Observation: Students will participate in discussion.
Why do we have classroom jobs?
Why are those jobs important?
Engagement (Hook): Introduce a puppet named Silly Susie. Explains that Silly Susie never does anything right. She is always goofing around and never gets her work done. Do you think your teacher would pick her for an important school job? Why or why not?
Write these words on the board:
Personal Skills Ethical Skills Work Habits
Does anyone know what these words mean? Explain. The skills on the board are important skills for students or people to have when they are doing their work or job.
Personal Skills are skills about how a person treats themselves or others. Important personal skills: helpful, friendly, kind, caring, good listener, and compassion.
Ethical Skills are skills a person uses when trying to do the right thing in different situations.
Important ethical skills: honesty, doing the right thing, doing your own work and doing your best work.
Work Habit Skills are skills a person uses to complete an assignment/job.
Important work habit skills: neat, organized, completing work and getting work done on time.
Instructor Procedures: 1. Before the instructor reads the story, the counselor will say, “Silly Susie used to go to school at Silly School. Listen to what the school was like.” The instructor reads the Silly School story.
2. The instructor says, “What did you notice about the students at the Silly School?
3. The instructor says, “Were the students at Silly School practicing the three skills (personal, ethical, work habit) on the board? How do you know?”
4. Before reading the second story, the instructor will say, “One day Silly Susie’s parents decide to move to a new school named Super School. Listen to what this school was like.” The instructor reads the story.
5. The instructor will say, “What was different about this school? How were the students different?”
6. The instructor will ask, “Which school do you think the students were more successful? Why?
7. The instructor will continue by saying, “Let’s think about our classroom. Which school do you think the students in our classroom are more like?”
8. The instructor will ask, “What classroom jobs or responsibilities do you have?” List a few on the board.
9. The instructor reviews personal, ethical and work habit skills and how those skills help students perform their jobs like students in “Super School” before completing the lesson.
Student Involvement: 1. Students listen to the story.
2. Students respond…(Possible answers:
The students were mean and not honest. The students didn’t listen. They didn’t do their work. They cheated on their work.)
3. Students respond with rationale e.g. no because the students were mean, hurtful, didn’t get their work done, and they were dishonest.
4. Students listen to the story.
5. Students respond. (Possible answers: The students were friendly. Everyone at Super School got their work done. The students listened to the teacher. They played together nicely and the students were honest.)
6. The students respond with providing rationale for responses.
7. The students respond. Hopefully the students will respond with Super School. Compare differences in the classroom when the students are more like Silly School/Super School.
8. Students share ideas of classroom jobs and responsibilities.
9. Students participate in the review by defining personal skills, ethical skills, and work habit skills and describing how using those skills help the classroom be a Super School Classroom.
Teacher Follow-Up Activities
The teacher will review the student jobs in the classroom and why they are important. The teacher will also share how they assign the jobs throughout the year.
Counselor reflection notes (completed after the lesson)
Silly School Story
By Annie Moffatt
Once upon a time, there was this silly school called “Oopsacalifragilisticexpealladocious”. It was named that because everyone was always doing everything wrong! They called the school “Oops” for short.
Everyone at Oops told lies. The students wrote on each other’s papers, so the teachers could never tell who needed help. Everyone at Oops School was mean. All of the students did sloppy work. They never finished their schoolwork and always got bad grades. Oops!
The students took books, pencils, backpacks, coats and lunch money from each other. Everybody fought all the time to try to get their stuff back and since everybody told lies, nobody could tell what belonged to whom! Oops!
The students made promises but they never kept them so nobody could trust anybody. The teachers could not trust the students because they cheated on tests. The students ran in the halls and played in the water in the bathrooms. Sometimes the students would even yell in the school building! Oops!
Finally, the students quit coming to school at Oops because they couldn’t learn ANYTHING! Would you be able to learn anything at Oopsacalifragilisticexpealladocious?
Super School Story
By Annie Moffatt
Once upon a time, there was this super school called “Supercalifragilisticexpealladocious”. It was named that because everyone was always doing everything right! They called the school “Super” for short.
Everyone at Super told the truth. The students did their own work, so the teachers told them good job. The students did neat work. They always finished their work on time and always got good grades. Everyone at Super School was respectful. Super!
The students at Super School kept track of their own books, pencils, backpacks, coats and lunch money. Everybody was nice to each other. Everyone got all of their work done and turned it in on time. Super!
The students made promises and kept them so everybody trusted each other. The teachers trusted the students also. The students would never yell in the school building! Super!
Teachers, secretaries, custodians, cooks and principals would tell students to do things and the kids would say, “Yes” very respectfully! Super!
All of the students had perfect attendance at Super School and they loved to learn! Would you be able to learn anything at Supercalifragilisticexpealladocious?
Missouri Comprehensive Guidance Programs: Linking School Success to Life Success
To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary
and Secondary Education grants permission for the use of this material for non-commercial purposes only.