or you’ve lost.
d. Learn the rules of the game. e. Play by the rules!
e. Be respectful of referees. If you don’t agree or don’t understand a certain call, wait until after the
game to ask someone to explain it to you.
f. Be a good teammate, and encourage your teammates even if you lose. Try to learn from what
happened.
g. Be willing to sit out so other team members can get in the game – even if you think you’re a
betterplayer.
h. Play fair!
(Teachers may also use a video for students to view, and or read a book that models the same type of scenarios.)
Debrief with students any questions: “Are there any questions you have about being respectful during recess?
Practice/Check for Understanding (You do):
With one or two peers (based on class size), students are instructed to create their own scenario for respectful behavior. Student groups will act out appropriate, respectful behavior for their scenario. Teacher(s) and other students will provide feedback to peer groups. (Feedback must be specific to the expectation)OR
Take students to the blacktop and have them demonstrate appropriate/inappropriate language and manners. Have the class identify the examples and non-examples of expected behavior.
Review Questions:
- Why is it important to show respectful behavior in the courtyard and bathroom?
- How can you help promote respectful behavior courtyard and bathroom?
Assessment(aligned to objective):
Students can complete the following sentence stem: Being respectful in the courtyard means I will use ____ words/language when talking to my peers and adults. Some words I can use are ____. I can be respectful by ____. Showing respect to my teacher or other staff means I need to _____ to instructions the first time.
Additional Opportunities for Practice/Reteach:
- Present weekly scenarios and discussion of real-time events that occur with students
- Recognizing students who display respectful behavior with agreed on PBIS reinforcements
- Teacher regularly models respectful behavior with examples and non-examples
- Review/Reteach school playground expectations
- Reinforce appropriate playground behavior with ROAR cards
Vocabulary Practice:
- Respectful
- Please
- Thank you
- Appropriate
- Peers
- Harass
- Tease/bully
Materials/Resources:
- Copies of scenarios
- Smartboard
- Paper/pencils for creating scenarios in student-to-student interaction groups