Some students request an apology, and some are more likely to request that the other person not repeat the behavior in question. I often tell children they don’t have to follow up an apology with, “That’s okay.” If they don’t feel the situation was “okay,” they can respond with, “Thanks for the apology,” or “I accept your apology.” I don’t usually suggest an apology if a student is not requesting one, but I have noticed that many of our students offer them without prompting.
Sometimes we ask students to offer an apology of action. This may include helping to rebuild something that got knocked down, getting an icepack for a hurt child, or cleaning up a spill.
Sometimes a teacher suggests a helpful alternative. For example, if a child is making a noise, they may need something to help them recognize they are making a sound, or permission to work in a different location, or to have something quiet to “fidget” with.
We often work to help our students to be aware of their own feelings and how feelings affect their interactions. We want children to be able to name feelings, and to tell others how certain behaviors make them feel.
Over my years of teaching in Quaker schools, I have learned from some wonderful mentors. I have borrowed their techniques for incorporating lessons into my class to help children practice empathy, inclusivity, and conflict resolution. Sometimes these are referred to as “Life Skills.”
In my class, we also practice some mindfulness techniques to help us get calm, reduce anxiety, and prepare to learn. Most of the time, this means a few moments of calm stillness and breathing. Sometimes I lead students in “guided meditation” or stretching.
I am extremely grateful to work at a school that values helping students gain interpersonal skills.
