Your class is working silently on a group project when all of a sudden you hear a loud “ow” from a student. It appears that Sam has thrown a marker right at Riley’s head. Riley is crying, the other students are all staring at the situation at hand, and in the matter of moments the entire class environment has shifted.
Think about your personal experience with a student who misbehaved in school. What happened to the child; were they punished? How did the other students react in that situation? And most importantly, did the behavior change?
The above are concerns that all teachers and parents probably have when it comes to potentially harmful behavior in schools. A trending solution to misbehavior is restorative justice, which is a facet of social-emotional learning (SEL).
You don’t have to adopt a new curriculum. Learning to Give's standards-aligned lessons inspire students to use their hearts and minds to impact their community and themselves.
In this lesson, students learn that we all have ideas and talents to make the world a better place. This is an opportunity to demonstrate and feel the impact of kindness, inclusion, and listening on a caring community.
In this lesson, the students learn to use their voice to say something to make the world a better place. This is an opportunity to demonstrate and feel the impact of kindness, inclusion, and listening on a caring community.
This lesson leads the learners to investigate and expand their understanding of caring and to determine those things or people that they care about.
Learners relate enlightened self-interest to caring by discussing a quote from Alexis de Tocqueville about the American tradition of democracy.
Students read about the actions and projects of people their age who stick their necks out for the sake of others.
Learners reflect on their experience with performing an act of kindness from the previous lesson. They compare their experience to the message in a folktale, and write about the impact of a single small act of caring.
Students investigate, plan, and facilitate a service-learning project that benefits refugees in their community.
Through pictures, provocative questions, group discussion, and video, students explore what a refugee is, what his or her life is like, and how people can help them feel welcome and get the tools they need to survive in a new home.
Students listen to the voices of refugees in the words of a poem by W. H. Auden. They explore the poetic imagery and then write their own poem using voice, imagery, and rhyme.
Students will decide on a service-learning project and create posters to advertise the event.
Depictions of hunger in excerpts from Jane Eyre and Oliver Twist provide concrete images of hunger as learners determine its causes and decide whether to support a change in U.S. public policy related to the issue.
The purpose of this lesson is to introduce students to The Group of Seven, a group of artists whose intent was to establish a national identity, a sense of pride and original style for Canada, inspired by the environment. This was a philanthropic endeavor for the common good of all.
Students get outside and play in nature and recognize the beauty of diverse living things in their environment. Their service project is to take action to protect nature and share nature with someone else.
What are the forces in our lives that separate us from the outdoors today, and what can we do to fuel up on the power of nature?
Students get outside and play in nature and recognize the beauty of diverse living things in their environment. Their service project is to share nature with someone else in a creative interaction.
Students will find and discuss examples of philanthropy in poems and quotations. They will define and design statements on the theme of philanthropy using the poetic conventions of metaphor, simile, and personification.
