PROJECT INSPIRE KINDNESS ANNOTATED BIBLIOGRAPHY

Burns article goes over three activities and one lesson geared towards making young kids more
aware of their actions repercussions as wells as promote self-esteem and belonging. One of the
exercises is described in which children create a paper doll and name it. The kids are then
directed to hurl insults at the doll and write them upon its body. Afterwards the teacher
crumples the doll and maybe even tears into pieces telling the kids that this is what their words
have done. Then, have the kids attempt to uncrumple and tape the doll back together again.
This shows the kids how difficult it is to repair the damage done by bullying and that even after
making amends the victim is still affected. This is very relevant to our senior project because
while it does not necessarily highlight teamwork, it does serve the overall purpose of teaching
how important it is to treat one another with kindness
Burns, J. H. (n.d.). Great anti bullying activities and lesson plans. In The Bully Proof Classroom.
In the Scholastic article, Truby and Stempler outline nine group activities designed to be used
in a traditional classroom context, giving opportunities to incorporate curriculum into the
games. Diverse learning outcomes can be achieved through their activities, and their article
lists them out for each exercise. Outcomes include, but are not limited to, improvisation,
empathy, sharing, compromise, and presentation skills. Unfortunately the activities seem to be
fairly random exercises with the only common trait being that theyre made for groups of kids.
Going anywhere from crafting a model invention to writing poetry and translating it to spanish
with the purpose of sounding funny. As far as I can tell there are no concrete moral themes or
takeaways for the lessons. Because of that, they arent very valuable to our workshops
curriculum; since our main goal is to promote friendly behavior. We may adapt some of the
activities to better fit our narrative of cooperation and kindness however.

Truby, D., & Stempler, E. (n.d.). Great group games: Team building for kids. In Scholastic.
This is an informal article with no specified author, and it features ten team games for kids. If
You Build It, Save The Egg, Zoom, Minefield, Worst-case Scenario, A Shrinking Vessel, Go
For Gold, Its A Mystery, 4-Way Tug-of-War, and Keep It Real are the activities. The games are
touted as promoting a friendlier classroom environment. In Zoom, each child is assigned a
picture or object and is told to form a circle with the others. Then, the instructor starts off a
story and lets the kid to their right continue the tale while incorporating their assigned item.
Each game is quite varied in its goals, play-style, and set-up. Ranging from active games that
highlight sportsmanship, to intellectual games that focus on communication and problem
solving. That makes this source valuable because at least one of its activities will likely be
suited to rounding out the rest of our senior projects curriculum to keep it interesting.
TeachThought Staff. (2013, September 26). 10 team-building games that promote critical thinking.
In TeachThought.
Livestrong author, Linda Basilicato, introduces 3 team building games for kids with an
overview explaining how cooperative activities can build leadership, communication, and
problem solving. The games provided are called Go!, Antique Can, and Hula Hoop. Each
activity is advised to be concluded with a instructor set up, but student guided, discussion. In
hula hoop, the participants form a circle, raise one arm, and extend a single finger. The
instructor then lays a hula hoop on top of their fingers and tells them in order to complete the
challenge they must lower the hoop to the ground gently without a single player losing their
fingers contact. I think our senior projects curriculum could benefit from the hula hoop
exercise. It compels the kids to include everyone and communicate in order to move in
coordination with one another.

Basilicato, L. (2015, April 16). Free team building games for kids. In Live Strong. Retrieved
December 1, 2016.
Herv Tullet delves into the benefits of creative team workshops, specific activities, and how to
keep them running smoothly. He keeps the instruction lively and bordering on chaotic to keep
participants engaged. He focuses more on the creative journey and bonding than a specific
outcome. Mistakes are non-existent and getting into the flow of creation and collaboration is
the goal in Tullets workshops. One of his activities is Personality Portrait. The group piece
by piece creates a symbolic portrait of their chosen subject. For example everyone will paint a
sun if the subject is a warm person. Then theyll shuffle around and find a new place on the
canvas before painting the next trait; lets say messy represented by a squiggle. In my groups
project we could use alter this exercise to promote self expression by having the group create a
painting for each kid, guided by the subject themselves. For example, the subject will tell the
group an aspect about themselves, like enjoying dancing (us instructors can help them
brainstorm if they cant think of anything). Then the group will come up with a visual
representation for it; some may draw shoes surrounded by music notes, others may draw a
dancing stick man. Not only will they get to know the other kids better, they get to come
together and gift everyone their own personalized painting while getting comfortable with
sharing themselves to others.
Tullet, H. (2015). Art workshops for children. New York, NY: Phaidon Press.
At the Ohio State University in Columbus Ohio, eleven students were injured by a fellow
classmate plowing his car into a sidewalk full of pedestrians and then getting out of his car and
attacking several with a knife. The assailant was shot and killed at the scene by police. He was
an immigrant from Somali who arrived in 2014, President elect Donald Trump tweeted that

the assailant Abdul Razak Ali Artan was a refugee who should not have been our country. Its
through cases like this President elect Trump attempts to make his case to ban all immigration
and deport all illegal immigrants from the United States. He plays on the publics fears and
misguides many by telling them that a single group of people is the cause of all their problems.
Immigrants go from being actual people with families and rights of their own to being seen as
the enemy. I found this article helpful because it is a clear example of what I hope to prevent
from happening through mine and Megans program. In regards to the senseless violence and
condemning of a group of people. That by surrounding children in a safe environment where
they can share their feelings and learn how to deal with them in a non-violent or aggressive
way they can be more empathetic and emotionally mature adults. With the memory of our
lessons in mind they can avoid doing physical or emotional harm to themselves or others when
expressing their emotions. Also through our classes they would hopefully retain a sense of
empathy, acceptance and desire for unity among all groups of people, instead of segregating to
supposedly solve their problems.
Smith, M., & Prez-Pea, R. (2016, November 30). Ohio State Attacker May Have Been Inspired
by Al Qaeda, F.B.I. Says. The New York Times.
Childhood bullying holds long-term trauma for all those involved, including the victim, the
bully, and in some cases the bystander. Those who are victims of bullying typically grow
depressed, cry frequently, experience a drop in GPA and in self-esteem, they may even suffer
medically due to lack of sleep and contract an illness. The bully themselves are more likely to
engage in criminal activities, abuse substances, and be both physically or emotionally abusive
to others. Lastly students who witness the bullying of their classmates are at higher risk of
using tobacco or alcohol to deal with nerves and of skipping school. There is also a

undeniable link between bullying and suicide, though the taunts of the bully may not be the
sole reason for the victims action it can make any situation worse. I found this article helpful
because it made me realize that I and my partner should add an anti-bullying lesson to our
curriculum. Or rather I mean that we should tell the students how they should deal bullying in
their lives whether they themselves are being bullied or if they see it happening to someone
else. To know how to act appropriately in this kind of situation is very important and in my
opinion every student should be taught how.
Effects of Bullying (n.d.). In stopbullying.gov. Retrieved December 2, 2016, from U.S. Department
of Health & Human Services.
Respect of differences between others is key to create meaningful relationships and to maintain
them. Children should be taught that diversity is what makes people special and unique when
theyre young in order to prevent the seeds of prejudice from taking root. This is done through
a story about Clifford the Big Red Dog. I thought that this article was be helpful in developing
my teaching techniques because it gave a few examples of different activities to teach the value
of respect to young children. Such as having them define what respect means to them and how
they can and will show it to others. Also it gave me the idea of including certain episodes of
childrens shows in the lesson plan to hold childrens attention and to also teach them a
valuable lesson at the same time. A benefit of watching a positive video is that they can revisit
the lesson again for clarification.
"Teaching Respect With Clifford the Big Red Dog | Scholastic.com." Scholastic Teachers.
Scholastic Inc, n.d. Web. 04 Dec. 2016.

This article directly addresses the student who is having trouble sharing their feelings as
though they were having a conversation. Several analogies are made in the article to help
children understand what feelings are, why and how they should share them. This article is
more so a self-help page for a struggling student, I did not find it helpful or instructional in the
least. I thought that it would be helpful because it encourages elementary age students to share
their feelings but they only tell them to tell their parents or a trusted adult. They do not provide
them with ways to deal with their emotions in general, with this left out the student could
express themselves in a harmful or aggressive way which could lead to self-destructive
behavior. I was hoping to gain from this article teaching strategies or other activities to do with
my students, from this website I only got generic counseling information.
Lyness, D. PhD, (n.d.). Talking about your feelings. In Kids Health. Retrieved December 4, 2016.
In this article researcher Heejung S. Kim discusses the value of self-expression in different
cultures. She points out that collectivist cultures such as those in East Asia do not value the
thoughts of the individual person but instead encourage thoughtful, self-disciplined silence in
order to avoid the possible, negative distractions that speech and self-expression pose. I
thought that this article was helpful because it gave me a new perspective on the many reasons
why people experience difficulties expressing themselves. As she points out in the article,
speech and self-expression are valued more in context of the western culture, in countries like
the U.S. where speaking is apart of learning. Due to cultural difference some may find it
difficult to properly express themselves and I and my partner need to take this into account
when teaching elementary aged children about self-expression.
Kim, H. S. (2010, June). Culture and self-expression. In American Psychological Association.
Retrieved December 3, 2016.