TIPS: Crime Resistance Strategies, 2. Teaching Individuals Protective Strategies, Teaching Individuals Positive Solutions.

Autor/inn/en	Bass, Martha; und weitere
Institution	Charlottesville City Schools, VA.; Albemarle County Schools, Charlottesville, VA.
Titel	TIPS: Crime Resistance Strategies, 2. Teaching Individuals Protective Strategies, Teaching Individuals Positive Solutions.
Quelle	(1979), (55 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Antisocial Behavior; Citizenship Education; Citizenship Responsibility; Conflict Resolution; Crime; Daily Living Skills; Decision Making; Elementary Education; Grade 2; Inquiry; Learning Activities; Legal Education; Prosocial Behavior; Role Playing; Safety Education; Social Studies; Student Attitudes; Teacher Developed Materials; Teaching Methods; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Crimes; Delict; Delicts; Delikt; Alltagsfertigkeit; Decision-making; Entscheidungsfindung; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Lernaktivität; Rollenspiel; Sicherheitserziehung; Gemeinschaftskunde; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit
Abstract	This curriculum guide is the second-grade component of a teacher-developed K-eighth grade program on crime resistance. Major objectives of the program are to help teachers promote and maintain positive student attitudes and behavior, assist students in meeting their responsibilities, and help students insure their own and other people's safety and welfare. Specific objectives of this component are to help second-grade students compare feelings and emotions, learn varying job responsibilities, investigate causes and consequences of conflict, investigate the necessity of rules and the concept of authority, learn the duties of a police officer, deal with strangers, use the telephone for safety, and extend their knowledge of home security methods. To meet these objectives, students are involved in a wide variety of activities, including discussing different feelings, providing various endings for incomplete sentences about feelings, creating home and school responsibility charts, participating in small-group conflict resolution situations, creating and wearing badges extolling responsibility, distinguishing between pleasant and conflict-causing statements, writing and illustrating stories about preferred actions in specific situations, role-playing police officers and criminals, filling in blanks in sentences about school safety, discussing concepts such as conflict and authority, and reviewing knowledge about strangers. For each activity, information is presented on objectives, materials, procedures, teacher background, and reinforcement questions. Student worksheets are provided wherever necessary and blank spaces are included for teacher's notes at the end of each activity. The unit concludes with a student reading list, a resource directory, and a glossary of terms. (DB)
Anmerkungen	TIPS Program, Jefferson Annex, Fourth Street, N.W., Charlottesville, VA 22901 ($4.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC