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Good behaviour at school
How to start
•
Divide the board into four sections. Write
People, places,
objects
and
actions
in each box. Distribute the unit
flashcards to different students. One by one they come to
the front, say the word and place it in the correct box.
•
Give TPR instructions and ask the students to do different
classroom activities, for example,
read, write, draw, look,
listen, sing.
To add variety, the students can do activities at
different speeds or volumes, for example,
sing quietly, write
quickly, listen carefully.
Activities: step-by-step guide
Activity 1
•
Ask the students to reflect on things that are important in
the classroom and things they need to/should do in class.
For example,
listen to the teacher, pay attention, raise their
hands to answer or ask questions, enter class in an orderly
manner, share, help others.
Encourage them to think about
why these things are important.
•
Look at the pictures and encourage students to decide if
these behaviours are good or bad. If the behaviour is good,
they colour the happy face. If not, they colour the sad face.
•
Encourage the students to compare their answers and to
think about alternative behaviours. For example, instead of
pushing, we should wait our turn or we should stand in line.
Activity 2
•
Start a borrowing chain. Say to one of the students
Can I
borrow your rubber please?
The student should respond yes
and pass the rubber to you. Point to another student and
encourage them to ask you the same question. Continue
around the whole class changing the object when necessary.
Point out the importance of returning borrowed items in a
responsible way.
•
Do!
Ask the students whether they usually share their
crayons (and school materials in general) with their
classmates. If they think they always do it, they colour the
three stars. If they think they sometimes do it, they colour
two stars. If they rarely share, one star.
Extra ideas!
•
Ask the students to work in pairs and to make a cardboard
medal for one of their classmates. For example, if they think
their classmate always raises their hand, they make a medal
which says:
For always raising your hand!
Review
•
Reflect on different classroom rules and norms and how they
help improve lessons.
Why is it important to raise our hands?
Why it is important to wait our turn coming into class?
Extension
•
Negotiate a list of three class rules using ‘should’ with the
students. Make a poster of the class rules and display them
in the classroom.
Assessment opportunity
•
Thumbs up, thumbs down.
Ask different students to come
to the front of the class and to mime good or bad classroom
behaviour. The rest of the class indicatewhether the behaviour
being mimed is good (thumbs up) or bad (thumbs down).
When 5-6 students have mimed, recap classroom rules and
check that students understand the basic rules at school.
Content objectives
•
Reflect on correct behaviour at school.
•
Compare and contrast correct and incorrect behaviours
at school.
Vocabulary
•
bad, good, pay attention, push, put up/raise your hand,
share
Structures
•
You
should
put up/raise your hand.
•
Please
don’t push
when you come into class.
•
I
should
be good at school.
Resources
•
Flashcards
