This program is a culmination of efforts, strategies, and programs to address social and emotional education, “civility”, conflict resolution, respect, diversity, and no bully efforts. Information is drawn from Peter Yarrow’s (Peter, Paul & Mary) “Don’t Laugh At Me” (DLAM) program, the School Mediation Center of Boulder, and other renowned social and emotional educators.

Peace PALS Defined

P A L S is an acronym to represent the goals of the program.

P  is for Peace including conflict resolution, no bullying, mediation, peace place, and communication.

A  is for Acceptance including tolerance, accepting differences and gifts in all, appreciating the uniqueness of each individual, and reducing prejudice.

L  is for Love including kindness, respect, and caring.

S  is for Social Responsibility including sportsmanship, fairness, service, responsible citizenship, and civility.

Program Design

The program is designed to have a specific monthly focus, called the “PEACE PIECE”. The “PEACE PIECE” is broken down into specific weekly focuses. It is supported by the following:

A. Morning announcements– 2 readings per week that are quotes or stories to support the theme.

B.  Peace Pledge – Written by student(s), recited once a week by all.

C. Copy of Peace Piece posted in each classroom.

D. Counselor Class Activities – 2 counselor visits to each class per month that are designed to support the theme

1) Activities– These deal with conflict resolution, using Peace Place, “No Bully” “Don’t Laugh At Me” activities, cooperative games, etc.

E. Follow Up Activities – Classroom and specials teachers may opt to follow up with writing assignments to support the theme and encourage further exploration and reflection.

F. Other All–School Activities– This may include all school activities (i.e. Kindness Chain, No Name-Calling Day, class quilts of personal gifts, etc.) or guest speakers, or outside school activities.

G. Peace Place – Peace Place is used continuously to help students work out conflicts. Peace Place stones are on the playground and Peace Place signs are in every classroom. This is a basic way for students to talk out conflicts with ground rules and a formula for self expression.

H. Peer Mediation– Mediations are referred by students, principal, and teachers. These are also a part of the disciplinary system in certain circumstances. This is a more formal way for students to resolve conflicts that need a deeper discussion than peace place allows. With the assistance of trained peer mediators, students can resolve conflicts in a fair and meaningful manner.

I. Monthly Awards– The Lion’s Heart Award is given each month to one student per teacher for exemplifying the Peace Piece. Winners are recognized each month with a trip to the soda fountain with the principal.

Student Peace PALS

While the Peace PALS program is a school wide effort, a number of 5th grade students are trained  as Peace PALS to promote these concepts. They are trained to facilitate the talking out of conflicts at Peace Place and to conduct more formal student mediations. Other efforts to promote peace, acceptance, love, and social responsibility are also incorporated.

A. Two Peace PALS on duty each week.

1. Recess Duty – These students are identified by vests or similar means and are available to assist students in talking out conflicts at peace place on the playground. They facilitate students talking out their conflicts by getting them to agree to the ground rules, and redirecting them to use “I” messages, state their needs, and make a deal.

2. Mediations – Mediations are scheduled for conflicts that need a more in-depth conflict resolution process than Peace Place allows.

Students in 4th and 5th grade are learning various foundational principles of robotics.  Using VEX Robotics materials, students collaborate together to build robots that can perform a variety of tasks. Once teams build and test their robots, they are additionally offered the opportunity to make new iterations (adjustments) to their robots. The growth throughout students’ experience within our robotics program is exciting for all involved. Viewers will be amazed at the awesome creations students come up with!

As part of the programming students are offered an annual “Design Challenge”, which requires specified design rules, requirements and ways to earn points through local, state and national competitions. With each Design Challenge, student teams are presented with a playing field which they either control their robots via a controller, or without (autonomous) a controller. During competition, student teams earn points by completing identified tasks…all within the short allotted time of 60 seconds!. At the 25 to 35 second mark, teammates are required to switch controllers.

As part of the design process, students will assume roles when working in teams:

-Designer: Someone who creates an original design or re-designs part of the current robot design. This person(s) shall research ways to modify/design changes and then illustrate 2-D representations for the team.

-Builder: This person does the building of the robot.

-Parts Manager: Retrieves the correct parts that the builder needs; returns parts to the parts store, etc.

-Recorder: This person logs the progress which teams are making; who has done what; questions to address; etc.

-Researcher- This person leads the research project (depending upon the teams participation within this topic). 

Students have the wonderful opportunity to work with local parent and high school volunteers whom have previous robotics, engineering and technology experience.  . It is furthermore important to know that the elementary (VEX Robotics) builds upon curriculum and expertise that will be required to move on to the next level of robotics when in middle school.