Comprehensive Etiquette Curriculum for Children K-12
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
- Benjamin Franklin
"Rich or poor, privileged or disadvantaged, every child deserve the chance to excel beyond all expectations. Our goal is to touch one life at a time, so they, in turn, can transform the world!"
OUR INSTRUCTIONAL MODEL:
New York Media About Etiquette Outreach
Our Ready-to-teach products:
Purchase our best-selling PowerPoint Presentations, with a complete lesson plan, step-by-step instructor's guide on how to teach and present these programs.
Book review in PDF: Review/Golden-Rules-Etiquette-sample.pdf
This class is intended to heighten students' awareness and appreciation of basic table manners and dining skills in the context of their daily lives. The goal is to introduce all basic elements: history of etiquette, proper introductions, handshake, basic telephone skills, table-setting chart, tableware, utensils, use of a napkin, different dining styles (American and European), "resting and finished positions" and an entertaining etiquette quiz of dos and don'ts of table manners.
If you would like to purchase our PowerPoint Presentation along with Instructor's guide and Lesson plan, please contact our office at (917) 951-9895 for more information.
Recommended to all beginners. Length: 90 minutes.
Audience size: 30 - 50 participants.
CHARACTER EDUCATION (Ages 9 +)
This second class in basic behavioral skills introduces the building blocks of character (integrity, honesty, responsibility, respect, kindness, compassion, loyalty, self-esteem, etc.), appropriate behavior, and public conduct. Students are actively engaged in role-playing, cooperative activities, and groups discussions related to their school and real-life situations.
Recommended for students as a follow-up class to Introductory Etiquette. Length: 120 minutes. Audience size: 30- 50 participants.
LEADERSHIP AND ESSENTIAL LIFE SKILLS FOR CHILDREN (ages 11 +)
Business and leadership skills are essential for success. These skills are greatly needed when applying for summer jobs, summer internships, school interviews, and college applications.
The content was created to teach participants the fundamentals of leadership skills: personal responsibility, civil public behavior, goal-setting, first impressions, proper introductions, first resume, first job interview, appropriate dress, power of handshaking, grown-up conduct, froms of address, cell phone etiquette, conflict resolution, school etiquette, dining etiquette, use of utensils, and overall dining skills.
Recommended for students, ages 11 and up. It's a Power Point presentation. Length: 90 minutes. Audience size: 30-60 participants.
GRADUATION AND SPECIAL OCCASION ETIQUETTE (Ages 15+)
Students learn what to expect and how to behave at any social event with parents, teachers, guests and friends at the graduations, weddings, bar and bat mitzvahs, and first communions.
Included are formal invitations, R.S.V.P., formal and informal table setting, name cards, gift giving, receiving line, menu, toasting, do's and don'ts of special occasions, thank-you notes.
Recommended for all ages. It's a Power Point Presentation. Audience size: 35 students.
Length: 90 minutes.
SOCIAL SKILLS AND CONFLICT RESOLUTION ( ages 10 +)
In the fun, relaxing environment of the "social skills class" students practice their "occasion-appropriate" behavior and learn new social skills, basic etiquette, and role-playing exercises (how to be a host/hostess, how to accept/give compliments, how to deliver apology, how to write a thank-you note, basic steps to conflict resolution, and more). All classes are filled with role-playing activities, group discussions, and active written/verbal assignments.
Students learn in incremental steps all essential elements of social interactions: respect for self and others, importance of apology, responsibility, conflict resolution, possitive body language, appropriate tonality, verbal response.
Audience: 30 participants. Length: 90 minutes
Social and Emotional Development in Children, ages 6 and up
"The process of moral development and decision making are neither simple or straightforward." (Psychologists Wainryb and Turiel 1993).
Character Education is a general term that is used to define the teaching of character. In the past, this term included social, emotional development, as well as moral and value instruction, life-skills training, moral reasoning, conflict resolution, and general etiquette. As of today, there are hundreds of character education programs -- some commercial and some non-profit. Each program, however, must have its' mission, goals, core values, assessment, and proper evaluation. Often, school counselors implement their own version of character education, however, a large growing number of trained psychologists is offering their professional support in putting those programs into action in their local communities and schools.
Our unique Character Education program is a series of sessions created to instill core values (honesty, justice, integrity, equality, empathy, leadership, kindness, courage, etc.) has been presented to dozens of schools in New York City and the tri-state area since 2000. The reason that our program is effective because it involves learners in setting the agenda, it utilizes parental and community support, and promotes pro-social behavior. We offer on-site, off-site training, and one follow up, complimentary session for our clients -- in their schools (private, public, charter, or empowerment).
To find out more about our program, please email your inquiry to our office. See email contact information below.
Review from our trainee:
What is Service-Learning? .
To facilitate a rewarding service experience for students that will offer life skills and meaning, we have extended our character-education program for schools to include the service-learning component. This program focuses on different stages of service learning -- from serving to encouraging, empowering, and experiencing. Such service-learning experiences have been shown to enhance self-esteem, personal competence, and social responsibility for others. Students are carefully guided to understand their role in the community and how to connect their skills to a real-life experience.
Why teach Character Education in our Schools?
Parental Advice: How to Deal with Marijuana Use in Teens
Understanding and reacting appropriately to teen marijuana use is a gray area for many parents, as every case is different. However, the following set of general guidelines was designed to equip you with the tools for success based on a developmental psychological perspective. It is imperative that you as parents understand the teenage mindset in order to react appropriately to this grave parenting issue. By displaying strong family etiquette (that is, responding with tact, emotional self-control, respect, forethought), you are not only acting productively in the face of a volatile situation, but also setting a positive example, of good social-and-emotional coping skills.
1. Appreciate the important of this matter. Because adolescence is a critical period of development, teenagers have been shown to be especially susceptible to the toxic influence of marijuana.1 The main effects of teen marijuana use are: brain and cognitive deficits, social risk taking, and developmental as well as psychological problems. They say pick your battles…if you have to, pick this one!
2. Realize that the teenage brain is imbalanced. There is a fine line between biology and breaking the rules that parents tend to overlook. At this stage in human development, the teen brain is still growing and maturing. While the cognitive-control network develops slowly, the socio-emotional network undergoes a series of rapid changes. As a result, control over impulsivity, pubertal urges, desire, reasoning and rational decision-making is prone to disappear. This leads torisk taking, rebel behavior, experimentation and sensation seeking (like teen marijuana use). Hence, it is unfair to expect adolescents to have an adult level ofemotional intelligence or insight into their choices before their brains are done being built.
3. See but don’t agree. With a most vulnerable population willfully choosing to put their well-being—as much as their young futures—in danger, you wonder WHY. The predominant reason that most adolescents use marijuana is to experience a high: mild euphoria, relaxation, and sensuous intensification of ordinary experiences such as eating, watching movies, listening to music, and engaging in sex.2 This drug can induce a rather surreal state of mind, even act as an anodyne to real-life circumstances. Because the young brain is biologically prone to seek immediate gratification, many adolescents report smoking to “escape” distress and teenage turmoil. This habit is known as self-medication, describable as playing WITH FIRE. Research has shown that self-medication may contribute to continued and escalated usage, drug acceptance and related deviance. (This includes anti-social rebel behavior such as rejecting school and loosening ties to other social forces that protect against drug use).3 Essentially, teenagers modify their attitudes to fit their behavior, a slippery slope.
4. Consider how your teen is feeling emotionally (that is, overwhelmed, confused, drained, exhausted). Hormonal changes make the teen brain highly reactive to emotional arousal (for example, incidents of peer pressure, arguing, social and relationship excitement). Adolescents are charged by feelings, which compromises their ability to self-regulate and competently moderate risk. Remember that you as parents are role models of self-control, and every day is a lesson to your teenager.
5. Deter your child with facts not feelings. In order to react appropriately at home, you must IMPERSONALIZE your child’s behavior. Rightfully, you may feel UPSET, ANGRY, DISAPPOINTED and/or DECEIVED, but before you start questioning where you went wrong, remember this is NOT about you as a parent. Your child is a developing adolescent whose mental functioning and behavior (however ill-thought-out) is textbook adolescent psychology. Overreacting is only counter-productive because it works against the goal of maintaining open communication with your child. Instead, treat teen marijuana use with wisdom,firm intolerance and appropriate consequences. (See our previous blog onCharacter Education for what and what not to teach).
6. Use your fine-tuned etiquette. Parents often times seek the “right” answer for handling family issues effectively and responsibly. Though every parent-teen relationship is highly personal in style, etiquette is an essential component ofcharacter education at home. In dealing with teen marijuana use, showrespect and integrity—your child will appreciate this at this time and even years later. This includes not only how you manage the situation within the walls of your own home, but also how you manage its breadth socially. By speaking to friends and family about your teen’s private life, you are liable to a number of unwanted side effects (for example, gossip, judgment, resentment from your child). Instead, it is advisable to be a TRUSTWORTHEY source of support that does not come with added stressors.
Overall, remember that adolescence is foremost a stage for growth in every aspect. It is your job, Mom and Dad, to give that growth direction and meaning. You have a right to be informed and, more importantly, to PROTECT your children!
If you think your teen may be smoking marijuana, refer to the Teen Marijuana Use Calculator, University of Maryland Medical System.