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0996-03 grades 3-5

Student Workshop: Problems at School

Table of Contents

Program Overview..................................... 1

Why Should Children View this Program? ................................... 1Learning Objectives ................................................................... 1Video Content ........................................................................... 1Preview Questions ..................................................................... 1

Viewing the Video...................................... 2

Discussion Questions .................................. 4

Suggested Activities ................................... 5

Bulletin Board Starters ............................... 8

Suggested Reading .................................... 9

Reading for Educators and Parents ............................................. 9Reading for Grades 2-4 .......................................................... 10Related Materials from Sunburst ............................................... 11

Script ....................................................... 13

Problems With Schoolwork ...................................................... 13Problems Working Together ..................................................... 18Problems With Rules ................................................................ 23Problems With Bullies .............................................................. 23

Activity Sheets Table of Contents............... 35

Credits ..................................................... 56

This program contains:

One video………………………… 24-minutesOne teacher’s guide ……………… 20 Activity Sheets

Student Workshop: Problems at School 1

Program Overview

Why Should Children View this Program?Although the elementary school years may appear to be a carefree time in one’slife, they can actually be very stressful for children. Youngsters have to face manyproblems in school—problems with following rules, dealing with bullies, organiz-ing their homework, and working with others. The Problems At School workshopis a video program which not only illustrates these problems in a lively and realis-tic manner, but also presents children with positive strategies for coping with eachone. After viewing this program and completing the activity sheets, children willrealize that school does not have to be such a stressful place, after all.

Learning ObjectivesChildren will:

• learn effective ways of organizing homework and studying for tests

• build effective teamwork skills by learning the fundamentals of cooperation

• recognize that rules are easier to follow when the reason behind them is understood

• understand that rules can be questioned and changed, if it is done in a respectful way

• learn positive strategies for dealing with bullies

Video Content• The program is presented in the format of a daytime talk show.

• The program illustrates four common problems that children have in school: organizing their homework and studying for tests, working with others and following rules, and dealing with bullies. Strategies for handling each problem are given.

Preview Questions• Do you have any problems in school that you would like to solve? If so, what are they?

• What do you think “cooperation” means? What are some things that people must do in order to cooperate?

• Why is it usually important to follow rules, even if you don’t like them?

2 Student Workshop: Problems at School

Viewing the Video

IntroductionThe host of a daytime talk show, “Just for Kids,” introduces the topic of today’sshow—PROBLEMS AT SCHOOL. The host mentions a few of the problems thatkids face at school every day, and each is illustrated with a brief vignette—prob-lems with organizing homework, getting along with other kids, problems withrules, and dealing with bullies. In each of the four acts that follow, students areinterviewed about problems they had at school, and the strategies they used tosolve them.

Problems With SchoolworkTina talks about the problems she was having with her homework: forgetting thatshe had homework, forgetting what the assignment was, and forgetting to bringher completed homework to school. Thanks to some advice from her teacher,Tina learned to keep an assignment pad and write down each homework assign-ment as it is given; put a check next to each assignment as she finishes it; put allcompleted assignments in a special homework folder; and put the folder into herbackpack as soon as all her homework is completed.

Next, Ricky talks about the problems he had studying for tests. He would try tolearn vocabulary words by reading the meanings over and over to himself, but thismethod didn’t work. After Ricky’s teacher assured him that every student learnsdifferently and that another method may be better for him, Ricky found that helearns much better when he writes things out.

The video pauses here to allow students to complete the Activity Sheets forthis section.

Problems Working TogetherSonja, Kelly and Mark were having problems working together on a class project.Sonja was very bossy and always insisted that her way was the only right way to dosomething. Mark reacted by angrily putting Sonja down. And Kelly gave no inputat all when asked for her opinion. With the guidance of a team-building expert,the three kids learn how to cooperate by treating each other with respect, listeningto each other, and taking part in the discussion. Once they understand theirresponsibilities as members of a team, the three are able to work on the problemwith full cooperation and come up with a good solution.



Problems with RulesMany kids feel that some rules in school are unfair. A school principal explainsthat understanding the reason for the rule will help kids see that it wasn’t madejust to annoy them. He talks about some school rules and why they are made: forsafety reasons, or out of consideration for others, or because the law requires theschool to make the rule.

The principal and the audience next focus on rules that really aren’t fair, and whatcan be done about them. A vignette shows a class in which members got to use thecomputer center twice a week, but for no more than fifteen minutes at a time. Thekids complain to their teacher that fifteen minutes is not enough time to really getanything done, and they don’t like having someone else come along and insist onusing the computer. The teacher holds a class discussion and asks for suggestionson how to solve the problem. It’s finally decided that each student should havethirty minutes once a week—this would give them time to finish their projects.The class votes on the new rule and it is put into practice.


Problems With BulliesThe host shows some examples of problems that can be caused by students wholike to bully others. Wayne then discusses the problems he had dealing with a boynamed Alex. Alex enjoyed picking on Wayne because he got good grades inschool. He also made fun of the clothes Wayne wore. At first Wayne would getupset and cry, but his sister gave him advice that helped him deal with theproblem. He learned to ignore Alex, or to tell him how he felt, or to just walkaway. Alex finally gave up. Wayne explains that, if none of these things hadworked his final step would have been to ask a grown-up for help.

Students complete the Activity Sheets for the final section.


Discussion Questions

Problems With Schoolwork• Do you have any special problems when it comes to homework? Tell about a problem you have had, and what you did to solve it.

• Do you think that Tina’s classmates thought she was stupid for forgetting her homework all the time?

• Do you have a system for keeping track of your homework? What steps do you take?

Problems Working Together• What do you think Mark could have said to Sonja to keep her from being so bossy all the time?

• Do you know any kids like Kelly who have trouble speaking up in a group? What advice would you give to Kelly?

• What do you like about working on projects with other kids? What do you dislike?

• Why is listening just as important as speaking up when you’re working with a group?

Problems with Rules• Have you ever had to obey a rule that you thought was unfair? Tell about it.

• If you could make one rule for everyone in your school to follow, what would it be?

• If you think a rule is unfair, would you follow it anyway or would you ignore it? Explain your answer.

Problems With Bullies• What do you think might have happened to Wayne if he hadn’t followed his sister’s advice?

• How would you have dealt with Alex if you were in Wayne’s place?

• How do you think bullies feel when they make someone cry?


Suggested Activities

Reading/Language ArtsAsk each child to read one of the books listed from the Suggested Reading list onpage 9, and give a report on the book he or she has read. The report can be oral orwritten, or through an art project.

Creative ExpressionAsk for volunteers to act out various situations in the video. After each one, havethe same students create and role play a different situation dealing with the sameproblem. You may record each role-playing session on audio or video tape andplay it back to the class later.

Language Arts/Creative ExpressionInvite the class to produce their own daytime talk show, following a format similarto that in the video. Students may work in teams to decide on a topic for the show,choose the characters that will appear, write a script, design a stage setting, etc.The “talk show” may be presented to other classes.

Language Arts/Study SkillsHold a class discussion on how to study for a test. Ask children to tell about suchthings as how, when and where they study for a test. List the various study meth-ods on the board, or put them into a class book.

Language Arts/ArtHave students contribute adjectives that describe how they feel when they arehaving a test the next day and they don’t expect to do well. Then ask them to drawa picture to illustrate this feeling. Ask students to vote for the best picture.

ScienceAsk each child to think of a homework assignment that he or she would like to dofor extra credit in science. Ask children to write out their assignment and submitit to you for approval, along with the amount of time they think they will need tofinish it. Each of the voluntary assignments may be presented to the entire class;students can vote on the most creative one.


Creative Expression/Language ArtsDivide the class into teams. Ask each team to role play a situation in which theyare trying to work together on a project, but one of them is making it difficult forthe others by not being respectful, or not listening, or not contributing. You maywish to record the role plays.

ArtAsk children to think about what respect means to them. Distribute sheets ofoaktag and have teams of students work together to create their own postersabout respect.

Creative Expression/MovementInvite children to play games in which the emphasis is placed on teamwork ratherthan individual skills. You might hold a treasure hunt in which teams of studentswork together to find a hidden object, or play “Twenty Questions” with teamscompeting against each other, etc. Afterward, hold a discussion on the advantagesof playing such games with the help of others.

Music/Creative ExpressionAsk children to compose an original class song about rules and why it is importantto follow them. Each child might contribute a different verse, or pairs or teams ofstudents may work on a verse together. The verses can then be set to music. Anymusical instrument available in the classroom can be used to help the children“compose” their tune. Record the completed song; if possible, make a copy foreach student in the class.

Language ArtsAsk children to interview an adult member of their family about a rule at homethat they may not like, and the reason why the rule was made. Have children writea report on what they found out.

ArtHave children create cartoons about characters who get into trouble for notfollowing the rules.


Language Arts/ArtThe word “bully” often makes people think of a bull. Have the students look it upand see if the word “bully” actually has anything to do with the animal. Then askthem to brainstorm other animal words that are used to symbolize personalitytraits (e.g. chicken, rat, snail, etc.). Then ask them to use the names of otheranimals to make up their own words. Children can write their definitions andthen draw pictures to go with them.

Language Arts/WritingAsk students to write a diary entry, real or imaginary, about an encounter they hadwith a bully. Encourage them to explain in detail what happened, how they felt,and how they reacted to the situation.

ArtInvite children to write and illustrate comic strips that show how a person whois being bullied stands up to the bully in the end. Display and discuss thecomic strips.


Bulletin Board Starters

Create a bulletin board around the theme of “Problems at School.” Give eachstudent a strip of oaktag and ask students to write down one problem they havehad in school at one time or another. Attach all the strips to the bulletin boardaround the title. Change the material displayed from time to time, as follows:

• Set aside one week as “Homework Awareness Week.” On separate slipsof paper write each assignment that is given during the week, andattach them to the board each day. Then make a chart with a sectionfor each day, and three boxes within each section labeled as follows:Lost the Assignment, Forgot to Do the Assignment, Forgot to Bring theAssignment to School. For each day, fill in the number of students whofall into each category. Draw a blue ribbon or similar decoration oneach day in which everyone’s homework is completed.

• Ask children to draw pictures of a problem they have worked on withothers. They may write a caption for their picture that describesthe project.

• Have children go through old magazines and journals and cut outpictures of people (children or adults) following various kinds of rules.Make a collage of the pictures and display them on the bulletin board.

• Invite children to write and illustrate comic strips that show how aperson who is being bullied stands up to the bully in the end. Displaychildren’s work on the bulletin board.


Suggested Reading

Reading for Educators and Parents

Adams, James L. The Care and Feeding of Ideas: A Guide to Encouraging Creativity.Addison-Wesley, 1986.

Beane, Allen L. The Bully-Free Classroom: Over 100 Tips and Strategies for TeachersK-8. Free Spirit Publishing, 1999. Practical and effective strategies forcoping with bullying behavior, encouraging parent involvement, andmaking classrooms a place to learn.

Froschl, Merle, et al. Quit It! A Teacher’s Guide on Teasing and Bullying for Use WithStudents in Grades K-3. Educational Equity Concepts, 1998. Sections oncreating rules, talking about teasing and bullying, exploring courage,and more.

Meyers, Mark D. and J. Doyle Casteel. Dealing with Dilemmas: Coaching Studentsin Decision-Making. Goodyear Publishing Co., 1998. Presents situationsand dilemmas, then asks students to use their critical thinking skills towork them through.

Mountrose, Philip. Problem-Solving With Children Ages 6 to 16. Teaches a five-stepprocess parents and educators can use to problem-solve with kids andimprove their listening skills.

Nelson, Jane, Ed.D. Positive Discipline. Ballantine Books, 1996. Updated andrevised, this classic guide for parents and teachers shows how to helpchildren develop self-discipline, responsibility, cooperation, and problem-solving skills.

Rigby, Ken. Bullying in Schools: And What to Do About It. Paul & Co., 1997. Offersuseful strategies for identifying both bullies and victims, ways to diffusepotentially troublesome situations, and more.

Ross, Dorothea M. Childhood Bullying and Teasing: What School Personnel, OtherProfessionals and Parents Can Do. American Counseling Association, 1996.Packed with useful, well-reasoned information.


Reading for Grades 2-4Byars, Betsy. The 18th Emergency. Puffin Books, 1981. Mousi incurs the wrath of

the school bully, who is out to get him.

Duffy, Betsy. The Gadget War. Viking, 1991. Albert Einstein Jones comes to thirdgrade and upsets Kelly, the current gadget champ.

Ernst, Lisa Campbell. Zinnia and Dot. Viking, 1992. Two fat, vain chickens whofight about everything finally cooperate to save themselves from thetricky weasel.

Giff, Patricia Reilly. The Beast in Ms. Rooney’s Room. Yearling Books, 1984. Heldback for a year in second grade, Richard can’t seem to help getting intotrouble, until he really gets interested in reading and helps his class in aspecial way.

Giff, Patricia Reilly. Emily Arrow Promises to Do Better This Year. Yearlying Books,l980. Emily’s New Year’s resolution is to “do better” — at everything. Butcan she meet this challenge?

McKenna, Colleen O’Shaughnessy. Fourth Grade Is a Jinx. Scholastic, 1995. WhenCollette’s teacher is hurt in an accident, Collette’s troubles really begin—itturns out her mother is the substitute teacher!

McKenna, Colleen O’Shaughnessy. Good Grief . . .Third Grade. Little Apple, 1994.How can Marsha be an absolutely perfect student when she’s paired withthe boy she has fought with since first grade?

Nielsen, Shelly. Playing Fair. Abdo & Daughters, 1992. Investigates situations wherefairness is needed, all related in rhyme.

Robinson, Nancy K. Wendy and the Bullies. Scholastic, 1983. Wendy is so fright-ened by the school bullies that she plays hooky to avoid them.

Scribner, Virginia. Gopher Takes Heart. Viking, 1993. Matthew decides that he musteventually stand up to the class bully.


Spinelli, Jerry. Fourth Grade Rats. Scholastic, 1991. A boy named Suds learns thatgrowing up means taking responsibility for his behavior.

Winthrop, Elizabeth. Luke’s Bully. Viking, 1990. With his mother’s help, Luke tamesthe class bully.

Related Materials from Sunburst

“Student Workshop: You Can Succeed in School”23-minute video for Grades 2-4

“How I Learned Not to Be Bullied”14-minute video for Grades 2-4

“Real Kids: What We Learned About Bullying”16-minute video for Grades 2-4

“Got a Problem? Solve It!”20-minute video for Grades 2-4


Script

Announcer:It’s time for “Just for Kids” —the program where we talk about problems andissues important to you! Today’s topic is Problems At School and here’s the hostof “Just for Kids” John Talkman.

Host:Let’s face it, every school day brings new challenges. And sometimes thosechallenges can turn into real problems. Problems like this…

Tina:I forgot we had to hand in our science articles today. What a mess!

Mark:I have to work with Sonja—she’s so bossy. Everybody has to do it her way.

Karen:I couldn’t go on a class trip because I didn’t bring in my permission slip. Nowthat’s unfair!

Host:Sound familiar? Problems with schoolwork, problems with rules, problemsgetting along with other kids. Well, in today’s program we’re going to talk to a fewstudents and show you some of the strategies they used to solve problems theywere having in school. So let’s get going.

• • • •

Problems With Schoolwork

Host:Do you sometimes forget you have homework? Or do remember to do yourhomework, but forget to bring it to school? How about tests? Do you sometimeshave trouble remembering what you studied? Well, you’re not alone. Lots of kidshave some problem with schoolwork. And that’s what our first guest wants to talkabout. Her name is Tina. So, let’s welcome Tina to the show.

So Tina, why don’t you tell us about the difficulties you were having.


Tina:Well, most of it had to do with homework. Like you said before. Sometimes Iwould forget that I had homework. Or I would know that I had homework, butI’d forget what it was. Other times I would do my homework, but I would leave ithome. It got really frustrating.

Host:Let’s take a look at some video from Tina’s classroom.

Teacher:Ok, time to take out the science article you found in the newspaper last week.Tina, why don’t you tell us what you found.

Tina:Ummm! I know I cut it out…it was something about pollution?

Teacher:Don’t you have the article?

Tina:I do, but I can’t find it.

Host:As you know forgetting you have homework or losing it can cause problems inschool. Tina, what happened to you?

Tina:Well, I got so angry with myself. I felt stupid, and embarrassed.

Host:What did you do about it?

Tina:Well, at first I didn’t do anything. But it didn’t get any better. Then, my teachergave me some ideas she said could help.


Host:Mrs. Rivera, what advice did you have for Tina?

Mrs. Rivera:I gave Tina a few tips to help her get more organized. First, I reminded her thatshe needed an assignment pad—like this one. I ask all the students to get one atthe beginning of the year, but a lot of times they get lost. That’s what happened toTina’s. So I made sure she got a new one. And I told her to be sure to write downeach homework assignment as soon as it was given. Then when she finished oneassignment, I suggested that she put a check next to it.

Host:Or cross it out, right?

Mrs. Rivera:Actually, no. The reason I say not to cross it out, is that you might want to referback to a homework assignment—and if you cross it out you might not be able toread it.

Host:That makes sense. Audience?

Now, Tina also had a problem with keeping track of her completed homeworkassignments. What about that, Mrs. Rivera?

Mrs. Rivera:Well, fortunately it’s a problem that’s easy to fix. Here’s all you need—a homeworkfolder. I gave all the kids one at the beginning of the year, but Tina misplacedhers. So I gave her another one.

When Tina finishes her homework, she places it inside the folder. This way it’seasy to find when she needs it. And to be sure that she doesn’t forget the folder—she puts it right in her backpack as soon as her homework’s done.

Host:So Tina, how are those homework tips working out for you?


Tina:They’re working out really great. And here’s something else I do now.

Before I go to bed, I get my backpack all ready for the next day. Then I put it onthe kitchen counter. That way I know where everything is in the morning, so Idon’t have to rush around and almost miss the bus, like I used to.

Host:Terrific. Now let’s welcome Ricky.

Ricky, why don’t you tell us about your school problem.

Ricky:Well, it was tests. I would study but I had such a hard time remembering stuff likevocabulary words.

Host:Well, tell us about it.

Ricky:The way I would study. I would read the words that were going to be on the testover and over again and repeat them to myself. “A protected body of water whereships can safely stop is called a harbor.”

Host:Ricky, reading the words over didn’t help you learn them?

Ricky:No.

Host:And Ms. Rivera helped you?

Ricky:She sure did.


Host:Ms. Rivera? What can you tell us?

Mrs. Rivera:Well, this problem is more complicated than Tina’s. See, there’s no one clear cutanswer to this problem that will work for everyone. What every student needs torealize is that we all learn differently. Some students can learn by reading. Theyread a book and remember what they read. Others need to write things down forthe ideas to sink in.

Host:And that’s what you suggested for Ricky?

Mrs. Rivera:Yes, reading and re-reading just didn’t work for him. Ricky learns best when hewrites things out.

Host:And you tried that, Ricky?

Ricky:Yup. Instead of just reading over and over and over, now I write down the words.That really helps me remember. “A harbor, a protected body of water where shipscan safely stop.”

Host:And Mrs. Rivera, in your estimation, how is that strategy working?

Mrs. Rivera:Well, here’s Ricky’s last test. B+! I’d say that speaks for itself.

Host:Thank you Ms. Rivera.

Ricky:Thank you.


Host:We’re going to pause here for a short break. When we come back, we’ll discussanother problem in school—working on group projects together. So stay tuned.

Stop the tape here for “Problems With Schoolwork” Activity Sheets.

• • • •

Problems Working Together

Host:Okay, we’re back. You know, lots of times students are asked to work together onprojects. And that can cause problems. In the video clip you’re about to see,Sonja, Kelly and Mark were assigned to work together to test different paperairplane designs and see which ones would fly the longest distance. Let’s watch.

Sonja:Make sure you write down the distance and remember it has to be to the closestfoot.

Mark:This starship design looks really cool. Let’s try this one next.

Sonja:No. This glider design is much better. We’ll make this one next.

Mark:I know.

Sonja:That’s nine feet. Not eight.

Mark:It’s closer to eight.

Sonja:I’m telling you it’s nine.


Mark:Why do we have to do what you want to do?

Sonja:Because it’s better. See!

Mark:That’s what you think? What do you like Kelly?

Kelly:I don’t know. Whatever.

Host:Look familiar, audience? Well, here to help us solve this problem, via satellite, isMr. Stuart Green, an expert in team building. Please welcome Mr. Green.

Hi, Mr. Green, thanks for being here.

Mr. Green:My pleasure.

Host:Mr. Green, what is your take on the video clip we just saw? Sonja seems to betaking charge, but is she being a leader or just being bossy?

Mr. Green:Well, that’s a very interesting point. Why not ask your studio audience?

Host:Audience. Leader or bossy?

Audience:Bossy.

Mr. Green:I’d have to agree with that.


Host:So that’s why the group doesn’t seem to be getting along?

Mr. Green:Well, that’s only one of the reasons. If you look closer you’ll see a few more. Sonja,as we saw, wasn’t willing to listen to anybody else. She just wanted to force herideas on everyone. And Mark—instead of telling the others his ideas and opin-ions, he spent most of his time putting Sonja down. Now Kelly gave no input atall. Those are all sure signs of a team that’s going to fail.

Host:So, what does this team need to do in order to succeed?

Mr. Green:They have to learn to cooperate. Now that means: treating each other withrespect; listening to each other; and also taking part in the discussion.

Host:Now Mr. Green, you worked with Mark, Kelly and Sonja on these skills. Tell uswhat happened?

Mr. Green:Well, we concentrated on a few points. First, being respectful. When you work in agroup, it’s important to let the others know how you feel. But you have to be sure youspeak in a respectful way. Don’t lecture, don’t shout, and don’t put anyone down.

When you listen, look at the speaker - and ask questions so you can be sure youunderstand what the person said.

Host:What about taking part in the discussion? That sounds complicated.

Mr. Green:Not really. If you’re a member of a team, you have a responsibility to contribute.Now that may be hard for someone who’s a little shy, but if you have an idea, or ifsomeone asks your opinion, tell them what you think.


Host:And we have a video tape of Sonja, Mark and Kelly after their lesson withMr. Green. Let’s watch.

Mark:The starship design looks really cool. I think we should try it next.

Sonja:What do you like about it?

Mark:I like the shape of the wings. They’re really different from a regular airplane.

Sonja:Oh, okay. Well, what about this glider design? It’s not as complicated asthe starship.

Mark:That’s true. What do you think, Kelly?

KellyWell, the one I thought we should do next is the stealth design.

Sonja:The stealth design. Why the stealth design? It looks so complicated.

Kelly:It looks that way, but I read over the directions, and it really is pretty simple.

Mark:It sure looks cool.

Sonja:You’re right. I say we should try it.


Mark:Me, too.

Host:Well, that was a great example of real cooperation.

So, now let’s meet those team members: Sonja, Mark and Kelly.

Sonja:Thanks.

Mark:Yeah, we all worked together. And we had a good time.

Host:And what about you, Kelly?

Kelly:It was so cool. When we made our report to the class, everybody really likedour design.

Host:So let’s review the cooperation tips from our team building expert. Be respectful.Give your opinions and ideas, but don’t put anyone else down. Listen to whatothers have to say. Ask questions if you need to. Take part in the discussion. So,we’re going to take a short break and when we return, we’ll discuss problems withrules in school.

Stop the tape here for “Problems Working Together” Activity Sheets.• • • •


Problems With Rules

Host:Now let’s turn to rules. Face it, lots of kids feel that some rules in school are unfair.Since the person who usually deals with rules is the principal, we’ve invitedMr. Robert Mauro, Principal at South End Elementary, to help answer somequestions about rules. Please welcome Principal Mauro.

Principal Mauro, welcome. Why are rules so important?

Principal:Well, you have to consider that most rules are there for a purpose - like the safetyand protection of everyone, or to make the school run properly.

Host:But we’ve talked to some students, and lots of them feel that many rules are unfair.

Principal:A rule may seem unfair. But often if you understand the reason for the rule, you’llsee that it isn’t there just to annoy you. It has a real purpose.

Host:Well, let’s ask our audience what rules they think are unfair?

Yes, you.

Sandy:Well, the other day, a friend of mine was sitting at another lunch table. I wastrying to talk to him, but the monitor made me stop. I think that’s unfair.

Host:What about that, Mr. Mauro?

Principal:Well, a school lunch room is a very noisy place to begin with, all the kids talkingand laughing. And we want kids to have a good time at lunch. But it’s also impor-tant for the kids within the school community to learn to be considerate of others.


Now, let me ask, were you able to talk to your friend at the other table in a fairlynormal voice, or did you have to shout to be heard?

Brad:Well, I didn’t have to yell - I just had to talk real loud.

Principal:So, would it be fair to say that you almost had to shout?

Brad:I guess.

Principal:And that would make the cafeteria even louder and probably keep other peoplefrom being able to talk. So the rule of not allowing talk between tables is a rulethat helps people to be considerate of others in the room.

Host:That makes sense, doesn’t it?

Brad:Yeah it does.

Host:Anyone else?

Lloyd:Yeah. I was late for band rehearsal. So I ran down the hall. I was stopped by ateacher and had to miss recess.

Host:Does that seems a little harsh?

Principal:Let me ask you something. Was this the first time you were stopped for running inthe hall?


Lloyd:No.

Principal:And what happened the first time you were stopped?

Lloyd:I got a warning and was told that if it happened again I’d miss recess. But I stilldon’t know what’s wrong with running in the halls.

Principal:Well, let me explain why.

One day at my school a student was running down the hall. And all of a sudden adoor opened and he ran right into it and got injured.

Host:Ouch! That hurts. So really, that rule helps to keep students safe?

Principal:That’s it.

Host:How about one more? Yes, you.

Karen:I couldn’t go on a class trip because I didn’t bring in my permission slip. I told theteacher that my mother said it was okay and she still wouldn’t let me go. Nowthat’s unfair.

Principal:It might seem that way, but you see schools have to obey rules too. And the lawsays that a school can’t take a student on a trip outside the school building withoutthe permission of a parent or guardian. That’s a rule we have to follow.

Karen:Oh.


Principal:So your teacher wasn’t being mean. She had no choice. If she let you go, she’d bebreaking the law.

Host:It’s really too bad that you had to suffer such a big consequence—not going on thetrip—for not obeying such a simple rule, bringing in the slip.

Principal:Well, that’s one thing we all have to remember. If you don’t follow the rules,there’s usually a consequence to pay.

Host:I guess a lesson for our viewers is: follow the rules.

Kid:What if a rule really isn’t fair.

Another Kid:Or if it doesn’t work?

Host:We really should address those issues. After all not all rules are fair, or work. Isn’tthat right?

Principal:Yes, that’s true. There’s no doubt about it. If a rule isn’t fair—and some aren’t—ordoesn’t seem to work, you should look into how it can be changed. But, theessential thing here is how you go about changing it. Let me give you an example.

One of the fourth grade classes at our school had a multi-media center wherethe students could edit their own short videos. It was very popular. Now, tomake sure that everyone in the class got a turn, a rule was set up that said eachperson could use the computer for fifteen minutes twice a week. And they hada sign-up sheet.


Host:Well, that sounds fair.

Principal:And that’s what they thought. But it didn’t take long for problems to develop.

Greg:Angie, I signed up for the computer at 1:30. It’s my turn.

Angie:But I hardly had a chance to work on my project. Fifteen minutes isn’t longenough.

Greg:You’re right, but it’s still my turn.

Angie:Just give me a few more minutes.

Greg:That’s gonna throw the whole schedule off. We have to talk to Ms. Griffin aboutthis. It’s just not fair.

Host:So, they tried the rule, and it didn’t work.

Principal:That’s right. So they talked to their teacher about it.

Teacher:A few of you have come to me about the rules we set up for the media center. Andsince it affects everyone, I thought we should all talk about it together. Now thebiggest problem seems to be the amount of time each person gets. So let’s startwith that. Angie?


Angie:Well, it’s like when I start my fifteen minutes are up. It’s like I can’t do anything.

Molly:Same for me.

Greg:Fifteen minutes isn’t long enough.

Teacher:Okay, well can anyone think of a solution to that problem?

Greg:Can we each have more than fifteen minutes?

Teacher:We can only dedicate so much of our class time to the media center. Each persongets two turns a week, so that’s thirty minutes. That’s a lot of time already.

Joe:How about if we switch weeks. Some people get to use it one week and somepeople use it the next week?

Greg:That’s no good ‘cause you’d forget what you were doing.

Teacher:Any other ideas?

Angie:What if we use it thirty minutes once a week? So we could really get somethingdone.

Teacher:Uhm, that still falls within the time limit. But it does mean you would only getone turn a week instead of two. How does everyone feel about Angie’s suggestion?


Greg:That sounds like a good idea. That way, we wouldn’t always have to stop in themiddle of doing our projects.

Molly:Yeah, it would be much better.

Teacher:Okay, let’s have a class vote. Everyone in favor of working on the computer once aweek for thirty minutes, raise your hands.

Well, it seems like the whole class agrees. So starting Monday, we’ll try out the newrule and see how it goes. If it works, we’ll keep it. Does that sound fair to everyone?

Host:So, by questioning a rule that didn’t work, the class was able to come up with onethat would.

Principal:Exactly. But did you notice how the class went about changing that rule? They didit in a peaceful, reasonable way. No fighting, no arguing. You see not all rules areset in stone. You can make changes so the rules work better for everyone.

Host:There you have it. We’re going to take a short break here and when we return,we’ll discuss another major problem—bullies.

Stop the tape here for “Problems With Rules” Activity Sheets.

• • • •

Problems With Bullies

Host:Okay, we’re back and we’re talking about a big problem lots of kids have and that’sdealing with bullies.


Bully Boy:Give me all your money or you’ll be sorry.

Bully Girl:Hey—that is the ugliest shirt I’ve ever seen. Where’d you learn how to dress?!

Host:How do you handle bullies? How many of you have had to deal with thatsituation?

Girl:I have.

Boy:Me too.

Girl:There’s on in my school too.

Host:Not surprising. And to discuss that we have with us today Wayne. He was pickedon by the same boy…Well, why don’t I let him tell us. Please welcome Wayne.

Wayne, tell us your story.

Wayne:Well, ever since I was in third grade, this kid Alex picked on me. First it wasbecause I got good grades in school, then he made fun of my clothes.

Alex:Hey, Wayne, where’d you get those ugly sneakers?

Wayne:They’re not ugly.

Alex:I say they’re ugly just like you. What are you going to do about it?


Wayne:Leave me alone.

Alex:What’s ugly going to do about it?

Host:What did you do about it?

Wayne:Well at first, I’d get upset. Sometimes I’d cry. But that only made things worse.He’d pick on me even more.

Host:What did you do next?

Wayne:Well, I talked to my sister Stephanie.

Host:And here is Wayne’s sister Stephanie. Hi, Stephanie.

Stephanie:Hi.

Host:Hi, Stephanie. What advice did you give your sister?

Allen:Well, I told her basically to ignore Alex when he started picking on him.

Host:Why ignore him?


Stephanie:Because bullies want to get a reaction from you. They just love it. So, if you don’treact, then they don’t get what they’re looking for anymore. And sometimes theystop.

Host:I see. Wayne, did the bullying stop?

Wayne:Well, here’s what happened.

Alex:Hey, brain-Wayne what did you get on your test?

Hey, I’m talking to you.

Host:So, it worked?

Wayne:Yeah, for a couple of days. But he started in again. Then I went back to my sisterStephanie to see if she had any other suggestions.

Host:Stephanie?

Stephanie:I told him to tell Alex how he felt. Lay it out. Not in mean way, just to let Alexhow he was feeling.

Alex:Hey, give me have the ball.

Wayne:Listen, I don’t like it when you talk to me like that.


Alex:Talk to you how?

Wayne:All bossy. I don’t want you to do it anymore.

Alex:I said, give me the ball.

Wayne:Stop trying to scare me. It won’t make me give you the ball. Come on guys.

Then I walked away. That’s another thing Stephanie told me to do.

Host:So, telling him how you felt worked.

Wayne:Well, between ignoring him and telling him how I felt and walking away, he finallygave up.

Host:That’s great. And if that didn’t work, what would have been your next step?

Wayne:My next step would be to ask a grown-up for help.

Host:So let’s review the tips for dealing with a bully. Ignore the bully. Let the bullyknow how you feel and walk away. If that doesn’t work ask a grown-up for help.

Well, that’s all the time we have for today. I’d like to thank my guests for sharingtheir problems and solutions with us. And remember, every day you’ll be facedwith challenges and problems. But hang in there you’re not alone. There arealways kids and adults who can help you out. All you have to do is ask. So longfor now.

The End


Activity Table of Contents

Problems With Schoolwork ...................... 36

Homework Makes A Round Trip ............................................... 36Organizing Your Homework .................................................... 37We All Learn Differently ........................................................... 38

What Helps You Learn? ........................................................... 39

Problems Working Together ..................... 40

COOPERATE! ......................................................................... 40Am I A Good Team Player? ...................................................... 41I Remember the Time When… .................................................. 42All Mixed Up! ......................................................................... 43Do It My Way! ........................................................................ 44

Problems With Rules ................................ 45

Rules, Rules, Rules ................................................................... 45One Word, Many Meanings .................................................... 46What Do You Say? .................................................................. 47Rules Are Everywhere .............................................................. 48Be An Artist ............................................................................ 49

Problems With Bullies............................... 50

Agree or Disagree? ................................................................. 50What Is A Bully? ..................................................................... 51You Are Special ...................................................................... 52What Do You Think? ................................................................ 53Bully-Graph ............................................................................ 54Contest Entry .......................................................................... 55


Name: _______________________

36

Homework MakesA Round Trip

Fill in the blanks.

1. Your teacher gives you a homework assignment. The first thing you do is _____________

_______________________________________________________________________.

2. When you get home you look at your ____________________ and then _____________

_______________________________________________________________________.

3. As you finish each assignment, you ____________________________________ on the

assignment pad and place the homework sheet _________________________________.

4. As soon as you have finished all your homework, you place the homework folder

_________________________________ so you won’t forget to take it to school.

Draw a diagram showing how homework assignments make a round trip,beginning and ending at school. Include the following figures in your diagram:

1. A backpack 2. A school building 3. A notepad

4. A folder 5. A homework sheet 6. Home

Activity Sheet 1


Name: _______________________

37

OrganizingYour Homework

Here are some folders that you might keep on your desk at home. They are labeledLanguage Arts, Science, Social Studies, and Math, and you can use them to file yourcompleted homework assignments in each subject.

Below is a list of homework assignments. Next to each, write which folder you wouldput it in.

1. Four different types of population graphs ______________________

2. A set of problems containing fractions ______________________

3. A report on the Amazon River in Brazil _________________________

4. A list of spelling words that your teacher dictated in class _____________

5. A poem you wrote about a pet you’d like to have ____________________

6. A diagram you made of an experiment proving that plants need water in

order to grow _______________________________

7. A page of multiplication problems _____________________________

8. A report on the Boston Tea Party ________________________________

9. A book report you wrote about a science fiction story ________________

10. A diagram showing the position of planets in our solar system __________

11. A report comparing the Rocky Mountains with the Alps and the Himalayas

____________________

12. A drawing that shows the three sections of an insect’s body __________________

LanguageArts

Science SocialStudies

Math

Activity Sheet 2


Name: _______________________

38

We All Learn Differently

Whenever Keisha’s class had to learn new vocabulary words, Keisha made a set offlash cards to help her remember the words. She wrote each word on one side of acard, and then wrote the meaning on the other side.Think of some words that you have trouble learning, and make some “flash cards” tohelp you. Write the word on the front of the card, and its meaning on the back. Youcan also write a sentence using each word. Use more index cards for as many wordsas necessary.

NEW WORD MEANING

Activity Sheet 3


Name: _______________________

39

What Helps You Learn?

How do you study for a test? Do you have a special system that helps you learn?Explain your system below, and give some examples. If possible, make a chart ordiagram to illustrate your explanation.

________________________________________________________________________

______________________________________________________________________

________________________________________________________________________

______________________________________________________________________

________________________________________________________________________

______________________________________________________________________

________________________________________________________________________

______________________________________________________________________

________________________________________________________________________

______________________________________________________________________

Activity Sheet 4


Name: _______________________

40

COOPERATE!

In order to work together in a group, everyone must cooperate.

Write your own definition of the word COOPERATE:

___________________________________________________________________________

___________________________________________________________________________

Now up the dictionary meaning

___________________________________________________________________________

___________________________________________________________________________

List the three things necessary to cooperate with others:

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

Draw a picture of something that can happen when people don’t cooperate with one another.

Activity Sheet 5


Name: _______________________

41

Am I A Good Team Player?

Test yourself on your cooperation skills. Read the questions. Then mark youranswers in the boxes.

1. Do I focus my attention when someone speaks to me?

2. Do I look at the speaker?

3. Am I careful not to interrupt when someone else is speaking?

4. Do I ask questions if I don’t understand something that was said?

5. Do I show respect for other people’s ideas, even if I think they are dumb?

6. Am I careful never to shout or put anyone down?

7. Do I encourage other members of the group to contribute their thoughts and ideas?

8. Do I always speak up and let the others know how I feel?

9. Do I understand that someone else’s ideas may be good as—or even better-than—mine?

10. Do I treat others the way I would like them to treat me?

If you marked very many of the “never” boxes you might want to work on yourcooperation skills!

Activity Sheet 6

Usually Sometimes Never


Name: _______________________

42

I Remember the TimeWhen…

Think about a time when you were asked to work on something in a group. It couldbe something you did at school, or in your neighborhood, or at home. Write a storytelling what happened. Be sure to tell what the project was, who you were workingwith, and how it turned out. If it didn’t turn out well, explain why!Use the back of this paper to draw a picture of you and the others working together.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

____________________________________________________________________________

Activity Sheet 7


Name: _______________________

43

All Mixed Up!

Unscramble the mixed up letters to spell a word that belongs in the blank. Write theword on the line. If you need a hint, check the Word Box below. But be careful—there are more words in the box than you need!

1. Everyone in the family had to ___________________ p r o o t e c a e in order to take care of the puppy.

2. It’s important to ______________________ n s e t i l carefully when someone speaks to you.

3. Looking at the speaker is one way you can show

______________________________. s p r e e t c

4. It sometimes helps to ___________________ what the e a r p e t speaker said to you.

5. There’s nothing wrong with asking ___________________ s n o q e t s u i if you’re not sure of what you heard.

6. Good listening skills are ____________________ c r a s y s n e e for real cooperation.

WORD BOX forget repeat follow listen necessary

cooperate questions important respect attitude

Activity Sheet 8


Name: _______________________

44

Do It My Way!

Draw a picture of a person who thinks that his or her way of doing something isalways the best way. Give your character a name. Then make up a four-line poemabout your character.

Activity Sheet 9


Name: _______________________

45

Rules, Rules, Rules

Think about some of the places you go to. In each place, there are rules that must befollowed. Write some rules for the place listed in each box.

HOME CLASSROOM______________________ ______________________

______________________ ______________________

______________________ ______________________

______________________ ______________________

SCHOOL BUS PLAYGROUND______________________ ______________________

______________________ ______________________

______________________ ______________________

______________________ ______________________

BEACH LIBRARY______________________ ______________________

______________________ ______________________

______________________ ______________________

______________________ ______________________

Activity Sheet 10


Name: _______________________

46

One Word, Many Meanings

up the word “rule” in a dictionary. On the lines below, write all themeanings you find for this word.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Put a check in front of each sentence where a form of the word “rule” is usedcorrectly.

_____1. The judge ruled against them.

_____2. The majority rules in a democracy.

_____3. It was against the rules to bring food inside the theater.

_____4. Before computers, many students used slide rules.

_____5. The king ruled the country for almost fifty years.

_____6. When camping in the woods, safety should be the first rule.

_____7. If you don’t follow the rules, you can’t be on the team.

_____8. History shows that many kings and queens were not good rulers.

✔

Activity Sheet 11


Name: _______________________

47

What Do You Say?

Are there any rules you have to follow that seem unfair to you?Tell about one of them.

What is the rule? _________________________________________________________________________________________________________________

Where do you have to follow this rule? ______________________________________________________________________________________________

Why was the rule made? __________________________________________________________________________________________________________

Why do you think the rule is unfair? ________________________________________________________________________________________________________

What changes would you like to make in this rule? _____________________________________________________________________________________

Now tell about a rule that you agree with.

What is the rule? ______________________________________________________________________________________________________________________

Where do you have to follow this rule? ____________________________________________________________________________________________________

Why was the rule made? ________________________________________________________________________________________________________________

Why do you think the rule is a good one? __________________________________________________________________________________________________

What would happen if this rule didn’t exist? _________________________________________________________________________________________________

??????

??????

Activity Sheet 12


Name: _______________________

48

Rules Are Everywhere

No matter where we go, there are rules to be followed. At home, in school, in the car,on the bus or train, at the mall, in the supermarket, etc.

How many rules can you think of that you have to follow? Write them all down,numbering each one. Then compare your paper with your classmates to see who cameup with the most rules!

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Activity Sheet 13


Name: _______________________

49

Be An Artist

Think about a rule that you have to follow at school.

Draw a picture of what happens when people follow this rule.

Now draw a picture of what might happen if people didn’t followthis rule.

Activity Sheet 14


Name: _______________________

50

Agree Or Disagree?

Decide whether you agree or disagree with each statement. Put a check in the columnthat indicates your answer. Discuss your answers with your classmates.

AGREE DISAGREE

1. Being a bully is a good way to make a lot of friends. _______ __________

2. Everyone knows at least one bully in school. _______ __________

3. If you cry when someone bullies you, that person will usually stop. _______ __________

4. Bullies enjoy getting a reaction from the people that they pick on. _______ __________

5. If someone bullies you, you should ignore them. _______ __________

6. It’s okay to laugh when a bully is picking on someone. _______ __________

7. Telling a bully how you feel is the wrong thing to do. _______ __________

8. Some kids like to bully others because it makes them feel important. _______ __________

9. If a friend of yours is being bullied, you should tell the bully to stop. _______ __________

10. If someone is bullying you, you should never ask an adult for help. _______ __________

✔

✔

✔

✔

✔

✔

✔

✔

Activity Sheet 15


Name: _______________________

51

What Is A Bully?

Look at the list below. Circle 5 words that you think would describe a bully. Thenwrite about why you chose each word on the lines below. Discuss your choices withthe class.

mean friendly loud good

sloppy scary innocent fair

lonely soft bad quiet

loving nice neat small

caring angry kind unfriendly

peaceful sweet rough unfair

I chose these words because....

_______________________________________________________

_______________________________________________________

______________________________________________________________________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Activity Sheet 16


Name: _______________________

52

You Are Special

Bullies can make you feel bad about yourself. Here’s a way to remember that you arespecial. Design a poster that tells about you. These questions can help you thinkabout what to say.

1. What three things do you like best about yourself?

2. What can you do that no one else can do?

3. How do you make people happy?

4. What are you really good at?

Activity Sheet 17


Name: _______________________

53

What Do You Think?

Think about the following sentence:

Treat other people the way you would likethem to treat you.

� What do you think this means?

� Do you agree with it?

� Can you believe this and still be a bully? Why or why not?

� Why do you think this is sometimes called “the golden rule”?

Write your answers below.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

???????

Activity Sheet 18


Name: _______________________

54

Bully-Graph

Forest Lane School is trying to stop bullying. This pictograph shows how many kidswere bullied over 6 months. Look at the graph. Then answer the questions.

January February March April May June

10

9

8

7

6

5

4

3

2

1

1. During which month were the most kids bullied? _____________

2. Look at January. Were more or fewer kids bullied than in April? _____________

3. During which month was the smallest number of kids bullied? _____________

4. How many kids were bullied altogether in the six months? _____________

5. Do you think what Forest Lane is doing to stop bullying is working? _____________

Why or why not? ______________________________________________

__________________________________________________________________

__________________________________________________________ ________

Activity Sheet 19


Name: _______________________

55

Contest Entry

Imagine that you saw this contest ad in your local newspaper:

WIN A NEW DVD PLAYER!...All you have to do is complete the followingsentence in 25 words or less:

“I know that I can handle problems at school because...”

Would you enter the contest? If not, explain why. Otherwise, write your entry below.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Activity Sheet 20

101 Castleton StreetPleasantville, NY 10570ISBN: 0-7805-4446-3© 2001 Sunburst Technology Corp.

Credits

Executive Producer: Susan Eikov Green

Writer: Tony Mazzarella

Teacher’s Guide: Barbara Christesen

Video Production:: Mazzarella Bros. ProductionsBristol, CT

Graphic Design: Christine Boscarino

Pleasantville, NY 10570 - KET Education€¦ · Pleasantville, NY 10570 1-800-431-1934 0996-03...

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