1. Lesson 2 Your Classroom: Creating a climate of respect and discovery © Copyright, 2015. Johns Hopkins University. All Rights Reserved. Objectives Students will be able to: Understand and defend the importance of classroom rules (Module 1) Develop their own expectations for classroom behavior (Module 2) Practice speaking to a teacher about a school-related matter (Module 3)Vocabulary Anarchy Self-regulation Respect Metacognition Resiliency Non-Cog Components Brain Science Resiliency ASCA Standards ASCA Standards A:A3.2; A:A3.4, 5; C:A2.1; PS:A1.6, 8, 9; PS:A2.2, 3, 6, 7; PS:B1.2, 3, 7; PS:C1.2 Instructional Strategies Bell Ringer Guided Discussion Cooperative Team Learning Activity Role Play Homework/Journal Literature Connection 21st Century Skills Learning and Innovation Communication and Collaboration Assessment Opportunities Student T-Chart Click to view standards specifics

2. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. Student Printables Begin Module 1 Step 1. Write the three discussion questions about growth and respect so that they will not be seen until you want students to see them in the lesson. Making Connections A climate of cooperation and respect in the classroom can make the difference between a successful year and a disastrous one. The Mastering the Middle Grades 101 unit on Social Skills will help teach the interpersonal skills necessary for creating a successful classroom community. This lesson provides an introductory discussion of the importance of respect and growth (learning) in the classroom, as well as introducing students to such terms as mindset, resiliency, self-regulation, and metacognition, all concepts that relate to understanding the importance of respect and learning. Students thrive in an atmosphere where they know the rules, and rules are fairly enforced. Because students take an active role in drafting classroom rules, they will feel more ownership of the process and begin to exert positive peer pressure to abide by these rules. As students take ownership, they are beginning to show the positive mindset we want to build in them. Also, students often create more stringent rules than their teachers. Before You Teach Step 2. Student download their materials at: http://mmgstudent.weebly.com/mmg101.html Module 1 Module 1 Module 2 Module 2 Module 3 Module 3 If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all three module. You have the option to print the entire module with teacher’s notes. — OR —

3. PROTOTYPE CREDITS Prototype Lesson Editor:Howard Gradet Prototype Design: Gregg M. Howell MMG Original Author(s): Maria Garriott © Copyright, 2015. The Johns Hopkins University. All Rights Reserved. Talent Development Secondary Center for the Social Organization of Schools Johns Hopkins University School of Education 2701 N. Charles Street Baltimore, MD 21218 410-516-8800 telephone 410-516-8890 fax www.TalentDevelopmentSecondary.com All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or email addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A080544 to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: www.TalentDevelopmentSecondary.comwww.TalentDevelopmentSecondary.com