Students reflect on their personal definitions of the word “respect” and work, in small groups, to create a “respect vision” that establishes what being respectful means to them.
Students will be able to:
- Create a personal definition of respect
- Define respect in terms of self, others, and environment
- Create a class definition of respect and class vision of respectful behavior
Pen/paper, large post-its or poster paper, markers and space for groups to brainstorm, materials to create your class’s vision (paint, pens, poster board, etc.)
|Little or no prompting is necessary before this activity so that students can bring their own ideas to the conversation without feeling like there is a “right” answer. Encourage students to respond authentically. You may want to play music during this time (thematic suggestions: “RESPECT”, Aretha Franklin, “Everyday People”, Sly and the Family Stone, “Imagine”, John Lennon, “Everything is Everything”, Lauryn Hill, “Get Together”, The Youngbloods) or ask students for a suggestion for a song about respect that you can pull up online.|
Small Group Brainstorm
|Things to consider in guiding student brainstorms, to the extent that you feel it’s appropriate: Provide t-charts for brainstorming, with “respect” on one side and “not respect” on the other; ask students to provide examples of things that look like, sound like, and feel like on each side.|
|You can establish a code for writing on other groups’ posters for ease: a star means “strongly agree”, a question mark means “I don’t understand”, etc.|
Group Consensus and Drafting
|Depending on the developmental and skill level of your students, you may want to step out of this phase of the lesson and allow the group to come to a consensus on the ideas in the respect vision without you.|
See the questions under “Criteria for Success/Formative Assessment” below.
Post the class vision of respect visibly in the room and remind students that it will remain up so that they can hold themselves, each other, and you accountable for the ideas that they have created.
Connections to Other Emotions
Creating a respectful environment will also foster the emotion of safe/comfortable, allowing students to feel like they can take emotional and intellectual risks in your class.
Criteria for Success/Formative Assessment
- What will our class be like if everyone follows the vision of respect?
- Do you think your original definition of respect is captured in the class vision? Why or why not?
- What is one specific way (please give a concrete example) that you can help our room live up to its vision of respect?