Walking In Others’ Shoes

Building Community

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Kindness

  • Collaboration

  • Problem Solving

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Elves and the Shoemaker
5 Min: Denotation Activity: Fill the Bucket
10 Min: Reinforcing Activity: Conscious Caring
3 Min: Closing Activity

Objectives

  • Identify kindness and caring behaviors

  • Work toward a positive and supportive classroom culture by practicing kindness and caring

  • Reinforce caring behaviors in the classroom culture by engaging in strategies that help to promote a class culture of kind collaboration and friendship building

Lingo List

Hurtful Language

stupid

dumb

idiot

jerk

horrible

ugly

Hurtful Behavior

ignore

humiliate

bother

yell at

pick on

complain

steal

Kind Language

appreciate

give thanks

gratitude

consider

thoughtful

attentive

please

courteous

generous

kindness

friendly

trustworthy

honest

sincere

Kind Actions

mindfulness

collaborate

support

build up

listen

protect

care

help

cooperate

service

aid

celebrate

praise

honor

Respectful Language

appreciative

thankful

gratitude

considerate

gracious

thoughtful

attentive

please

courteous

generous

kindness

friendly

trustworthy

honest

sincere

A healthy classroom, home or organization fosters an environment that both celebrates individuals while creating a sense of community. Children who feel a sense of identity within a group are more well-adjusted and successful in school. As children progress developmentally, their interpersonal communication skills improve and become more nuanced. Their awareness and understanding of themselves, family, peers and social systems grow with increasing sophistication. Skills necessary for successful interpersonal relationships include deciphering verbal and non-verbal cues, listening, negotiation, decision making, problem solving, assertiveness and self-advocacy.

By focusing on establishing a safe, secure, and nurturing environment, we teach children how to learn and be a part of a community. In this lesson, participants will specifically identify and record moments of kindness and caring. Having compassion for others reinforces positive behaviors in the classroom community. This lesson is a positive way of helping to create and maintain a kind and caring classroom culture.

Guiding Questions for Class:

What builds our confidence? What tears us down? What are the ways in which as a community we can notice and honor the best in our peers and reserve judgement that can stem from misconceptions?

Reading:

The Elves and the Shoemaker

There was once a shoemaker, who worked very hard and was very honest: but still he could not earn enough to live upon; and at last all he had in the world was gone, save just leather enough to make one pair of shoes.

Then he cut his leather out, all ready to make up the next day, meaning to rise early in the morning to his work. His conscience was clear and his heart light amidst all his troubles; so he went peaceably to bed, left all his cares to Heaven, and soon fell asleep. In the morning after he had said his prayers, he sat himself down to his work; when, to his great wonder, there stood the shoes already made, upon the table. The good man knew not what to say or think at such an odd thing happening. He looked at the workmanship; there was not one false stitch in the whole job; all was so neat and true, that it was quite a masterpiece.

The same day a customer came in, and the shoes suited him so well that he willingly paid a price higher than usual for them; and the poor shoemaker, with the money, bought leather enough to make two pairs more. 

In the evening he cut out the work, and went to bed early, that he might get up and begin betimes the next day; but he was saved all the trouble, for when he got up in the morning the work was done ready to his hand. Soon in came buyers, who paid him handsomely for his goods, so that he bought leather enough for four pairs more. He cut out the work again overnight and found it done in the morning, as before; and so it went on for some time: what was got ready in the evening was always done by daybreak, and the good man soon became thriving and well off again.

One evening, about Christmas-time, as he and his wife were sitting over the fire chatting together, he said to her, ’I should like to sit up and watch tonight, that we may see who it is that comes and does my work for me.’ The wife liked the thought; so they left a light burning, and hid themselves in a corner of the room, behind a curtain that was hung up there, and watched what would happen.

As soon as it was midnight, there came in two little naked dwarfs; and they sat themselves upon the shoemaker’s bench, took up all the work that was cut out, and began to ply with their little fingers, stitching and rapping and tapping away at such a rate, that the shoemaker was all wonder, and could not take his eyes off them. And on they went, till the job was quite done, and the shoes stood ready for use upon the table. This was long before daybreak; and then they bustled away as quick as lightning.

The next day the wife said to the shoemaker. ’These little wights have made us rich, and we ought to be thankful to them, and do them a good turn if we can. I am quite sorry to see them run about as they do; and indeed it is not very decent, for they have nothing upon their backs to keep off the cold. I’ll tell you what, I will make each of them a shirt, and a coat and waistcoat, and a pair of pantaloons into the bargain; and do you make each of them a little pair of shoes.’

The thought pleased the good cobbler very much; and one evening, when all the things were ready, they laid them on the table, instead of the work that they used to cut out, and then went and hid themselves, to watch what the little elves would do.

About midnight in they came, dancing and skipping, hopped round the room, and then went to sit down to their work as usual; but when they saw the clothes lying for them, they laughed and chuckled, and seemed mightily delighted.

Then they dressed themselves in the twinkling of an eye, and danced and capered and sprang about, as merry as could be; till at last they danced out at the door, and away over the green.

The good couple saw them no more; but everything went well with them from that time forward, as long as they lived.

The End

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Kindness

Tell about a time when someone was respectful to you?

When someone is respectful to you, how do you feel?

What are some ways that you demonstrate respect?

What are some examples of disrespect?

Collaboration

Do you prefer to work alone most of the time or with others?

Does working together mean everyone has to agree all the time?

Problem Solving

What can you do if someone treats you disrespectfully?

If you have a problem with someone, what could you do about it?

If you don’t like the way someone is treating another person, what could you do?

Denotation Activity: Fill the Bucket

Material and preparation needed: index cards to create a set(s) of “How Can You Fill Their Bucket” cards for the game.

Instructions:

Have a set of the “How Can You Fill Their Bucket?” cards available for each group, or divide total cards among the groups. Start with the cards face down. Have a student draw a card and read the situation (help them when necessary) . Ask the student for his/her idea on how to be kind and help fill that person’s bucket. Open the discussion up by asking for other students’ ideas, too.

 

How can you fill their bucket?

Your best friend just hit a homerun during your baseball game.

How can you fill their bucket?

Another student in your classroom is having problems with science.

How can you fill their bucket?

Some kids on the playground are throwing rocks.

How can you fill their bucket?

Your music teacher has a sore throat and is unable to talk.

How can you fill their bucket?

Your teacher does not feel well and looks tired.

How can you fill their bucket?

A girl from your classroom is getting picked on after school.

How can you fill their bucket?

A student in your class comes to school with a sad look on her face.

How can you fill their bucket?

Your father had a bad day at work.

How can you fill their bucket?

Your father comes home from work and does not feel well.

How can you fill their bucket?

You see your music teacher carrying a lot of instruments into the school.

How can you fill their bucket?

Your baby sister is pestering your older brother and won’t leave him alone,

How can you fill their bucket?

Your friend forgot to bring his soccer ball to your team practice.

How can you fill their bucket?

Someone spilled milk all over the cafeteria floor.

How can you fill their bucket?

You notice a classmate does not have a pencil to do his homework.

How can you fill their bucket?

Your school librarian helps you find a very good book.

How can you fill their bucket?

Your mother made your favorite meal and dessert for your birthday.

Reinforcing Activity: Conscious Caring

Materials: None

Introduction: 

Gather students in a circle and introduce the game.

Ask a student to give a definition of ‘kindness’. Get three definitions from the children. Examples might include: being friendly, generous, and considerate. Repeat what each child says so that they hear the response more than once.

Ask a student to give a definition of ‘caring’. Get three definitions from the children. Look for responses that deal with showing concern for others. Repeat what each child says so that they hear the response more than once.

Instructions:

One person will start with the Talking Piece, baton (a special item to signify who can speak).

The student will uniquely complete the phrase:

A time when someone was kind and caring to me at school was ________________.

Gently press for details if the answer seems weak or inauthentic. For instance, if a student says, “A time when someone was kind and caring to me at school was when someone was nice.” This response does not satisfy the prompt as it is restating the premise. In such cases, ask the student to go a bit deeper to arrive at something unique. Ask, “What was that nice thing? What did it look like to be nice then? What did they do that was nice?”

Once the student answers, instruct them to pass the talking stick to the next person. This is a community activity. By definition, a person cannot conveniently decide to be in and out of community on a whim. For that reason, it is important that every student contribute in the way they can, to the prompt.

When all of the students in the circle answer go to the next question as time permits. (Emphasize that the action is important, not the name of the peer.)

A time when someone was not kind to me was ________________.

A time when I was kind and caring to someone was ___________________.

If Time Permits:

Have the group brainstorm. “What do you “SEE” when you witness kindness?” (Examples might include smiling faces, drawing a picture for someone, holding a door, etc.).

Have the group brainstorm. “What do you “HEAR” when you witness kindness?” (Examples might include saying thank you, giving compliments, laughter, asking others to play with you, saying you are sorry, etc.).

Debrief

  • As you listened to your friends, what was an example from another peer that you have experienced?

  • How could you collaborate with kindness?

  • What sort of problems could be solved with conscious caring?

  • Which of the Four Awesome Questions help us to actively care for others?

Closing Activity

Let’s end with a closing circle activity that will remind us of what we learned as a team working and learning as a team.

Today, we paid attention to the ways in which we interact with one another and how respect and kindness affect the quality of collaboration. Working together isn’t always easy but success is more likely when we treat each other with courtesy and caring.

COME FULL CIRCLE- Open-Ended Questions

  • What new words did you learn today concerning kindness?

  • How can we identify when others might need caring support?

  • In what ways does respect help a classroom? What about home and outside the class?

  • What are some things we can each do to fill the buckets, or emotionally support our friends and family?

  • Which four awesome questions help us practice kindness?

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