How to Teach Kids to Be Accountable: A Grade 1 SEL Lesson

First graders need to learn not to blame others for their negative actions. They must develop a sense of ownership over their behavior as early as now. By being accountable, they can begin to view their mistakes as learning opportunities and make appropriate changes to their decisions in the future. Additionally, they can foster positive social interactions, where conflicts are approached with empathy rather than blame and shame.

In the Positive Action SEL curriculum, accepting responsibility for one’s actions is considered integral to practicing self-honesty, a positive action that makes one feel good about oneself. This SEL lesson reinforces previous discussions on refusing to play the blame game. Central to it is a story about the Pastorinis, a family known for their voracious appetite for peanut butter.

The Pastorinis family is in a peculiar situation — their peanut butter supply has vanished. What unfolds is a tale of accusations and finger-pointing as each family member attempts to distance themselves from the perceived guilt. The atmosphere becomes tense as claims of consuming mere thousands of peanut butter sandwiches versus devouring more are exchanged.

The turning point comes when the grandfather steps forward and admits that he used the last of the peanut butter for a single sandwich. With his admission, a domino effect begins. Each family member starts to acknowledge their overindulgence. In the end, the mother points out that they all share the blame. She quips about the need to purchase another million gallons of peanut butter.

After the story, the lesson progresses to a guided discussion, exploring the shift from blame to responsibility. The teacher prompts Grade 1 students to consider how embracing personal responsibility can transform a situation. When one accepts responsibility for one’s actions and refuses to shift blame, others are likelier to follow suit. This cascade of accountability leads to more honest conversations and smoother problem-solving. Ultimately, it makes everyone involved feel good about themselves.

Following the discussion, the teacher employs two recurring puppet characters, Positive Pat and Negative Ned, representing responsible and evasive attitudes, respectively. These characters alternate in providing statements, prompting students to react with a thumbs-up or thumbs-down based on whether they are embracing or shirking responsibility. This tangible representation amplifies the dichotomy between these contrasting approaches, making it easier for students to internalize the lesson concepts.

In pursuit of deeper comprehension, the students are invited to share instances from their own lives where acknowledging responsibility can be crucial. Guided by their teacher, the students go through the Positive Thoughts-Actions-Feelings Circle that comes with practicing self-honesty and self-responsibility.

Responsibility acceptance isn't just about fixing mistakes; it offers a clean slate, a chance to tread a different path. By refraining from blame-shifting and confronting their actions head-on, individuals cultivate self-honesty and open doors for better communication and collective growth.