ALEX Classroom Resources

   View Standards     Standard(s): [PE] (2) 28 :

2-4.4) Develop effective coping skills for dealing with problems.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 28 :

4-4.4) Apply conflict-resolution skills.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 28 :

5-4.4) Apply techniques for managing stress and conflict.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :

4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :

5.4.2) Compare positive and negative ways to respond to conflict and bullying.

Life can be frustrating. You’re not always going to get along with your friends and family, and they won’t always get along with you. And anger and frustration are natural human emotions, so there’s no way you can avoid feeling them. But there are ways to disagree without being disagreeable—and in this BrainPOP movie on conflict resolution, you will learn all about them! First, you’ll find out why it’s a good idea to take a deep breath and collect yourself before you respond to a situation you’re not thrilled about. You’ll discover different ways to compromise, and how placing yourself in another person’s shoes can change a potential screaming match into a friendly discussion. Why risk alienating your friends and hurting people’s feelings, when you can settle your differences fairly

   View Standards     Standard(s): [PE] (0) 28 :

K-4.4) Demonstrate willingness to seek help for solving problems and making decisions.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 28 :

1-4.4) Identify alternative solutions to a given problem.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 28 :

2-4.4) Develop effective coping skills for dealing with problems.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 28 :

3-4.4) Use a decision-making and problem-solving model.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 28 :

4-4.4) Apply conflict-resolution skills.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 28 :

5-4.4) Apply techniques for managing stress and conflict.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 14 :

1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :

4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :

5.4.2) Compare positive and negative ways to respond to conflict and bullying.

[HE] (5) 14 :

5.4.3) Develop a class plan to prevent bullying in the school.

A basic belief underlying The Responsive Classroom approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and self-control are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day.

This resource provides teachers with classroom strategies to build community, improve communication, and enhance classroom discussion. This resource also has a listing of professional books related to these topics. 

   View Standards     Standard(s): [HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

[HE] (4) 14 :

4.4.3) Demonstrate how to avoid conflict and explain when it is necessary for an adult to intervene.

[HE] (5) 13 :

5.4.2) Compare positive and negative ways to respond to conflict and bullying.

Conflicts in the classroom happen, and when they do, respectful relationships and orderly routines can quickly be set off track, as can be the perfect lesson plan. It can be tempting to dismiss disagreements and move on, settle them yourself as the adult, or even penalize students for a disruption, but it’s important to develop conflict resolution skills with students so they can work through sticky situations.

   View Standards     Standard(s): [HE] (0) 14 :

K.4.3) Describe how to express feelings to prevent a conflict from starting.

[HE] (1) 14 :

1.4.3) Interpret the feelings of and describe ways to show empathy for others.

[HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 14 :

2.4.3) Demonstrate how to communicate with others with kindness and respect.

[HE] (3) 12 :

3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (3) 14 :

3.4.3) Recognize causes of conflicts and apply nonviolent strategies to manage or resolve situations.

Conflict resolution is an important skill that students need to learn – beneficial to them within the classroom as well as in everyday life. Not only will kids use conflict resolution in the classroom, they will also continue to use these skills as they grow. The conflict resolution skills they learn in elementary school will help them solve problems as adults. So how do we teach conflict resolution in the classroom?

There are many steps to teaching conflict resolution. To truly teach conflict resolution, you’ll need to teach your students how to analyze the conflict. They’ll need to be able to identify the problem and try to understand what’s causing it.

   View Standards     Standard(s): [HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 2 :

2.1.2) Summarize motivations for eating food.

Examples: hunger, emotions

[HE] (2) 18 :

2.6.1) Describe various ways to reach a personal health goal.

[HE] (2) 20 :

2.7.1) Predict how healthy behaviors can reduce health risks.

Example: predicting how a healthy sleep routine promotes academic success

[HE] (2) 21 :

2.7.2) Describe personal behaviors that enhance safety at school, home, and within the community.

Examples: staying seated on the bus; surfing the Internet with caution; practicing water safety; learning self-defense skills

These worksheets contain tips, ideas, and ways for families to work together to practice healthy eating habits at home each and every day. The sheets are printable and contain links to several videos on healthy eating.

   View Standards     Standard(s): [HE] (1) 20 :

1.7.1) Identify healthy practices and behaviors to maintain and improve personal health.

[HE] (1) 22 :

1.8.1) Encourage peers to make positive health choices.

Examples: reminding peers to cover their nose and mouth when sneezing, offering helpful suggestions when peers are trying to resolve a conflict

[HE] (2) 20 :

2.7.1) Predict how healthy behaviors can reduce health risks.

Example: predicting how a healthy sleep routine promotes academic success

In this video, students learn what allergies are and that there different kinds of allergies. Some kids are allergic to foods and others suffer from seasonal allergies resulting from pollen.