Davenport Community School District Counseling Program
Behavior/Non-compliance Lesson 1 Grades 3-5
Intentional Guidance: Consequences
Personal/Social Domain Standard A:
The school counseling program enables all students to achieve success in school and
to develop into contributing members of our society.
Objectives: Students will:
 Build awareness how actions affect others
 Build awareness of consequences of actions
 Develop students’ commitment to positive interactions in
learning environment
Materials:
1. Book: Lily’s Purple Plastic Purse
Procedure:
1. Read book: Tell students to listen carefully because after you finish reading
the book you want them to be able to answer question: What caused Lily to
get into trouble at school?
2. Have discussion (Lily did not want to listen, follow directions, etc)
What happened? How did Lily feel about what happened?
3. Discuss why students are in group: Ask: What happens when they don’t
follow directions, accept feedback, etc?
4. Ask: What are the consequences? Conclusion: Answer to #1
Ask them to watch how they do this next week with listening and doing what they
are asked to do!
Davenport Community School District Counseling Program
Behavior: Non-Compliance Intentional Groups
Lesson 2
Grades 3-5
Personal/Social Domain Standard A: Students will acquire knowledge, attitude and
interpersonal skills to help them understand self and others.
Competency: A1.6: Distinguish between appropriate and inappropriate behavior
Objectives:



To build awareness how actions affect others
To discuss the importance of listening and doing the right
thing
To learn and recall strategies to become a better listener
Materials:
Book on Listening. Examples: Listen Buddy by Helen Lester or Howard B.
Wigglebottom Learns to Listen
Procedure:
1. Ask students why it is important to listen to other people? (To gain and learn
information, for safety concerns, to follow procedures, to stay out of trouble,
to respect the teacher, parent)
Counselor says: What happens when we don’t listen? (Get in trouble, might
end up in un-safe situations, missing important steps or information, not
learning what we need to learn)
2. We are going to read a story about how the main character, __________
learns how to
listen. As I read, think about strategies and ways that we can become
better listeners.
3. What happened when ___________ didn’t listen? How did ____________
finally realize that listening is very important? How did it make his or
her life easier and happier?
4. Counselor and group will create a poster with steps to becoming a good
listener.
1. Look at the speaker 2. Think about what the speaker is saying 3.
Ask questions
if you don’t understand what the speaker is saying
5. Create note cards for each group member with the three step process.
Tape onto desk
or in the planner where they will be able to see it on a regular basis.
Davenport Community School District Counseling Program
Behavior/Non-compliance Lesson 3
Intentional Guidance: Positive Thinking
Grades 3-5
Personal/Social Domain Standard A:
Students will acquire the knowledge and interpersonal skills to help them
understand self and others.
Competency: A1.5 Identify and express feelings
A1.6 Distinguish between appropriate and inappropriate behavior
Objectives:



To build awareness how actions affect others
To build awareness of consequences of actions
To develop students’ commitment to positive interactions in
learning environment
Materials: 3x5 cards for students
Procedure:
1. Show a perception picture: ex. Beautiful Lady/Witch.
Discuss: It takes patience, willingness to see “the other side” in order to see
the true picture. Our minds are powerful and we can use it in ways to make
us feel better or worse. Our thoughts affect our feelings, and the good news
is that we are in charge of our thoughts!
2. Read situations and positive/negative thinking statements to students.
Have them show thumbs up for positive / thumbs down for negative
Discuss how you would feel with the positive thinking statements
Discuss how you would feel with the negative statement---and how that
would get worse if you continued to think that way. Have them practice
changing the negative statements into a positive.
3. Last: Hand out 3x5. Tell them to think back on a time this week when they
had bad/negative situation in class. (if they did not have one, think of a time
in the last month
On 1 side of the card have them write down what they were thinking and
feeling.
On opposite side have them write down a positive statement that would
change the
feeling.
Homework: This week, when a negative situation happens, be aware of thinking
and try to focus on positive.
For more detailed instructions on this lesson see BK: Small Group Counseling
for Children gds 2-5
Statements:
Situation: My best friend went off with
a bad rumor
Someone else at recess to play.
Response: I’ll show ‘em. I’ll start
About how mean they are
Situation: IN class the teacher told me
To partner up with someone I don’t like
it for a little while
Response: That’s ok, I can handle
Situation: Even though I raised my
Hand the teacher didn’t call on me.
me—never has.
Response: The teacher doesn’t like
Situation: The teacher told me to
me do anything.
Sit down when I was trying to sharpen
My pencil.
Response: The teacher never lets
Situation: The teacher put my name
the rules and listen
On the board for talking.
get to work”
Response: I really need to follow
Situation: The teacher told me I
deal!
Had to stay in from recess and
Do that work over again.
Respond : I can do that. No big
To the warning: “Quit talking &
Davenport Community School District Counseling Program
Behavior/Non-compliance Lesson 4
Intentional Guidance: Positive Thinking & Handling Correction
Grades 3-5
Personal/Social Domain Standard A:
Students will acquire the knowledge and interpersonal skills to help them
understand self and others.
Competency: A1.5 Identify and express feelings
A1.6 Distinguish between appropriate and inappropriate behavior
Objective:



To build awareness how actions affect others
To build awareness of consequences of actions
To develop students’ commitment to positive interactions in
learning environment
Materials: Picture of a stop sign and the brain.
Procedure:
1. Review last week’s lesson on positive thinking. How did they do?
2. Discuss: Is it hard to handle correction? What’s hard about it? How does it
make you feel? Consequences?
3. Tell students you have 2 pictures—both of things that can help us handle
corrections in a positive way. But you need them to tell you how.
First picture: Show Stop Sign---discuss how we need to STOP and don’t
react when corrected.
Second picture: Show Brain---reminds us THINK and LISTEN instead of
reacting.
4. Share with students that the key to handling corrections well is in how we
choose to think about them. Review last week’s lesson again—that when we
STOP/THINK/LISTEN we can use our positive thinking skills to help us
handle the correction and not overreact.
5. Read the following statements and have students tell whether it is a positive
and/or neg thinking response. The positive statements will have a good
consequence to them. And vice versa. Have them try to change the negative
ones to positive.
Statements:
1. When I accept correction from a teacher it means I did something wrong and
I must be a bad person.
2. If I blame my mistakes on others then the problem might get worse.
3. If I say I didn’t do it, then maybe I’ll get out of it.
4. I need to listen to the correction and learn from it instead of getting mad.
5. I need to accept responsibility for my actions.
6. All people make mistakes sometimes but the important thing is that we admit
them and learn from them.