This document discusses respecting differences, cultural norms, and giving and receiving constructive feedback. It encourages recognizing that people have different identities, lifestyles, and relationships, while also seeing how others perceive you. The document suggests activities like creating Facebook profiles to highlight individual uniqueness, and a praise chain to emphasize giving compliments to others. The overall message is about promoting tolerance, respecting diverse opinions, and appreciating each other through positive feedback.

1. Respecting differences
& working together
•To respect the differences
between people as you develop
your own sense of identity
•To recognise some of the cultural
norms in society, including the
range of lifestyles and
relationships
•To recognise how others see you
and be able to give and receive
constructive praise and feedback

2. • If we look around the class it is easy to spot that
we are all different in terms of our physical
appearance
• We are all unique. However, we all have our own
character too and we all have particular likes and
dislikes.
• We are going to create our own
Facebook profile
• Fill in the answers to all the boxes
• Then add a picture (drawing or
caricature)

3. • Show your profile to the person sitting next to you
• Now swap places with someone else in the class
and show your profiles to each other
• It is very obvious that we are all very different
people and yet we need to get on well together in
order for school to work properly

4. Volunteers needed!
• I need 2 people to read out a play script
• Volunteer 1 will be reading the part of Gemma
• Volunteer 2 will be reading the part of Leah

5. Picking a fight
• Gemma: Hey you!
• Leah: Who? Me?
• Gemma: You, I’m talking to. You!
• Leah : What?
• Gemma : Who do you think you’re staring at?
• Leah : I’m not looking at anyone
• Gemma : You are. You’re looking at
me
• Leah : I’m not
• Gemma : You are. You’re doing it
right now
• Leah : Only ‘cause you shouted. I
wasn’t looking before

6. • Gemma: You were. You were staring.
• Leah: I wasn’t.
• Gemma: You were.
• Leah: I wasn’t.
• Gemma: Are you calling me a liar?
• Leah: No.
• Gemma: You are.
• Leah: I’m just telling you. I’m just saying. I
wasn’t looking at you. Honest
• Gemma: So you’re saying I’m a liar, then.
• Leah: No.
• Gemma: You’d better watch who you’re
calling a liar.
• Leah: I’m not.
• Gemma: You’d better watch out that’s all.

7. • Leah: What for?
• Gemma: For me. You’d better look out for me.
• Leah: You said I shouldn’t.
• Gemma: What?
• Leah: Look at you.
• Gemma: Are you trying to be funny?
• Leah: No.
• Gemma: Don’t try to be funny with me.
• Leah: I wasn’t. It was just a joke.
• Gemma: You’ll not be laughing when
I’ve finished with you.
• Leah: I’m not laughing. Who’s
laughing? I’m not
• Gemma: You’ll be laughing on the
other side of your face. You don’t mess
with Gemma

8. • Leah: Eh?
• Gemma: You don’t mess with Gemma. What are you
grinning at?
• Leah: I’m not. It’s just the way my mouth is.
• Gemma: Right. Down the alley after school.
• Leah: I don’t go home that way.
• Gemma: You’d better be there.
• Leah: I’ve got to catch my bus.
• Gemma: Be there!
• Leah: Right!
• Gemma: Right!

9. • Is a conversation like this bound to lead to a
challenge to a fight?
• How can we stop fights and arguments from
starting?
• Can you suggest ways in which we can get on
with people in life even though we don’t always
like or agree with their points of view?

10. • Using these ideas, write the word TOLERANCE
in large letters down the side of a piece of A4
paper and use the letters as the start of a list of
things that we should do if we are going to get
on with people.
• E.g. L may be Listen to other people’s points of
view. R may be Respect other people’s
opinions.

11. • We can be very critical of others over the
clothes that they wear or other personal
issues
• But how often do we give praise to other
people?

12. • Praise or positive feedback is an act of recognition
• How do we give praise in this school?
• How do you receive praise at home?
• It can be something as simple as a smile
• What positive comments or feedback have you
received in the last week
• Who from?
• What was said?
• How did you feel?
• What compliments or positive
feedback have you given this
week. Who was it to? What was it
for? How did it make you feel?

13. • Who gives more compliments than they receive?
• Who receives more compliments than they give?
• How does it feel to be complimented and
appreciated?
• How does it make you feel about the
person who gave the compliment?
• Do you think that making an effort to be
positive about people in your form would
be a good idea?

14. • Learning to give and accept praise gracefully is
an important skill for us all to learn
• How do you react when someone gives you
praise?
• Sometimes a simple thank you is much better
than saying ‘I know I’m great!’
• Think about why some people
don’t like being praised
• Is it some times better to be
praised privately than in public?
• Why is it sometimes difficult to
receive praise in school in front
of your class?

15. The Praise Chain
• Everyone take a piece of plain paper and write your name
on the bottom
• Pass the piece of paper to the person on your left, then
with the paper that you receive, go and swap it with
someone else not sitting near you
• Now sit down again
• On the paper that you receive, look at
the name on the bottom, then write that
person a compliment on the top of the
paper (it must be true)
• Now fold down the top of the paper
twice so you can’t see what you’ve
written

16. • Now pass the paper to the person on your left
• MAKE SURE YOU DON’T GET YOU OWN
PAPER, IF YOU DO THEN SWAP IT WITH
SOMEONE ELSE
• Repeat....look at the name, then right down a
compliment
• Keep going till all the paper is used up

17. And finally...
• Put all the work from this lesson in your
folder

18. Presentation
by WGGS