MARY S. SHOEMAKER S.T.A.R.S.
BEHAVIOR EXPECTATION MINI LESSON
S--Safe T--Team Players A--Act Responsibly R--Respectful S--Solve Problems
Peacefully
AREA OF FOCUS: Classroom (for YOUNGER elementary students)
SCHOOL-WIDE EXPECTATION: Respectful
EXPECTATION(S) WITH SPECIFIC EXAMPLES: What will students be expected to do?
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Respect in the classroom means (from expectation matrix):
 Raise your hand to be recognized
 Listen when others are speaking
 Use polite, quiet voices and appropriate language
 Accept consequences calmly
TEACHING IDEAS: How will you teach the expectation(s) and specific examples for this area?
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Begin with an initial discussion about Respect and have students brainstorm a list of ways to show
respect in the classroom.
Have students take a “respect field trip” to practice exhibiting respectful in different school settings
(i.e. cafeteria, hallway, office, etc.). Have students volunteer to act out various examples of
respectful behavior that were brainstormed during the class discussion.
Students make posters of people showing respect by sharing materials (paint, crayon, collage,
markers, etc.)
Have students play simple board games (while emphasizing and providing them with feedback
about playing respectfully).
Make a list of respectful words used in the classroom and other settings in the school. Add words
to the classroom word wall.
STUDENT ACTIVITIES/ROLE-PLAYS: How will students practice the expectations/examples?
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Have students model examples of being respectful (examples: Ben and Sam take turns using the
keyboard and mouse during a class computer activity, and they do so without arguing; Tammy
waits patiently until it is her turn to type on the computer).
Have adults only model non-examples of being respectful (example: Tim calls out all the answers
even though someone else was called on to share the answer).
FOLLOW UP/REINFORCEMENT ACTIVITIES:
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Read aloud a version of the fairy tale Stone Soup. Discuss how the characters showed respect for
each other by sharing what little they had in order to make soup for all. Have a “Stone Soup Day”
in your classroom.
Have students brainstorm ways to show respect toward others and write on slips of paper. Have
students draw slips, then illustrate. Mount the pictures together to form a Respect Quilt.
Make a list of respectful words used in the classroom and other settings in the school. Add words
to the classroom word wall.
Give students 10 cards with their name on them. Ask students to give their classmates a card
each time the classmate uses respectful words. At the end of the day, count how many cards
each student has. Discuss the respectful words the students used to receive the cards. Also
praise the students who have few cards for their efforts to catch others using respectful words.
Have students write a letter to an imaginary bully, telling this person what he is doing that they
don't like, why they don't like it, and how they want this person to behave instead.
MARY S. SHOEMAKER S.T.A.R.S.
BEHAVIOR EXPECTATION MINI LESSON
S--Safe T--Team Players A--Act Responsibly R--Respectful S--Solve Problems
Peacefully
AREA OF FOCUS: Classroom (for YOUNGER elementary students)
SCHOOL-WIDE EXPECTATION: Act Responsibly
EXPECTATION(S) WITH SPECIFIC EXAMPLES: What will students be expected to do?
•
Responsible in the classroom means (from expectation matrix):
 Clean up after yourself
 Listen and follow directions the first time given
 Use time effectively
 Complete and hand in assignments
TEACHING IDEAS: How will you teach the expectation(s) and specific examples for this area?
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Introduce the concept by reading a book that discusses responsibility, then have students
brainstorm a list of ways to show responsibility in the classroom.
Develop a “T” chart to list what responsibility looks like, sounds like, feels like in the classroom.
Play “Simon Says” to practice being responsible by listening to directions and following the leader.
Ask students to describe what it looks like when someone is listening. Discuss ways students can
show good listening bodies, then have them create posters displaying good listening bodies.
Solicit student responses regarding what they can do to be responsible if they don’t understand
what someone is saying/don’t understand the directions given.
STUDENT ACTIVITIES/ROLE-PLAYS: How will students practice the expectations/examples?
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Have students model examples of being responsible:
The teacher asks all students to put their books away and get out a piece of paper and Jamal
quietly put his book in his desk and got a piece of paper out of his notebook (even though he
really wanted to finish the chapter he was reading).
 Nate looked at the teacher and listened carefully as she gave directions. He raised his hand to
ask one question to make sure he understood what to do and then said, “I can do that!” and
went off to do the assigned work. He finished work early and got a few minutes to read a book.
 Use loud music to represent a disruptive class, and have students role-play making the
responsible choice to continue working (despite the noise).
Have adults only model non-examples of being responsible (i.e., behaviors students display when
not attending such as head down on desk, talking to peers, drawing, playing with objects).
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FOLLOW UP/REINFORCEMENT ACTIVITIES:
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Read/discuss a book about using a specific example of responsible classroom behavior, such as
listening to directions. For example, “Listen, Buddy” (by Helen Lester), is a story about little bunny
that is capable of hearing correctly but rarely does. Use the consequences of this character’s
inability to listen carefully to inspire discussion with students and have students brainstorm how
little bunny can improve his listening skills.
Group students in pairs and have them conduct mock interviews asking several general questions
such as favorite food, color, music, etc. The students may not take notes on paper, they must
report on the student they interviewed by paying attention and using active listening skills. The
students must then introduce their classmate to the class.