Note for teachers using this lesson plan
Before the lesson, prepare simple picture cards showing common playground or classroom conflicts (e.g., two children pulling a toy, one child pushing another, a child crying because a friend took their crayon). The central idea for pupils is to understand that fighting causes hurt and problems, while telling a teacher helps solve problems safely. Observe if pupils can identify a conflict and verbally express that they would tell an adult instead of fighting.
Class: Pre-School Level 3
Term: Third Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Understanding school rules and good behaviour in the classroom.
Topic: Reporting a Matter to the Teacher Rather Than Fighting
Subject Matter: Reporting a matter to the teacher rather than fighting.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify situations where they should report to a teacher.
- State why fighting is not a good way to solve problems.
Affective Domain
- Express a willingness to report problems to a teacher.
- Show empathy for friends who are hurt by fighting.
Psychomotor Domain
- Demonstrate how to approach a teacher to report a matter.
- Participate in role-play scenarios about reporting.
Social Domain
- Practise using polite words when reporting a problem.
- Understand the importance of seeking adult help for conflicts.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Picture cards showing different conflict situations (e.g., children arguing over a toy, pushing, taking something without asking)
- Chart with simple rules: “Tell the Teacher,” “Don’t Fight”
- Puppets or dolls for role-play (optional)
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it teaches them essential conflict resolution skills. Learning to report problems to a trusted adult instead of fighting helps children develop social competence, ensures their safety, and fosters a peaceful classroom environment. It empowers them to seek help and understand that adults are there to support them.Prerequisite/Previous Knowledge
Pupils can identify their teacher and other trusted adults in the school. They also have a basic understanding of what it means to be kind to friends.Lesson Content/Board Summary
REPORTING A MATTER TO THE TEACHER RATHER THAN FIGHTING
Sometimes, friends might do things that make us sad or angry, like taking our toy, pushing us, or not sharing. When this happens, it is important to tell our teacher or another trusted adult instead of fighting.
Why We Should Report to the Teacher:
- Fighting can hurt people.
- Fighting does not solve the problem.
- The teacher can help us find a fair solution.
- The teacher keeps us safe.
How to Report to the Teacher:
- Walk calmly to the teacher.
- Use a clear voice.
- Say, “Teacher, please, [friend’s name] [what happened].”
- Example: “Teacher, please, Bola took my crayon.”
- Example: “Teacher, please, Emeka pushed me.”
Key Words
- Report – To tell someone (like a teacher) what happened.
- Fight – To hit or push someone.
- Problem – Something that makes you sad or angry.
- Teacher – The adult who helps you in school.
Tell the Teacher Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Friend took toy, I feel sad,
Pushing, shouting makes me mad.
Don’t you fight, no, no, no,
To the teacher, I will go.
Teacher helps us, makes things right,
No more tears, no more fight.
Actions:
- Friend took toy: Pretend to grab a toy.
- Pushing, shouting: Make a pushing motion, then put hands over mouth.
- Don’t you fight: Shake head “no” with finger.
- To the teacher, I will go: Point to self, then walk fingers forward.
- Teacher helps us: Nod head, make a helpful gesture.
- No more tears, no more fight: Wipe eyes, then shake head “no” again.
Watch and Learn About Telling a Trusted Adult
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by discussing the importance of being kind to friends. Use the picture cards to show different conflict scenarios and ask pupils what they see happening. Guide them to understand that fighting is not helpful. Explain clearly, using simple words, why reporting to the teacher is the best solution. Emphasise that the teacher is there to help them.
What to show or demonstrate: Demonstrate how to calmly walk to the teacher and speak clearly. Role-play simple scenarios with pupils, showing both the “bad” (fighting) and “good” (reporting) ways to handle a problem. Use puppets or dolls if available to make it more engaging.
How to use the rhyme/song: Introduce the “Tell the Teacher Rhyme” after discussing why and how to report. Sing it several times with the pupils, encouraging them to do the actions. The repetition will help them remember the message.
How to use the video: Introduce the video as a short story about telling a trusted adult. After watching, discuss what the children in the video did and why it was a good idea. Ask pupils what they learned from the video and how they can apply it in their own classroom.
What to watch for: Observe if pupils understand the difference between fighting and reporting. Watch for their ability to articulate a simple reporting phrase and demonstrate the action of approaching a teacher. Correct any misconceptions about fighting being a solution.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song. The teacher then asks pupils what they do when they have a problem with a friend.
Pupils’ Activity: Pupils greet the teacher, sing along, and offer simple ideas (e.g., “I cry,” “I tell my mummy,” “I push back”).
Learning Point: Pupils are engaged and begin thinking about conflicts with friends.
Step 2: Understanding Why Not to Fight
Time: 5 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher shows picture cards of children fighting or looking sad after a conflict. The teacher asks, “Is fighting good? Does it make us happy?” and explains that fighting can hurt and does not solve problems.
Pupils’ Activity: Pupils observe the pictures, respond “No” to fighting, and discuss why it is not good (e.g., “It makes my friend cry,” “I get hurt”).
Learning Point: Pupils understand that fighting is harmful and ineffective.
Step 3: Introducing Reporting to the Teacher
Time: 4 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher introduces the idea of “reporting to the teacher.” The teacher explains that the teacher is there to help and makes things fair. The teacher shows a picture of a child calmly talking to a teacher.
Pupils’ Activity: Pupils listen attentively and observe the picture, understanding that the teacher can help.
Learning Point: Pupils learn that reporting to the teacher is a positive alternative to fighting.
Step 4: Practising How to Report
Time: 6 minutes
Teaching Skill: Guided Practice/Role-play
Teacher’s Activity: The teacher demonstrates how to approach a teacher and say, “Teacher, please, [name] [what happened].” The teacher uses simple scenarios (e.g., “Someone took my crayon”). The teacher invites pupils to practise saying the phrase.
Pupils’ Activity: Pupils imitate the teacher’s actions and practise saying the reporting phrase with different scenarios, taking turns.
Learning Point: Pupils gain confidence in verbally reporting a problem.
Step 5: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Singing/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Tell the Teacher Rhyme” several times, encouraging them to perform the actions. The teacher ensures pupils understand the message of the rhyme.
Pupils’ Activity: Pupils sing the rhyme with enthusiasm and perform the actions, reinforcing the lesson’s message.
Learning Point: Pupils internalise the message of reporting through song and movement.
Step 6: Video and Discussion
Time: 4 minutes
Teaching Skill: Visual Learning/Facilitation
Teacher’s Activity: The teacher plays the short video “Tell a Trusted Adult.” After the video, the teacher asks pupils what they saw and what the children in the video did when they had a problem. The teacher reinforces the idea of telling a trusted adult.
Pupils’ Activity: Pupils watch the video and discuss what they observed, sharing their thoughts on telling an adult.
Learning Point: Pupils see real-life examples of reporting and discuss its importance.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Is it good to fight your friends?” (Assessment from seed)
- “What should you do if a friend takes your toy?”
- “Show me how you would tell the teacher if someone pushed you.”
- “Who can help you when you have a problem with a friend?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summarizing/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them always to tell a teacher or trusted adult when they have a problem, instead of fighting. The teacher encourages them to be kind friends.
Pupils’ Activity: Pupils listen and nod, promising to tell the teacher when needed.
Learning Point: Pupils are encouraged to apply the lesson in their daily interactions.
Lesson Keywords
- Report – To tell someone what happened.
- Fight – To hit or push someone.
- Problem – Something that makes you sad or angry.
- Teacher – The adult who helps you in school.
- Adult – A grown-up person.
Differentiation
- Support: For pupils who struggle, use more visual cues (larger pictures, fewer details). Provide hand-over-hand guidance during role-play to help them approach the teacher. Focus on just one simple reporting phrase for them to repeat.
- Extension: For pupils who grasp the concept quickly, ask them to identify different trusted adults they could report to (e.g., Mummy, Daddy, Auntie, Uncle, school guard). Encourage them to think of two different ways a teacher might help solve a problem.
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