Hands Are Not for Hitting____________________________

Kindergarten Guidance Lesson by: ShaNell A. Young

Summary
In 2012 Wright Elementary School went through a major shift in the population of
students that were being served due to a redistricting boundary switch that took place. This
boundary switch changed the entire demographic of the school. Wright no longer served a higher
socioeconomic status, they were no longer a majority Caucasian school. The switch took them
from a 62% Caucasian demographic to a 58% Caucasian demographic. The switch also shifted
the then 17% African-American demographic to a 31% African-American demographic. Wright
school now serves 72% free and reduced lunch a unheard of phenomena for this school. Needless
to say that with the influx of new students came an influx of new Social Emotional Behavioral
(SEB) needs. The goal of this unit is to teach kindergarten students the difference between
appropriate and not appropriate behavior.
Rationale
In my new position as a Student Support Liaison (SSL) at Wright Elementary School
behavior management, investigation, and intervention is a direct part of my job description.
Being new to the job it was important to take a look at data from the prior school year and
compare it to data from this year. This is the Wrights first year having a SSL to handle behavior
as a primary role. In the past the counselor and principal shared the duty of behavior
management. It was important to me to compare data from the

2014-2015 school year to the

2015-2016 school to confirm if the acquisition of my new role had made an impact, decreasing

office referrals in the top three major problem behavior areas, 1. Defiance/noncompliance, 2.
Disruption, 3. Physical aggression.
School Data
In the 2014-2015 school year in the area of Defiance/Non- Compliance there were about
175 referrals, compared to about 160 in the 2015-2016 school year. In the 2014-2015 school year
in the area of Disruption there were about 125 referrals, compared to about 60 in the 2015-2016
school year, Lastly, in the 2014-2015 school year in the area of Physical Aggression there were
about 150 referrals, compared to the 160 in the 2015-2016 school year.
After such an increase in Physical aggression between the 2 years I then compared the
different grade levels from both years. In doing so I found a large increase in the number of
Kindergarten office referrals. An almost 60 more referrals in the 2015-2016 school year than in
the 2014-2015 school year. It is the negative increase in referrals for physical aggression that
data has driven to offer a scheduled classroom guidance lesson to teach these kindergarteners
desired appropriate behavior is opposed to the un-desired inappropriate behavior that the data has
revealed.
Standard Alignment
This classroom guidance lesson connects to the following mission statements and standards as it
a direct course of action as delineated by the data to identify student needs and offer instruction
which will equip students with the skills needed to self-regulate, and adjust behavior accordingly.
District Mission Statement
To develop 21st century learners and productive responsible citizens.
Iowa Core 21st Standards Century Skills
Essential Concept and/or Skill: Utilize interactive literacy and social skills to establish personal,
family, and community health goals.
American School Counseling Association (ASCA) Standards:
Personal/Social Development:
PS: A1.6 Distinguish between appropriate and inappropriate behavior
PS: A1.7 Recognize personal boundaries, rights and privacy needs

PS: A1.8 Understand the need for self-control

PS: A1.9 Demonstrate cooperative behavior in groups
PS: A2.1 Recognize everyone has rights and responsibilities
Hands Are Not for Hitting: Lesson 1
Level: Primary
Time: 30 Minutes
Group Size: Class
Category: Personal/Social
Grade Level: Kindergarten
ASCA Standard:
-PS: A1.6 Distinguish between appropriate behavior and inappropriate behavior
-PS: A1.8 Understand the need for self-control and how to practice it
Howard Gardner's Multiple Intelligences: Verbal- Linguistic, Visual-Spatial, Interpersonal
Goals and Objectives
Students should gain an understanding of and demonstrate the difference between appropriate and inappropriate
behavior.
Students should gain an awareness of what self-control is and when it should be practiced.
Materials Needed
1. Copy of the Hands Are Not for Hitting Book
2. Happy, Sad, Angry, Unsure Faces on Popsicle Sticks cut out in the shape of a hand
Formative Assessment
Each Student will take a quick overview of the faces and circle what they think each facial expression means.
Student Activity
1. The Hands Are Not for Hitting book will be read out loud.
2. Emphasis will be put on what each hand is being used for in the book.
3. The reader will hold up a facial expression and the students will have to say if it is appropriate or inappropriate.

Infusion of Technology
The facial expressions will scroll across the promethean board while the book is being read
Accommodations

Autistic Student: A copy of the lesson plan and activity can be given in advance to his or her Special Education
Teacher so that they can prepare prior to coming.
Special Needs Student: This student can sit right next to the facilitator and be given a job while instruction takes
place;
Let's Work This Out: Lesson 2
Level: Primary
Time: 30 Minutes
Group Size: Class
Category: Personal/Social
Grade Level: Kindergarten
ASCA Standard:
-PS: A1.6 Distinguish between appropriate behavior and inappropriate behavior
-PS: A1.8 Understand the need for self-control and how to practice it
Howard Gardner's Multiple Intelligences: Verbal- Linguistic, Logical/Mathematical Bodily/Kinesthetic,
Goals and Objectives
1.Students will be able to demonstrate their understanding of being kind through practice.
Materials Needed
1. Share and take turns book
2. Lego Blocks

Formative Assessment
Each student will answer 3 questions dealing with sharing.
1. Do you share at home?
2. So you like it when people share with you?
3

How do you feel when your friends dont share with you?

Student Activity
The students will be broken up into 2 teams the first team will be given the bucket of blocks, they will sit down
on the carpet and play the other team will come and take the Legos from them. They will go over to the tables

and begin to play. The goal here is to get the team who had the Legos taken from them to behave appropriately
by asking for them back and not hitting or pinching or using any form of physical aggression. Both teams will
experience both sides of the experience.
Infusion of Technology
A timer will be set on the promethean board. When is dings the teams have to switch scenarios.
Accommodations
Autistic Student: Student will be grouped with only one other person as not overwhelm them with people. He or
she may also use headphones to drown out the noise.
Special Needs Student: is student can will be asked to hand out the Legos and then collect them when we are
finished.
Know and Follow the Rules Lesson 3
Level: Primary
Time: 30 Minutes
Group Size: Class
Category: Personal/Social
Grade Level: Kindergarten
ASCA Standard:
-PS: A1.6 Distinguish between appropriate behavior and inappropriate behavior
-PS: A1.8 Understand the need for self-control and how to practice it
Howard Gardner's Multiple Intelligences: Musical, Naturalistic, Intrapersonal
Goals and Objectives
Students will be able to explain the benefits of following the rules
Materials Needed
Copy of Know and Follow the Rules Book
CD Player
Formative Assessment
Each student will turn to the person that they are standing next and say one way following directions is good in
school. Think pair share.
Student Activity

Each student will sit down on the carpet, while sitting the facilitator will whisper a statement of direction in the
ear of the person they are sitting next to, that person will then do the same thing. It cant be too hard to say or
do. The person who doesn't complete the task or says the wrong thing has to back away from the circle.
Infusion of Technology
Music will be playing in the background
Accommodations
Autistic Student: The para will sit right by the student to assure him or her that everything is okay. She will sit
on the opposite side of the student from the facilitator that the student only has to whisper to familiar people.
Special Needs Student: This student can be in charge of stopping the music each time a student gets out of the
circle.
Respect and Take Care of Things Lesson 4
Level: Primary
Time: 30 Minutes
Group Size: Class
Category: Personal/Social
Grade Level: Kindergarten
ASCA Standard:
-PS: A1.6 Distinguish between appropriate behavior and inappropriate behavior
-PS: A1.8 Understand the need for self-control and how to practice it
Howard Gardner's Multiple Intelligences: Musical, Naturalistic, Intrapersonal

Goals and Objectives

Students will be able to demonstrate a knowledge of respecting their things by demonstrating how to pick up
after themselves
Materials Needed
Copy of Respect and Take Care of Things Book
Formative Assessment

Each Student will partner with a friend and be assigned a cleaning task in the classroom. Together they will
decide how to make sure their assigned area is neat.
They will then share how they did it.
Student Activity
The facilitator will play the cleanup song while the students clean up. It will be a timed task so when the buzzer
stops so does the music and the cleaning
Infusion of Technology
Music will be playing in the background
Accommodations
Autistic Student: This student will be given a cleaning task with their para.
Special Needs Student: This student will be given a dry cleaning task. Eyes will be kept on him or her at all
times.
Respecting Others Lesson 5
Level: Primary
Time: 30 Minutes
Group Size: Class
Category: Personal/Social
Grade Level: Kindergarten
ASCA Standard:
-PS: A1.6 Distinguish between appropriate behavior and inappropriate behavior
-PS: A1.8 Understand the need for self-control and how to practice it
Howard Gardner's Multiple Intelligences: Musical, Naturalistic, Intrapersonal

Goals and Objectives

Students should gain an understanding of what it means to be respectful and why it is important.
Materials Needed
Copy of Words Are Not for Hurting
Formative Assessment
Facilitator will practice thumbs up and thumbs down for understanding of Respect or No Respect

Student Activity
Sit in a circle and have each student give one way to show respect with your words
Infusion of Technology
Thumbs up poster will be up on the promethean board
Accommodations
Autistic Student: This student will sit in the circle with everyone else and participate to their comfort level. The
para will stay close bye.
Special Needs Student: This student can feel free to move around when needed. Otherwise they will participate.