Teachers Guide - Operation Respect

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• Ask the group to think of some actions, ways of treating one another, or attitudes that they do not want as part of your classroom (thumbs-down behaviors) because of their negative consequences (put-downs, name-calling, exclusion, etc.). Have each student who wants to contribute write these words on the outside of the Caring Being. Add your ideas. • Have each group member say what he or she meant by the words offered. Even if the words were the same as someone else’s, the meaning may be slightly (or greatly) different. • Hang up your classroom’s Caring Being where everyone can see it. If the group wants to, name your Being! • Have students as a group choose three thumbs-down behaviors each from the Caring Being that they feel they would most like to see stopped in your classroom and school. Help move the group to consensus. Then, together in pairs, ask them to create signs to remind one another to stop those behaviors (all on the same color of paper). Similarly, ask them to choose three thumbs-up behaviors that they would most like to see encouraged in your classroom and school and create signs to encourage each behavior (all three thumbs-up signs should be on a second color of paper). Post the colorful signs around your classroom as a reminder to students. Don’t Laugh at Me © 2000 Operation Respect, Inc. and Educators for Social Responsibility 32
Close Together (5 minutes) • Do a go-round: Have each child complete the statement “If the Caring Being could talk, she would tell us . . .” • (Optional) Sing “Don’t Laugh at Me” with the CD. • (Optional) Ask for three student volunteers to decorate a waste can to represent a small campfire (using red and orange fabric, construction paper, and/or tin foil) for use in the next Don’t Laugh at Me activity. The goal is for the “flames” of the fire to encircle the opening of the waste can. Don’t Laugh at Me © 2000 Operation Respect, Inc. and Educators for Social Responsibility 33
Page 1: Teachers Guide Grades 2-5
Page 4 and 5: Special thanks for the generous con
Page 7: Table of Contents Introduction . .
Page 10 and 11: Most importantly, of course, parent
Page 12 and 13: Getting Started Begin by watching t
Page 14 and 15: Don’t Laugh at Me Registration Pl
Page 17: EXPRESSING FEELINGS Being You, Bein
Page 20 and 21: Tell a Story: “The Torn Heart”
Page 22 and 23: • Ask: How do you think Pedro is
Page 24 and 25: How Would You Feel If... Children e
Page 26 and 27: Children’s Conscious Acts of Cari
Page 28 and 29: • Ask: Does someone have to be an
Page 30 and 31: • Explore ways to help children c
Page 32 and 33: • Set children up for success. Ea
Page 36 and 37: The Ridicule-Free Zone Constitution
Page 38 and 39: Close Together: Celebrate Your Cons
Page 40 and 41: Children’s Conscious Acts of Cari
Page 42 and 43: Take It to the Community: Creating
Page 44 and 45: • Contact the Southern Poverty La
Page 47 and 48: Walk in Another’s Shoes Children
Page 49 and 50: • Discuss as a group: What fairy
Page 51 and 52: “Trouble with Teasing” Conflict
Page 53 and 54: Conflict Escalates Using storytelli
Page 55 and 56: • Once you have detailed the acti
Page 57 and 58: Coming Down the Escalator with “I
Page 59 and 60: More Practice Making “I” Messag
Page 61 and 62: Be a Bullying Buster Children look
Page 63 and 64: Close Together (10 minutes) • Ask
Page 65: • Once students have practiced sk
Page 69 and 70: The Power Shuffle Children explore
Page 71 and 72: • “Now, cross the line in silen
Page 73 and 74: CURRICULUM CONNECTIONS (OPTIONAL) L
Page 75 and 76: Family Ties and Fabric Tales Using
Page 77 and 78: Familiy Ties and Fabric Tales Don
Page 79 and 80: PLANNING AN EVENT Take It to the Co
Page 81 and 82: Our Constitution of Caring (Note: T
Page 83 and 84: GRADUATION You Are Powerful, We Are
Page 85 and 86:
APPENDIX A Lessons from Research on
Page 87 and 88:
like the Resolving Conflict Creativ
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• Provide outlets and strategies:
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pictures showing people with a vari
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Additional Resources Aber, J. L., B
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Design by Milton Glaser Inc. This D
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Teachers Guide - Operation Respect

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