Thoughtful Responses

Focused Topics Sexual Development & Behavior in K-12 Students Lesson 5 Apply Thoughtful Responses Guide	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23161 Name Certifier Date
Can you think of some instances outside of sexual behavior where it may be beneficial for you to use the pause, redirect, listen, and teach steps? Think of an example from your own experience or use the scenarios below. Think about how you can use these steps to support students through a variety of challenges. Reflect on your thoughts with a colleague. Elementary School: Oliver, a first-grader is coloring with the blue marker when Destiny, another student in class, comes over and grabs it out of his hands claiming she needs to use it. Pause: Students this age may be able to work out situations around sharing on their own without adult intervention. Give the students a moment before you step in, so you can also collect your thoughts around if you should support. Redirect: “Destiny, Oliver is using the blue marker right now. Let’s think of another way to handle this.” Listen: “Can you think of a different step you can take?” Destiny explains that she will eventually need the blue, but she is also planning on using the purple and red. Teach: “Excellent! It sounds like you have other options to choose, while you wait for Oliver to finish. Middle School: Joshua, a seventh-grader, is having difficulty getting his microscope to work properly during science class. He gets angry and decides to give up on the assignment and instead throw paper airplanes at his friend across the room. Pause: Resist the urge to say, “No throwing” or “Go pick that up” before you have control over your emotions and tone of voice. Redirect: “Joshua, it’s time to work on your lab. If you need help getting set up, please let me know so I can help.” Listen: Joshua, raises his hand to let you know he needs help with his microscope. Teach: “Thank you for raising your hand, that’s an excellent way for you to let me know you need help. What can I do for you?” High School: Lucy, a tenth-grader, is working on geometry homework and finds it to be quite difficult. She becomes frustrated and rips up her homework paper. Pause: Keep your cool, and give Lucy a moment. She may need time to work through her frustration. Redirect: “Lucy, is there something I can do or you can do differently to make this situation better?” Listen: Lucy states, “I can’t figure out my math homework.” Teach: “Please let a staff member know if you need homework help. That’s what we’re here for.”

Guide

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 23161

Name

Certifier

Date

Can you think of some instances outside of sexual behavior where it may be beneficial for you to use the pause, redirect, listen, and teach steps? Think of an example from your own experience or use the scenarios below. Think about how you can use these steps to support students through a variety of challenges. Reflect on your thoughts with a colleague.

Elementary School:

Oliver, a first-grader is coloring with the blue marker when Destiny, another student in class, comes over and grabs it out of his hands claiming she needs to use it.

Pause: Students this age may be able to work out situations around sharing on their own without adult intervention. Give the students a moment before you step in, so you can also collect your thoughts around if you should support.
Redirect: “Destiny, Oliver is using the blue marker right now. Let’s think of another way to handle this.”
Listen: “Can you think of a different step you can take?” Destiny explains that she will eventually need the blue, but she is also planning on using the purple and red.
Teach: “Excellent! It sounds like you have other options to choose, while you wait for Oliver to finish.

Middle School:

Joshua, a seventh-grader, is having difficulty getting his microscope to work properly during science class. He gets angry and decides to give up on the assignment and instead throw paper airplanes at his friend across the room.

Pause: Resist the urge to say, “No throwing” or “Go pick that up” before you have control over your emotions and tone of voice.
Redirect: “Joshua, it’s time to work on your lab. If you need help getting set up, please let me know so I can help.”
Listen: Joshua, raises his hand to let you know he needs help with his microscope.
Teach: “Thank you for raising your hand, that’s an excellent way for you to let me know you need help. What can I do for you?”

High School:

Lucy, a tenth-grader, is working on geometry homework and finds it to be quite difficult. She becomes frustrated and rips up her homework paper.

Pause: Keep your cool, and give Lucy a moment. She may need time to work through her frustration.
Redirect: “Lucy, is there something I can do or you can do differently to make this situation better?”
Listen: Lucy states, “I can’t figure out my math homework.”
Teach: “Please let a staff member know if you need homework help. That’s what we’re here for.”

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Elementary School:

Middle School:

High School:

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Elementary School:

Middle School:

High School:

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