Author(s): Kathryn Pearson M.S., Licensed Psychologist
Publisher: IEP Resources
Type of Resource: Groups of 6-8 students, 8 program session activities
Target Grades: 1-6
Canadian Resource? No
Resource formally evaluated? No
What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)
Subject Areas:language, the arts, health and physical education, social studies, religion, family life
Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)
Choose words that are most appropriate for their purpose (e.g., express a feeling)
Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read
Begin to develop their own opinions by considering some ideas from various written materials
Apply the rules for working with others
Rephrase to clarify their ideas (e.g., what I meant was, when I think about)
Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning
Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud
Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others
Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)
List safety procedures and practices in the home, school, and community
Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community
Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)
Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)
Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)
Communicate positively to help and encourage others
Demonstrate awareness of the possible similarities and differences among people, places, and environments
Family Life:
Communicate ideas and information for a variety of purposes and to specific audiences (e.g., write a brief research report on a class investigation for classmates)
Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)
Develop their opinions by reading a variety of materials
Ask questions on a variety of topics and respond appropriately to the questions of others
Express and respond to ideas and opinions concisely and clearly
Contribute and work constructively in groups
Use appropriate tone of voice and gestures in social and classroom activities
Listen to others and stay on topic in group discussion
Use appropriate strategies to organize and carry out group projects
Identify strengths and areas for improvement in their own work and that of others
Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed
Identify the characteristics of healthy relationships (e.g., showing considerations of others’ feelings by avoiding negative communication)
Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends
Apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting) and injury prevention (e.g., bicycle safety, road safety)
Identify people (e.g., parents, guardians, neighbors, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention
Apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., games, gymnastics, dance, outdoor pursuits)
Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions)
Religion:
Family Life:
Communicate ideas and information for specific purposes (e.g., to present and support a viewpoint) and to specific audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news)
Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)
Ask and answer questions on a variety of topics to acquire and clarify information
Express and respond to ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.
Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group
Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations
Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)
Identify strategies to deal positively with stress and pressures that result from relationships with family and friends
Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers
Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others
Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Religion:
Family Life:
Communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences.
Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)
Ask and answer questions to obtain and clarify information
Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
Contribute and work constructively in groups
Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations
Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)
Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities
Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources
Determine the influence of various factors (e.g., media, family traditions, allergies) on personal food choices, body image, and self-esteem
Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)
Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills
Identify inherited characteristics (e.g., eye colour, hair colour) and learned characteristics (e.g., habits of cleanliness)
Family Life:
(where noted: Consistently (C) Often (O))
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Direct Instruction: whole class and small group
Interactive Learning
Indirect Instruction
Experiential Learning
Teaching and Learning Activities/Lessons Include:
Pencil and Paper:
Demonstration/Performance:
Personal Communication:
This 8 session, small-group, anger-management program can effectively provide children with skills to identify negative emotions and ways to positively manage their anger. The program utilizes stories, the stoplight solution (green=go, yellow=think, red=stop), handouts, a scripted format, visuals (feelings flashcards), and an assertiveness mini course to teach students self awareness and appropriate ways to deal with feelings of anger.
This resource encourages students to develop an awareness of how their actions/choices impact others through the use of ‘Temper Tamers’ stories and self-reflection. It promotes the development of awareness and understanding of personal well-being by providing participants with the skills to identify and label emotions. The sessions provide opportunities for expression of personal feelings and experiences through discussions and scenarios. The program often engages and teaches participants about conflict resolution and anger management strategies, i.e. act strong, speak strong, and the stoplight method (green=go, yellow=think, red=stop). The sessions provide opportunities for participants to experience and practice ways to resolve conflict and anger positively. This resource teaches students to identify choices related to handling anger and negative emotions. The session about ‘No shouting, no pouting, and no doubting’ provides examples of how children can practice anger management in their everyday life. The resource allows for ample personal reflection through homework assignments and within the session activities.
Overall, this program encourages a healthy and productive manner of dealing with anger, within the individual and in the context of common relationship issues in schools, such as bullying and exclusion.