Name of material: Courtesy Lessons Image(s): Video : Point(s) of - PDF document

Name of material: Courtesy Lessons Image(s): Video : Point(s) of interest: Primary purpose: Main objective To introduce the conventions and language associated with social courtesy. Secondary purposes Incidental benefits Promotion of verbal language skills. Promotion of independence and self-control. Control of error: The Courtesy lessons are a social experience and, as such, the child’s community acts as an abstract control of error. When a child attempts to employ courtesy skills the reaction of his/her peers will provide a natural self-correcting mechanism. Positive responses reinforce the correct use of courtesy strategies, whereas negative responses indicate that a less than courteous strategy was employed. EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency and 1.4: Children learn to interact in relation to others with care, empathy and respect by interpreting feedback from peers rather than relying on constant intervention from an adult.

Presentation : Please ¡note: ¡Montessori ¡presentations ¡will ¡vary ¡slightly ¡according ¡to ¡the ¡specific ¡training ¡ institute, ¡Album ¡or ¡educator’s ¡experience. ¡The ¡following ¡outline ¡is ¡intended ¡as ¡a ¡guide ¡and ¡ highlights ¡important ¡points/procedures. ¡Educators ¡should ¡build ¡on ¡this ¡from ¡their ¡own ¡ experience ¡and ¡their ¡understanding ¡of ¡the ¡children ¡in ¡their ¡care, ¡so ¡that ¡all ¡presentations ¡will ¡ have ¡some ¡universal ¡similarities ¡but ¡no ¡two ¡will ¡be ¡completely ¡identical ¡because ¡of ¡the ¡unique ¡ needs ¡of ¡the ¡child, ¡cultural ¡context ¡of ¡the ¡school ¡and ¡interactions ¡between ¡educator ¡and ¡ student. ¡ Preparation : • The Courtesy presentations tend to be given spontaneously, when a child is naturally in the situation that requires the particular courtesy convention/language. • The Courtesy lessons are presented either as role modelling or as subtle scaffolding. The exact ‘lesson’ and structure will depend on the individual child and the context. In this way the educator is showing responsiveness to children. • The lessons below offer suggested frameworks for the interventions but should be adapted/extended as needed. Lesson 1: Initiating Conversation “Excuse me” • The educator observes a child attempting to initiate contact with another child in an ineffective manner (eg. interfering with the other child’s work to try to get attention). • The educator approaches the child and observes, “It looks like you’re interested in interacting with … (name of other child).” If the child confirms that he/she would like to engage with a peer the educator continues with the presentation. (If the child indicates a different need the educator responds to that accordingly.) • The educator suggests, “When I need someone’s attention I start by saying excuse me and I use their name. You could try saying, ‘excuse me, (name of other child)’.” • The child may attempt this introduction. If the child does not attempt the language then the educator might conclude by saying, “Perhaps the next time you need someone’s attention you can say ‘Excuse me’.” Introductions • The educator observes a child attempting to initiate contact with a new/unfamiliar child (that is, a child he/she has not met before or does not know well) in an ineffective manner (eg. interfering with the other child’s work to try to get attention). • The educator approaches the child and observes, “It looks like you’re interested in meeting (name of other child).” If the child confirms that he/she would like to engage with a peer the educator continues with the presentation. (If the child indicates a different need the educator responds to that accordingly.) • The educator suggests, “When I meet a new person I start by introducing myself. I say ‘Hello, my name is (educator’s name). What is your name?’ and I offer my right hand for a handshake. Shall we practise that together?” • The child can attempt the introduction first with the educator, sharing names and then shaking hands.

• The educator says, “After I learn a new person’s name I usually say ‘It’s nice to meet you’ and then if I want to spend more time with them I ask a question like ‘May I join your activity?’ Shall we try that together?” • The child can practise the second part of the introduction with the educator, acknowledging the meeting and then initiating further interaction. • The educator asks, “Would you like to practise again with me, or are you ready to introduce yourself to your new friend?” Lesson 2: Using polite language/manners in conversation “Please” • The educator observes a child requesting an object, favour or opportunity without expressing gratitude. • The educator approaches the child (or responds directly if the child is talking to the educator) and observes, “When you are asking somebody for an object/favour/opportunity it is nice to use the word “please”. It makes the other person feel respected and they are more likely to help you.” • The educator then models the sentence specific to the situation and then invites the child to try. • The child attempts this language, with the educator observing and scaffolding as needed. “Thank you” • The educator observes a child receiving an object, favour or opportunity without expressing gratitude. • The educator approaches the child (or responds directly if the child is talking to the educator) and observes, “You just received (object/favour/opportunity). When somebody gives you something it is nice to say ‘thank you’ afterwards. You can try saying ‘Thank you’.” (Vary the language as needed to suit the context, eg. “When somebody helps you it is nice to say ‘thank you’ afterwards.”) • The child attempts this language, with the educator observing and scaffolding as needed. “May I?” • The educator observes a child expressing a desire/request with impolite language (such as “I want it!” or “Give me that!”) • The educator approaches the child (or responds directly if the child is talking to the educator) and observes, “It sounds like you are trying to ask for (object/activity/opportunity). May I show you a more polite way of asking?” • If the child confirms that he/she is interested in the object/activity/opportunity identified by the educator then the educator continues. • The educator explains, “When I need to ask someone for something I start with, ‘May I please … ?’ It’s a really nice way of asking and it makes the other person feel respected so they are more likely to help me. So if you need the (object/activity/opportunity) then you could say ‘May I please have the (object/activity/opportunity)?’ to the other person.