Activity Title: Tattling vs. Telling | |
Suggested Grade/Age Range: Grades 1-3 (ages 6-9) | |
Activity Objective: The goal of this activity is to help children distinguish the difference between tattling to get someone in trouble and telling to get help for someone. | |
Materials Required: none | |
Prep Time: 5 minutes Review over the lesson plan to become familiar with the scenarios or create some more scenarios to discuss with the class Task Time: 30 minutes
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Activity Description: Opening Discussion: 1. Tell the class that they will be discussing about the differences between tattling and telling. Ask the children what they think the differences are and have a few individuals offer answers 2. Describe the difference between tattling and telling: tattling is to get someone in trouble whereas telling is to get help for someone. Also make sure to point out that sometimes telling to get help does get another into trouble, but the most important thing is that you are getting help for someone Offer an example each of what tattling and telling looks like Activity: 3. Explain that children will explore a few scenarios that are showing either tattling or telling. They can stay seated to represent ‘tattling’ and stand up to represent ‘telling’ 4. Read scenario and allow children to stand or sit to represent ‘tattling’ or ‘telling’ and ask a few participants their reasoning behind their choices. (depending on time limits, you may choose a few of the scenarios to explore rather than go through the whole list) “It’s math time and the teacher asked everyone to work in their math workbooks. You see someone reading a comic book instead. If you went to your teacher about this, would that be tattling or telling?” “You see someone emptying out all the blocks even when they do not seem to need them. If you tell the teacher about this, would it be tattling or telling?” “You see some other kids picking on a younger child on the playground during recess. If you went to the teacher or an adult about this, would that be tattling or telling?” Follow-up question: “What if the teacher told you it’s not your business?” (Answer: “It’s everyone’s business to get help for someone who is being hurt!”) “Your friend reaches for a glass and accidentally knocks over a vase, spilling water on the floor. If you tell the teacher or an adult about this, would that be tattling or telling?” “You do not like the way your aunt hugs you. If you tell your parents or an adult you trust about this, would that be tattling or telling?” “You see an older kid steal something from the local corner store. If you tell an adult about this, would that be tattling or telling?” “You see your younger brother throwing his teddy bear around his room. If you tell your parents about this, would that be tattling or telling?” 5. As a whole class decide on whether it is tattling or telling. If the final decision is that a scenario represents tattling, ask the children for suggestions on how to resolve the issue instead of tattling Wrap-up Discussion: 6. Wrap up the discussion by brainstorming together steps that can be taken in certain situations that are better choices than tattling (e.g., take a little time to think through if telling on the peer is tattling or telling to get help; speak to the peer to address the issue first if it is really bothering you; if the issue is really bothering you, instead of tattling, ask for the teacher to come mediate the process) 7. For telling to get help, emphasize the importance of doing so in any situation where you recognize a friend may need help. Tell children to tell a trusted adult and to keep telling until they get the help needed | |
Activity Extensions: Have children choose a tattling and telling scenario each and write in their journals or writer’s notebooks about what they would do in each case as a reflection activity In small groups, children can create their own tattling or telling scenarios, act them out, and then discuss them with the whole class | |
Additional Comments: Because tattling and getting help are common experiences in the classroom, it is important that the activity does not become one where children are shamed for engaging in tattling. Instead, the focus should be on creating more positive routines around the act of tattling to promote healthy communication between peers This activity may fit well with classroom community and routine building | |
Additional Resources: You may also choose to review the Getting Help Literature Review before implementing this activity. It can be found here. |