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Social goals - sun buddies


Goal: weekly social goals - test phase from 2020/2021

⦁ Weekly goals are formulated through suggestions from the pupils
⦁ Findings in the class council and through an audit
⦁ In each class, 2 children make sure that the weekly goal is met (sun buddies)

⦁ The class council asks how well the goal has been met
⦁ Card query "How was your week?"
⦁ Each class collects points for meeting the weekly target
⦁ If the entire school has a certain number of points, there is a reward
⦁ Excursion with the entire school, one longer break,
⦁ Visualization of the weekly goal and the points already collected


Dispute settlement

The aim of the dispute settlement is that the pupils learn to solve their conflicts non-violently and together under the guidance of the school social worker Ms. Maciejewski, to strengthen their social skills and to improve the learning climate. Learning these skills also helps students outside of school.


Nonviolent communication - the red rag

The settlement of disputes and the entry in the Red Book stand for a reactive measure if school or class rules are deliberately exceeded or violated. When it comes to rule violations, a distinction is made between minor and major anger:


Pinch, hold on, stick out your tongue, take something without asking, hide things, jostle, bump into, verbally provoke

Consequences for a little trouble:

Small trouble should be solved, in principle by the children themselves, as follows or have the following consequences for the teaching staff:

1. The pupils should use the stop-sentences acquired from the communication training verbally and facial expressions:

Sentence 1: stop!

I don't want that / don't let that /… .not me!

Sentence 2: stop!

I don't want that / don't let that /… .not me! Otherwise I'll tell the supervisor / teacher / supervisor!

Sentence 3: stop!

Now I'll tell the supervisor / teacher / supervisor!

2. Make amends or apologize genuinely and adequately for the inappropriate behavior.

3. If the child refuses to make amends or apologize, the incident will be treated as a major nuisance.


hitting, kicking, shoving, etc. (with bodily harm) blackmailing, spitting at, insulting / denigrating property damage / vandalism harassing / necessary theft deliberate withdrawal of the supervised area / supervisor (corridor etc.) unauthorized leaving the school premises

Consequences in case of great anger:

The observer records the incident in writing on a form. The child appears in the red book room on the same or the next day during the break. There the incident or the rule violation is discussed between a teacher and the child. The child is given the opportunity to describe the incident. Then the child makes a note of his own wrongdoing and thinks about making amends. This process is accompanied by the teacher in an advisory capacity.

The form is signed by the parents. The form is then filed in the Red Book and reparations must be made promptly. If the injured party agrees to the redress, the anger is cleared. If the child pays no or insufficient reparation, the child will be ordered to the Red Book room again.

After three entries, a conversation is held with the parents and the school management or, depending on the severity, a partial conference is opened.


Social training

Lubo from space - 1st and 2nd class

Lubo from space is a prevention program to promote socio-cognitive information processing and the emotional processes involved in the school entry phase.
Emotional competence promotion:


⦁ Perceiving, recognizing and understanding feelings
⦁ Dealing with feelings such as anger, being excluded, frustration
⦁ appropriate behavior in emotionally stressful situations


Social skills promotion:

⦁ Appropriate problem-solving strategies in conflict and problem situations
⦁ Building and maintaining friendships
⦁ cooperation
⦁ Comply with the rules, deferment of needs
⦁ Improved integration of children who are already conspicuous in the overall group. Development of a positive group feeling

Target group:

1st and 2nd grade, universal (all children) and selective (children at increased socio-emotional and cognitive risks) in primary school

Method A variety of methods that address different learning levels of the children, such as creative design, cooperation and movement games, conversations, music, role plays, positive feedback, etc. should characterize the support program. attain, which represents a figure of identification with a high stimulating character for the children. The meaning and purpose of all the games and methods are immediately apparent to the children from the framework story about “Lubo”, whose experiences and stories motivate the children's group to participate and play along.

(1) Basics: In the first module (hours 1 to 12) the children develop skills of social perception and attention, which are a prerequisite for coping with the further training content (steps 1 and 2 of the model of social-cognitive information processing).

(2) Emotion regulation: In the second module (hours 13 to 17), the ability to regulate emotions and their connection with social situations are intensively promoted. The children are given the opportunity to understand the function of feelings and the necessity of their regulation and learn concrete, age-appropriate regulation strategies for emotionally difficult problem situations.

(3) Transfer: In the third module (hours 18 to 31) the children practice the appropriate solution of age-typical, social problem situations with the help of the child-friendly modified model of social-cognitive information processing ("the problem-solving formula"). From hour 21 onwards, the transfer of the learned problem-solving strategy to (class) own problem situations is increasingly encouraged. On the basis of the skills developed in modules 1 and 2, in the third module, in particular, the support goals assigned in steps 3 to 6 of the model are developed and trained.

Pedagogical dimension: Lesson structure / lesson organization, materials, media, embedding the content in child-friendly, motivating topics, understandable clear language, embedding it in everyday school life

Motivating and varied methodical-didactic implementation:

Experience-based methods and media, phases of direct instruction

Design of appealing and at the same time well-structured materials: hand puppet, workbook

Material / instruments Lubo - hand puppet, workbooks


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