Session 1 Teacher Script

Total Time: 30 minutes

1. Warm-Up (5 minutes)

Teacher: “Hi there! Today we are going to practice using safe hands. That means we keep our hands to ourselves or on our body. Ready to look at some pictures?”

1. Show one card from Safe Hands Visual Cards.
2. Teacher: “What do you think—is this safe hands or not safe hands?”
   
   
3. Pause and let the student respond.
   
   
   
   
   
   
4. Teacher: “Yes! That’s safe hands because the hands are on the lap. Great job!”
5. Give enthusiastic praise and hand over one sticker: “You’re doing awesome!”
6. Repeat with the remaining 3–4 cards, continuing to ask “Safe hands or not safe hands?” and celebrating correct answers with praise and a sticker.

2. Main Activity: Sorting Practice (20 minutes)

Teacher: “Now we have a bunch of sorting cards. We’ll sort them into our Safe bin or Not Safe bin. I’ll show you how with the first card.”

1. Hold up one Safe Hands Sorting Cards card.
2. Teacher: “This card shows hands gently on the desk. Where should it go—Safe or Not Safe?”
3. Model sorting: place the card in the Safe bin and say, “Yes, safe hands—they’re on the desk, keeping them to yourself.”
4. Teacher: “Now it’s your turn. When I put this timer on, you’ll have 30 seconds to look at each card and decide. Got it?”
5. Start the timer, hand the deck to the student, and say: “Go ahead—sort the first card.”• If correct: “Great job! That was a safe hand.”
   • If incorrect: “Let’s look again. Hands to yourself means on your body or in your lap. Try that card again.”
6. After every five correctly sorted cards, offer a sticker and say: “High five! You sorted five in a row.”
7. Continue until all cards are sorted or 20 minutes have passed.

3. Cool-Down (5 minutes)

Teacher: “Let’s turn off the timer and sit back down. You did fantastic sorting today!”

1. Ask: “What does ‘hands to yourself’ mean?”
   
   
   
   
   
   
2. Wait for response. Provide praise: “Exactly—that’s right!”
3. Ask: “Why do we keep our hands to ourselves in class?”
   
   
   
   
   
   
4. Wait for response. Then summarize: “Keeping hands to ourselves helps everyone feel safe and lets us learn.”
5. Give a final sticker: “You were amazing today practicing safe hands!”

Great work following this script! Be sure to note how the student responds to adjust pacing and reinforcement as needed.

Session 2 Teacher Script

Total Time: 30 minutes

1. Warm-Up (5 minutes)

Teacher: “Welcome back! Today we’re going to practice our safe hands again. Let’s look at some pictures.”

1. Hold up one card from Safe Hands Visual Cards.
   Teacher: “Safe hands or not safe hands?”

1. Wait for student’s answer.
   Teacher: “Yes! That’s safe hands because the hands stay on the body.”
   Give praise and a sticker: “Great job!”
2. Repeat with 2–3 more visual cards, each time asking, “Safe hands or not safe hands?” and celebrating correct answers with enthusiastic praise and a sticker.

Teacher: “Remember, safe hands means we keep our hands to ourselves or on our own body.”

2. Main Activity: Scenario Practice (20 minutes)

Teacher: “Now we will practice with real-life situations. We’ll draw a card, decide if it’s safe hands, and then act out the safe choice.”

Modeling One Turn

1. Draw one card from Safe Hands Scenario Cards.
   Teacher (reading): “You’re sitting next to a friend and you want their crayon.”
2. Teacher: “Is it safe to just grab the crayon? Or what could we do instead?”
   • If student says “grab,” respond: “That would be not safe hands because we are taking from someone else.”
   • Guide to safe choice: “We can ask, ‘May I please borrow your crayon?’”
3. Sort the card into the “Not Safe” bin first, then show moving it to “Safe” when you role-play the ask.
   Teacher: “Great! Asking politely is safe hands.”

Student’s Turns

1. Teacher: “Now it’s your turn. I’ll set the timer for 30 seconds each.”
   Set timer to 30 seconds.
2. Student draws the next scenario card, reads or listens as you read, then says:
   • “Safe hands” or “Not safe hands.”
   • Sorts into the correct bin.
   • Role-plays the safe choice (if needed, teacher prompts: “Show me how you’d do that.”)
3. Provide immediate feedback:
   • If correct: “Excellent—safe hands!”
   • If incorrect: “Let’s think again. Hands to yourself means we don’t grab. How can we ask?”
4. After every three correct sorts and role-plays, hand over a sticker and say:
   “Awesome work! Three safe choices in a row!”
5. Continue until all scenario cards are used or 20 minutes are up.

3. Cool-Down (5 minutes)

Teacher: “Time’s up—great job today!”

1. Ask: “Which scenario was easiest for you? Why?”

1. Wait for response and praise: “I love that answer!”
2. Ask: “How will you remember to keep your hands safe tomorrow?”

1. Wait for response. Summarize:
   Teacher: “Using safe hands helps everyone learn and feel happy.”
2. Hand the final sticker and say:
   Teacher: “You were amazing practicing safe hands today—well done!”

Keep using this language and these steps to help the student generalize safe-hand habits to daily routines.

Session 1 Warm-Up

Time: 5 minutes

1. Invite the student to sit with you at a small table or comfortable spot. Place the Safe Hands Visual Cards face-up in a stack.
2. Teacher: “Today we’re going to look at some pictures of hands and decide if they’re safe hands or not safe hands. Remember, safe hands means we keep our hands on our own body or in our lap.”
3. Show the first card and ask:
   Teacher: “Hands to yourself? Is this safe hands or not safe hands?”
   
   
   
   
   
   
   • Wait for the student’s response.
   
   
   • If correct: “Yes, that’s safe hands!”
   Give enthusiastic praise and hand over one sticker.
   
   
   • If incorrect: “Let’s look again. Where are the hands? Are they on the person’s body or touching someone else?”
   Model the correct answer and then give praise.
4. Repeat step 3 with 3 more visual cards, celebrating each correct response with praise and a sticker. Aim for 4 total cards.
5. Wrap up:
   Teacher: “You did great! What does safe hands mean?”
   
   
   
   
   
   
   • Wait for the student’s answer.
   • Praise: “Exactly! Safe hands means we keep our hands to ourselves.”
6. Final praise and sticker: “Awesome job warming up our safe-hands game!”

Session 1 Sorting Activity

Time: 20 minutes

1. Setup (2 minutes)
   • Place two bins on the table labeled Safe and Not Safe.
   • Put the shuffled stack of Safe Hands Sorting Cards face down next to the bins.
   • Keep your timer and stickers within reach.
2. Explain the Task (1 minute)
   Teacher: “We are going to sort these cards. If the picture shows a safe way to use your hands, put it in the Safe bin. If it shows hands touching or grabbing someone or something that’s not okay, put it in the Not Safe bin. Ready?”
3. Model One Example (2 minutes)
   • Draw the top card and hold it up for the student to see.
   • Teacher: “This card shows hands gently on a desk. Is this Safe or Not Safe?”
   • Place the card in the Safe bin and explain briefly: “Yes, it’s safe because the hands stay on your own body or your area.”
4. Student Sorting with Timer (12 minutes)
   • Teacher: “Now it’s your turn. I’ll set the timer for 30 seconds per card. When the timer beeps, sort the card into one of the bins and tell me why.”
   • Start the timer, hand the deck to the student, and say: “Go ahead—sort the first card.”
   • For each card:
     • If correct: “Great job—safe hands!” and give praise.
     • If incorrect: “Let’s look again. Hands to yourself means keeping them on your body. Try that card again.”
   • After every five correctly sorted cards, give a sticker and say: “Awesome—five in a row!”
   • Continue until all cards are sorted or 12 minutes have passed.
5. Quick Reflection (3 minutes)
   • Gather any cards the student found tricky and lay them out.
   • Teacher: “Pick one card you found tricky and tell me why it’s safe or not safe.”
     Student Response:
     
     
     
   • Teacher: “Exactly! That shows you’re thinking about safe hands.”
6. Wrap-Up Transition (1 minute)
   • Teacher: “You did fantastic sorting safe and not safe hands today. Let’s get ready for our cool-down!”

Teacher Notes:

• Note any cards the student sorted incorrectly to review next session.
• Adjust timer length if 30 seconds is too long or too short for the student’s pace.
• Use enthusiastic praise and stickers to keep motivation high.

Session 1 Cool-Down

Time: 5 minutes

1. Invite the student to sit back down with you and put away the sorting materials.
2. Reflection Question 1:
   Teacher: “What does hands to yourself mean?”
   Student Response:
   
   
   
   Teacher: “Exactly! It means we keep our hands on our own body or in our lap.”
3. Reflection Question 2:
   Teacher: “Why do we keep our hands to ourselves in class?”
   Student Response:
   
   
   
   Teacher: “Right—that helps everyone feel safe and lets us learn.”
4. Summarize and Praise:
   Teacher: “Keeping hands to ourselves helps everyone feel calm, safe, and ready to learn.”
5. Final Reward:
   • Give the student one last sticker and say: “You did an amazing job practicing safe hands today—great work!”

Session 2 Warm-Up

Time: 5 minutes

1. Invite the student to sit with you at your usual spot. Place the Safe Hands Visual Cards face-up in a small stack.
2. Teacher: “Today we’re going to warm up our safe hands practice again! I’ll show you a picture and you tell me ‘Safe hands’ or ‘Not safe hands.’ Ready?”
3. Show the first card and ask:
   Teacher: “Safe hands or not safe hands?”
   Student Response:
   
   
   
   • If correct: “Yes—that’s safe hands! Great job.”
   Give praise and one sticker.
   • If incorrect: “Let’s look again. Where are the hands? Are they on the person’s body or touching someone else?”
   Model the correct answer and then praise.
4. Repeat with 2 more visual cards (for a total of 3), each time asking “Safe hands or not safe hands?” and celebrating correct answers with praise and a sticker.
5. Wrap up:
   Teacher: “What does safe hands mean?”
   Student Response:
   
   
   
   Teacher: “Exactly! Safe hands means we keep our hands to ourselves or on our own body.”
   Final praise and sticker: “Awesome work warming up our safe-hands game!”

Session 2 Scenario Activity

Time: 20 minutes

1. Setup (2 minutes)
   • Place two bins on the table labeled Safe and Not Safe.
   • Have the basket of shuffled Safe Hands Scenario Cards next to the bins.
   • Keep your timer and stickers at hand.
2. Explain the Task (2 minutes)
   Teacher: “We’re going to pick a real-life classroom scenario and decide if the hand action is safe or not safe. Then we’ll practice the safe choice.”
3. Model One Example (4 minutes)
   • Draw the top scenario card and read it aloud.
     Teacher (reading): “You’re sitting next to a friend and you want their crayon.”
   • Teacher: “Is grabbing their crayon a safe choice? Or what could we do instead?”
   • Place the card in the Not Safe bin and explain: “That would be not safe because we’re taking without asking.”
   • Then move the card to Safe, and role-play asking: “May I please borrow your crayon?”
     Teacher: “Great! Asking politely is safe hands.”
   • Give a sticker and say: “Awesome safe choice!”
4. Student Role-Play with Timer (10 minutes)
   • Teacher: “Now it’s your turn. You’ll have 30 seconds each.”
     Set timer to 30 seconds.
   • Student draws a scenario card, listens or reads, then:
     • Says “Safe hands” or “Not safe hands”.
     • Sorts the card into the correct bin.
     • Role-plays the safe response (e.g., “May I please...?”).
     • Explains briefly why it’s safe or not safe.
     Student Response:
     
     
     
   • Teacher provides feedback:
     • If correct: “Excellent—safe hands!”
     • If incorrect: “Let’s think again. How can we keep hands to ourselves?”
   • After every three correct sorts and role-plays, give a sticker and say: “Three safe choices in a row—great job!”
   • Continue until all cards are used or 10 minutes have passed.
5. Reflection & Wrap-Up (2 minutes)
   • Lay out two of the student’s favorite scenario cards.
   • Teacher: “Pick one and tell me why it was easy or tricky.”
     Student Response:
     
     
     
     
     
     
   • Teacher: “Fantastic thinking!”
   • Teacher: “How will you remember to keep your hands safe tomorrow?”
     Student Response:
     
     
     
     
     
     
   • Summarize: “Using safe hands helps everyone learn and feel happy.”
   • Give a final sticker: “You did amazing today with safe hands—well done!”

Teacher Notes:

• Observe any scenarios the student found challenging to review next time.
• Adjust timer durations based on pacing.
• Continue using positive praise and stickers to reinforce safe-hands habits.

Session 2 Cool-Down

Time: 5 minutes

1. Invite the student to sit back down with you and put away the scenario materials.
2. Reflection Question 1:
   Teacher: “Which scenario was easiest for you? Why?”
   Student Response:
   
   
   
   
   
   
   Teacher: “I love hearing that!”
3. Reflection Question 2:
   Teacher: “How will you remember to keep your hands safe tomorrow?”
   Student Response:
   
   
   
   
   
   
   Teacher: “Great ideas—those will help you keep safe hands!”
4. Summarize and Praise:
   Teacher: “Using safe hands helps everyone learn and feel happy. You did an amazing job today!”
5. Final Reward:
   • Give the student one last sticker and say: “Excellent work practicing safe hands—well done!”