Offering Peer Assistance


Students in this class frequently practice strategies to support social-emotional well-being and they spend a lot of time building their class community. The teacher encourages increasing independence and interdependence; children have frequent opportunities to  solve their own problems, with support as needed. They have also learned about zones of regulation. The following observation notes focus on one of the children.


Student Interview 1

(A teacher observes S talking to another student and a teacher and decides to ask S about the conversation.)

  • Teacher: I saw you talking with the teacher. I see X over here, too. Can you tell me what you said?
  • Student: I told her that X was in the “blue zone.”
  • Teacher: So, you were playing, and you saw X. How did you know he was in the “blue zone?
  • Student: ’Cause he had his arms around his legs and his head facing to his knees.
  • Teacher: Yeah, that does sound like the “blue zone.” Did you say anything to X?
  • Student: I tried to say, “X what’s the matter?” and he didn’t answer me.
  • Teacher: So, then you knew that was a problem?
  • Student: mhmm
  • Teacher: And you went and found the teacher?
  • Student: mhmm
  • Teacher: Well there’s a thoughtful friend right there! [high five] Are you playing with X or did you just notice it while you were playing?
  • Student: I just noticed while I was playing.
  • Teacher: Thanks S!
  • Student: Y’welcome


Student Interview 2

(Conversation between teacher and the same student, after the teacher noticed S intervening when two other children had a conflict.)

  • Teacher:  You were there when C was having a hard time listening to D. I saw that you went over to talk to him. What did you say?
  • Student: I said if D says "no" you have to listen and you can ask maybe the whole class if they want to play the game. If they don’t want to maybe he could put it away and play something else. Like the game family.
  • Teacher: Lots of great ideas! Why did you decide to do that?
  • Student: So, then there wouldn’t be that much problems with C and D.
  • Teacher: Why did you think that was important to do?
  • Student: So, then you can do your work and C can concentrate on listening.


Profile Analysis

Conscience et responsabilité sociales

Conscience de soi et responsabilité personnelle

Conscience de soi et responsabilité personnelle