Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
Three Forty-Five to Sixty-Minute Class Periods
Objectives:
The learner will:
- complete a school climate survey.
- analyze completed surveys and determine areas of need.
- recommend plan of action.
Materials:
- One School Climate Survey for each student in 6th through 8th grade (Attachment One)
- Packs of self-stick notes
- Chart paper
- Masking tape
- Colored markers
Instructional Procedure(s):
Anticipatory Set:
Ask the learners to share some of the responses they received form their discussion with their parent(s) or guardians. Refresh by reading the question again. Have the learners ask their parents/guardians if they remember events in their life or the lives of people they know where feelings were hurt because they were different. Ask parents if they remember, learned or heard about any of the Civil Rights Marches and which ones. Bring both of these examples to share with the class.
Take a moment and think about what things might be problems for you at school. Write some of the responses down where learners are able to view them and have the learners give reflective answers about the identified problems.Instructor's Note: It is best for the learner to fill one of the surveys out and have other students in the school, in a different grade level, complete the same survey. It is suggested that another instructor's class be asked to participate. This will model a more representative school climate survey.
- Have students work independently. Distribute one School Climate Survey (Attachment One) to each student. Review purpose of survey and instructions for completing it. Answer questions prior to having students begin the survey. Students should not put their name on their survey. The idea is to provide some anonymity in hopes of fostering more honest and complete answers.
- Collect all surveys when completed. Collect the surveys from the other participating classes. Discuss the objectives of analyzing the surveys and compiling usable data. The objective is to determine what school issues are important to the majority of people. Form small groups of three or four students. Distribute the surveys among the groups and have them record the frequencies of responses. Ask for a representative from each group to call out their data while you record it on chart paper.
- The following class period: Place the chart paper on the wall with the main issues listed. Have the learners rank order the identified problems from highest to lowest. Distribute sticky notes to small groups. Discuss the results of the survey and brainstorm possible solutions. Groups should write their ideas on sticky notes and stick them on the corresponding chart paper. Discuss the results.
- Use these results with Lesson Three.
Assessment:
Instructor observations of the groups should be noted. Record individual participation in the discussion.
Cross-Curriculum Extensions:
Development of a school climate improvement plan.
Lesson Developed By:
Ted GuimondSaugatuck Public Schools
Saugatuck Junior High School
Douglas, MI 49506
Handouts:
Handout 1Print Handout 1
School Climate Survey
Do not put your name on this survey. Please answer all of the questions thoughtfully and honestly.
Indicate the degree that each of the following is a problem in your school.
| Not a Problem | A Serious Problem | Somewhat of a Problem | A Minor Problem | |
| 1. absenteeism | O | O | O | O |
| 2. hall safety | O | O | O | O |
| 3. bus safety | O | O | O | O |
| 4. classroom safety | O | O | O | O |
| 5. cafeteria safety | O | O | O | O |
| 6. student use of illegal drugs | O | O | O | O |
| 7. student use of alcohol | O | O | O | O |
| 8. verbal abuse of students by teachers | O | O | O | O |
| 9. verbal abuse of teachers by students | O | O | O | O |
| 10. physical abuse of students by teachers | O | O | O | O |
| 11. physical abuse of teachers by students | O | O | O | O |
| 12. gang activity | O | O | O | O |
| 13. bullying | O | O | O | O |
| 14. peer pressure | O | O | O | O |
| 15. robbery or theft | O | O | O | O |
| 16. vandalism of school property | O | O | O | O |
| 17. physical conflicts between students | O | O | O | O |
| 18. security of school grounds | O | O | O | O |
| 19. cleanliness of the building | O | O | O | O |
| 20. access to someone who can help | O | O | O | O |
Unit Contents:
Overview:School Environment—Diversity, Let's Deal With It Summary
Lessons:
- 1.
- Does It Look All Right to Me?
- 2.
- School Climate, Where Are We Now?
- 3.
- What Will We Become?
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Comments
(The positive aspect of using the lesson was) the surveys were easy to follow and provided a good bridge between the pre-training activities of lesson 1 and the service action projects of lesson 3.
(The positive aspect of using this lesson was) it gave students an opportunity to discuss issues that deal with schools around the nation. This tied right in with our weekly class meetings.