5.3 I've Got Your Back-2

Discuss how students can be good classmates even if they may not be good friends.

• Is it realistic to assume that everyone in this class will be good friends with one another? Why or why not?
  • • No; it’s not possible to be good friends with so many people!
• Even if we all can’t be good friends, do you think we can all be good classmates?
• Are there any characteristics you look for in a friend that you also look for in a classmate?
  • • I want someone who is a good listener, hardworking, fun, thoughtful, supportive, funny, helpful.

Discuss how important supportiveness is in friendships and also in creating a positive classroom environment.

Discuss why it is important for students to feel supported by friends and classmates.

• Students who are supported by peers feel better about themselves, are happier, have more positive relationships with classmates, feel more comfortable taking risks or trying new things, and do better in school.

Have students complete the Peer Support Survey independently and anonymously.

Distribute the Peer Support Survey to every student.

For each line, have students fill in the bubble that best describes their answer. Remind students to complete the survey independently and not put their name on it.

• Keep in mind there are no right or wrong answers!

Instruct students to score their Peer Support Surveys and record their total score at the top of the survey.

“Not at all” responses earn a score of 0, “only sometimes” responses earn a score of 1, and “always” responses earn a score of 2.

Collect, shuffle, and redistribute the surveys.

Ask students to raise their hands if they have a survey with a score between 0 and 3, 4 and 7, or 8 and 10, and tally the results on the chalkboard.

Engage students in a discussion about the scores and how they reflect the supportiveness of the classroom.

What does a score of 0 to 3 mean? What about 4 to 7? 8 to 10?

• A score between 0 and 3 means we don’t think students in this class provide their classmates with much support; a score between 4 and 7 means we provide some support to our classmates; a score between 8 and 10 means we provide our classmates with a lot of support.

Based on these scores, what do most of you think about the peer support in our classroom?

Brainstorm specific ways students can support one another, and write the responses on the board.

• Ask students for examples of how they can support one another in school—in this classroom, in the lunchroom, and even on the playground.
  • • Say something nice to someone if he or she looks upset; include someone in what we’re doing if he or she looks lonely; stick up for someone if he or she is getting picked on; help someone with a math problem if he or she is having trouble.

When students generate an adequate list of examples, be sure to add them to butcher paper, and post on the classroom wall so students can reference these for the remainder of the year.