|Age Group:||Year 1|
Students engage in conversations and discussions, using active listening behaviours, showing interest and contributing ideas, information and questions.
- As an icebreaker, the teacher could lead the discussion by sharing one of their own experiences of being teased.
- When inviting students to share their own experiences of teasing, invite all students to participate, but do not force any student who may feel threatened.
- Care should be taken to ensure that teasing examples are not re-enacted in the classroom or that individual students do not become the targets of teasing during this activity.
- Any similar text may be substituted for the handout: A new school and the activity questions adapted accordingly.
- Butcher’s paper
- Distribute copies of the handout: A new school [DOC] to students.
- Ask students to read the short story contained on the handout.
- Brainstorm with the class the answers to the following questions:
- How do you think Peter feels?
- Did he feel included or excluded?
- How do you think Peter will be affected by the teasing?
- What could you do to help?
- Summarise the students’ responses on the board or on butcher’s paper.
- Lead a class discussion on the students’ own experiences with teasing and the effects it has on the parties involved.
- Have you ever been teased? How did you feel?
- How did you react? How did you want to react?
- Have you (or your friends) ever teased anyone? Why?
- How did you feel when you (or your friends) were teasing this person?
- How do you think they felt? How did they react?
- Conclude this activity by summarising the impact of teasing on both the person being teased and the teaser.
- Create a cartoon or short story that retells the ending so that Peter feels included.