Behavior Management: Earning a Reputation

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Word Document File (8 KB|3 pages)
Standards
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  1. Provided in this bundle are 7 separate activities on the subject of CREATING REPUTATIONS. Handouts are student friendly and ready to pass out; parental involvement is a theme throughout the unit and required on homework assignments. Digital Citizenship (online reputations) are discussed, and there i
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Description

As our students begin to mature, it is important to have conversations about reputation - discussing the reputations they currently have, desire, and want to avoid. This activity begins independently. Students are first required to complete half the chart alone before finding a partner to share. After the answers have been shared, partners will offer advice for students to then add to their chart. For example, students will write: More than anything else, I want to have a reputation for being...and then their partner will advise them on 3 things they can do to get this reputation and 3 things that would ruin this reputation.

For homework, students will read their chart to a parent or trusted adult asking them 8 questions and writing down what they say. For example, parents will be asked: Do you agree that this is a good reputation for me to develop? Why? What do you think about my partner’s advice for how to develop this reputation?

This activity is for MATURE STUDENTS ONLY!

Total Pages
3 pages
Answer Key
N/A
Teaching Duration
2 days
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Standards

to see state-specific standards (only available in the US).
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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