Lead students through behavior (We do): Teacher(s) present following scenarios. Students will discuss each scenario and provide examples of (Could put students in groups to respond Safe, Respectful, & Responsible Cafeteria Behavior. to one scenario and provide examples then report to whole group) – Someone stepped out of line and tries to cut back in. What do you do? What should he/she have done? Someone spills your milk all over the table. What should you do? Your friend is sitting at another table and you want to catch up with her about the weekend. How should you do this? Your mom packed a bag of in your lunch. Jimmy insists that you give him some or else he won’t “Doritos” be your friend. What should you do? Additional scenarios specific to your classroom and student(s) Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, Safe, Respectful & Responsible Cafeteria Behaviors for their scenario. Teacher and other students will provide feedback to peer groups. Students should form homogenous groups. Each group will be responsible for developing a three minute role play demonstrating Be Safe, Be Respectful and Be Responsible in the cafeteria. Each group should have students observe the role play and record specific examples of the assigned expectation. Each group will present their role play to the other two groups. Below are suggested topics for each role play: Be Safe Students is observed running through the cafeteria. – Be Respectful Student is observed cutting in line. – Be Responsible Student(s) are observed leaving their seats without disposing of their trays. – Provide specific feedback to your students during and after identified skill practice. Step 5: Provide opportunities for practice REINFORCE, REINFORCE, REINFORCE!!! (verbal reinforcement, non-verbal reinforcement) Ask students to verbally reflect on how things are going for them and their class with the use of appropriate cafeteria behavior. Have a time at the end of the day students can complement each other on a time during lunch where they were observed setting a good example.
Lead students through behavior (We do): Teacher(s) present following scenarios. Students will discuss each scenario and provide examples of Safe, Respectful, & Responsible Cafeteria Behavior. (Could put students in groups to respond to one scenario and provide examples – then report to whole group) Someone stepped out of line and tries to cut back in. What do you do? What should he/she have done? Someone spills your milk all over the table. What should you do? Your friend is sitting at another table and you want to catch up with her about the weekend. How should you do this? Your mom packed a bag of “Doritos” in your lunch. Jimmy insists that you give him some or else he won’t be your friend. What should you do? Additional scenarios specific to your classroom and student(s) Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, Safe, Respectful & Responsible Cafeteria Behaviors for their scenario. Teacher and other students will provide feedback to peer groups. Students should form homogenous groups. Each group will be responsible for developing a three minute role play demonstrating Be Safe, Be Respectful and Be Responsible in the cafeteria. Each group should have students observe the role play and record specific examples of the assigned expectation. Each group will present their role play to the other two groups. Below are suggested topics for each role play: Be Safe – Students is observed running through the cafeteria. Be Respectful – Student is observed cutting in line. Be Responsible – Student(s) are observed leaving their seats without disposing of their trays. Provide specific feedback to your students during and after identified skill practice. Step 5: Provide opportunities for practice REINFORCE, REINFORCE, REINFORCE!!! (verbal reinforcement, non-verbal reinforcement) Ask students to verbally reflect on how things are going for them and their class with the use of appropriate cafeteria behavior. Have a time at the end of the day students can complement each other on a time during lunch where they were observed setting a good example.