2.ICR.1.1

2.ICR.1.1 Classify behaviors as helpful or hurtful to friendships.Friends find ways to show they care about each other. When children show friends they care, they feel needed, accepted, and confident. Other ways to be a good friend include:
 * 1) Respect a friend’s right to be different. Differences make everyone special.
 * 2) Be a good listener. Take the time to listen to a friend’s problem or happiness.
 * 3) Know how to keep a secret. Friends trust others not to tell anyone else their problems.
 * 4) If a friend is in danger, encourage him or her to tell a parent or another trusted adult. If necessary, tell an adult. Good friends help keep one another safe.
 * 5) Honor promises.

Peer pressure is when students of the same age try to get friends to do something. Peer pressure can be positive, when friends encourage one another to do their best. Peer pressure is negative, or not helpful, when peers try to get one another to do something harmful or wrong. When peer pressure is harmful, students need to stand up for themselves. This shows that students respect themselves, their family’s rules, and their school’s rules. Doing the right thing will make students feel good about themselves and set a good example for friends. Behaviors that are hurtful to friendships include:
 * 1) Not compromising and insisting on own way.
 * 2) Doing things that are disrespectful.
 * 3) Pressuring friends to do something wrong.


 * The student will identify three ways to improve a friendship.
 * The student will list ways to hurt a friendship.
 * The student will explain how positive peer pressure and negative peer pressure are alike and different.
 * The student will treat others with kindness and respect.

2.ICR.1.2 Interpret the feelings of others and how to respond when angry or sad.Friendships take a lot of work and understanding. All friends have trouble getting along at times, even best friends. It is important for friends to tell each other how they feel and to listen to each other. Steps when friends have conflict include:
 * 1) Use “I” messages to describe feelings. For example, “I feel sad when I am ignored.”
 * 2) Listen to the friend. He or she might say, “I wasn’t trying to be mean. What do you want to do?’
 * 3) Talk about a solution.
 * 4) Find a way for both sides to win. If both students do not like the ideas of the other, they can work together to think of a new idea.

People who say or do the wrong thing, need to say a mistake was made. They need to apologize, or say they are sorry and ask forgiveness. It is also important to forgive the other person, showing kindness. Another way to communicate is to show compassion. Having compassion is being able to relate to the feelings of others and treat them in a caring way. Showing compassion is one way to be a good and responsible friend. If unable to resolve a conflict on their own, or if the conflict is escalating, students should seek the help of a parent, teacher, or another trusted adult.
 * The student will list steps in using an “I” message.
 * The student will explain the importance of listening when resolving conflict.
 * The student will define compassion.
 * The student will demonstrate forgiveness and compassion.

2.ICR.1.3 Explain why it is wrong to tease others.At some point, most children have taken part in teasing. Some tease because the one being teased is just different and the teaser doesn’t understand those differences. Others tease because they take pleasure in poking fun, and it is a quick way to get attention. Sometimes the child who teases just likes to hurt others and, if they get the response they’re looking for, they’ll continue to tease that much more. Usually the teaser has a lower self-esteem or is someone who has been picked on. Some children tease out of sheer ignorance.

The teaser needs to be taught that he is hurting others. This can be accomplished through role-playing. The teaser needs to be taught about differences among children, why a child may stutter or look different, or why a child has a limp. It is important to find out why the teaser teases and educate him about the harmful consequences. Children also need to be taught what to do in the event that they witness teasing. Ways to deal with the teaser include ignoring, finding a better friend to play with, or avoid overreacting. The teaser needs to know that teasing will not be accepted and will not be tolerated in the classroom. Children need to be part of the solution and or consequences.

Children can be helped to use effective strategies to deal with teasing. Suggested strategies include:
 * 1) Ignore it. Sometimes people tease others for a reaction or because they know the target does not like it. Ignoring the behavior often makes it less appealing.
 * 2) Respond with humor or with an unexpected response. Responding to a comment with the reaction, “so?” because responses are often unexpected and can confuse the teaser, it makes them less likely to do it again because they don’t want to be embarrassed or they didn’t get the reaction they were seeking.
 * 3) Practice using role-plays. One can practice the response he or she plans to use. As a result of the practice, the teasing will become less upsetting. This will also help children develop appropriate ways to respond to the teasing. The more children practice appropriate responses, the more likely they will be to use them when they are teased.
 * 4) Tell a teacher, parent, or trusted adult. If the teasing is constant, threatening, or violent in any way, then it cannot be ignored. That behavior is not appropriate and should not be tolerated. Reporting this behavior can help to end the teasing and keep it from happening to someone else.


 * The student will explain the hurtful effects of teasing.
 * The student will provide examples of teasing and unkind behaviors.
 * The student will treat others with respect and kindness.
 * The student will report teasing and bullying behaviors.

2.ICR.1.4 Recognize bullying behaviors and what to do if someone is bullied.It is helpful to learn what bullying and teasing look like, sound like, and feel like. Bullying may appear as any of the following: physical violence, looks, gestures, actions, threats, name calling, remarks, rumors, social exclusion, harassment. If the behavior is repeated, done on purpose and done to try to control or harm the other person, it is bullying. Action must be taken. Ignoring the bullying that is targeted toward others can only make it worse. It is best to report the behavior to a trusted adult. Use problem-solving skills to resolve the conflict.
 * The student will identify specific bullying behaviors.
 * The student will explain differences between bullying and teasing in different scenarios.
 * The student will demonstrate appropriate responses to bullying such as: Take action; Tell a trusted adult; State the problem; Express your feelings; Use “I” messages; Listen to each other; or Talk about a solution with a teacher, counselor or principal.

2.ICR.1.5 Exemplify how to communicate with others with kindness and respect.Kindness and respect are two qualities that are valued in friendships and all relationships. Being kind to others does not require much effort, can prevent hurt feelings, and can help the friendship to grow stronger. Respect simply means treating others as one might wish to be treated. Often it means avoiding behaviors that are unkind and disrespectful: name calling, teasing, taking other’s possessions, or saying mean things. It is important to use tact to avoid offending others. Rudeness is never appreciated or necessary.
 * The student will speak to others in a respectful tone of voice.
 * The student will avoid hurtful behaviors when communicating with others.
 * The student will treat others with kindness and respect.