Lesson 2 – Treat Others Well…

Slide 1 - Introduction: Behaviour Expectations

Use a school-specific example to show that there are expectations of our behaviour, particularly in certain situations. E.g. walking quietly and sensibly into assembly rather than running in noisily; hanging coats on pegs rather than throwing them on the floor; responding to the teacher’s clap rhythm with the appropriate response rather than carry on talking etc.

Introduce the terms appropriate and inappropriate to describe these behaviours, and link the terms to the emoji faces on the screen. The phrases OK and Not OK might also be helpful in explaining this. Use the print outs of Appendix 1 to display the words.

Slide 1 - Introduction: Behaviour Expectations (Continued)

If the children made emoji faces during the last module, you might like to use them here for children to vote with and then discuss whether the below behaviours are appropriate or inappropriate:

• Taking shoes off at the door when going to someone’s house
• Pulling someone’s hair
• Saying please and thank you
• Name calling
• Asking politely for more food
• Teasing someone about their family/skin colour/size etc.
• Drawing on the walls
• Helping tidy up
• Stealing
• Saying you like what someone is wearing
• Hurting someone

Discuss the different ways in which people can be hurt (their bodies and their feelings).

Explain to children that the way we behave can affect other people. Even though it is not a very nice thing to do, sometimes people can be nasty on purpose. Other times people can upset others without realising it.

Slide 2 - Film: Alarm Bells Part 1

“Alarm Bells” is a short animation about an argument between two alien characters, Rory and Jamie.

First, watch the film all the way through using Video 1. Then watch it again using Video 2. This time at certain points, an alarm will sound. When it does, you have a few seconds to click pause so please be ready!

At these points, facilitate a vote on whether the displayed behaviour was appropriate or inappropriate. Discuss with the children:
• Why was it appropriate/inappropriate?
• How do you imagine the people involved felt?
• Extension: Was the inappropriate action on purpose or by mistake? Were they letting feelings decide their actions?

For each of the pause points there is a prompt below (in order of appearance) that you might find helpful:
• Is it appropriate for Jamie to reassure Rory that he’s cool?
• Is it appropriate for Rory to steal money from his Mum’s purse?
• Is it appropriate for Rory to ask Jamie to call him by his proper name?
• Is it appropriate for Jamie to keep doing something that Rory doesn’t like?
• Even though Jamie started it, is it appropriate for Rory to call Jamie names?
• Is it appropriate for Jamie to make fun of Rory’s appearance?
• Is it ever appropriate to fight?

Click to restart the film each time.

Slide 3 - Small Group Activity: Qualities of Good and Bad Friends

In this activity, children discuss and learn about the qualities of good and bad friends.

Before starting the exercise, introduce children to the words and phrases used in the exercise. Ask what they think each word/s means and give a brief explanation.

The words and phrases are:
Rude, Tells lies, Generous, Helpful, Honest, Unfair, Jealous, Welcoming, Selfish, Fun, Good listener, Fair, Can’t trust them, Steals things, Hurts people.

Skip this slide if you don’t want to use this option.

Slide 4 - Small Group Activity: Qualities of Good and Bad Friends

Qualities of Good and Bad Friends Exercise

1. Put class into small groups.
2. Hand out a set of Appendix 2 resources to each group which includes:
a. A set of words or phrases (cut out).
b. Image of ‘good friend’.
c. Image of ‘bad friend’.
3. In groups, children should decide whether each is a quality of a good or a bad friend, and place them onto the equivalent figure.
4. Small groups share their ideas with the class.
5. Discuss with children what these qualities might look like, e.g. ‘generous’ means they might share things with you.
6. Through this activity, discuss different kinds of teasing and bullying and emphasise that all kinds of bullying is wrong.

NB ‘Friend’ is used as an easy way to understand ‘relationship’. It is important that children know that adults etc can be good or bad friends too.

Slide 5 - Individual Reflection: Treat Others Well...

Encourage children to reflect on the image of the good friend. Everyone wants to have good friends and so we should all try to be good friends.

Lectio Divina
Lead a short Lectio Divina, which is a meditation and prayer based on reading scripture:
• Play quiet reflective music.
• Invite children to close their eyes or bow their heads.
Read the words from the slide Matthew 7:12: “In everything, do to others what you would have them do to you.”
Repeat this slowly, several times.
• In between readings, ask them to quietly think about what this means.
• Invite them to share their thoughts with the class.
• Explain that the reading is known as Jesus’ Golden Rule and comes from the Gospel of Matthew.
• It tells us to treat people as you would like to be treated.
• If they want people to be nice, they should be nice to them! If they want people not to call them names, they shouldn’t call them names either!
All types of teasing and bullying are inappropriate and wrong and make God sad.

Slide 6 - Final Prayer

A prayer to conclude.

Invite the children to respond with the phrases in bold to the prayer read by the teacher.

Dear God,
I know that my behaviour can affect other people.
Please God, Help me treat others well.

I know that some behaviour is appropriate, and some behaviour is inappropriate.
Please God, Help me treat others well.

I know that all types of teasing and bullying is wrong.
Please God, Help me treat others well.

Thank you for showing me through Jesus how to treat others well.
Amen

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