SECOND STEP E-Newsletter
January 2011
Trouble in the Barkers’ Class
By Tomie dePaola
Reading Level: Kindergarten to Grade 2
Being the new kid in class is never easy. The children (puppies, that is) in Morgie and Moffie Barkers’ classroom are excited to help new student Carole Anne feel welcome. They make plans to include her and bring books and toys to share with her. But from the moment Carole Anne arrives, she spurns all gestures of friendship, going so far as to throw down the card Morgie Barker has made for her, shove her way to the front of the recess line, and mock Morgie when he tries to show her his toy dinosaur: “You bring your dolls to school?...What a BABY.” The children are baffled. It isn’t until Morgie bumps into his disagreeable classmate in the park over the weekend that he gains insight into Carole Anne’s behavior, and helps her get a fresh start.
Although Tomie dePaola’s story simplifies the solution, giving a remorseful Carole Anne the voice and perspective of a much more mature pup (“...I was afraid no one would like me. I thought I had to push and shove and cut into line so I wouldn’t be last. I called you names before you could call me names.”), children will likely grasp the message at their own level: It’s hard to be new. Sometimes we act out when we are scared.
Social and Emotional Lessons in Trouble in the Barkers’ Class
The most realistic aspect of Trouble in the Barkers’ Class is the way the children handle the bullying. The Barker twins and their classmates initially use excellent friendship skills to reach out to Carole Anne. When she snubs and even lashes out at them, Morgie and Moffie tell their parents, who suggest they go to their teacher. Since they don’t want to be “tattletales,” the children try another approach: ignoring Carole Anne. Finally, when the teacher picks up on what’s going on in her class, she asks for both perspectives, then suggests that everyone think about the situation over the weekend.
The scenario in the Barkers’ classroom is very common, as teachers know. Although Carole Anne was experiencing one kind of problem, and her classmates another, everyone might have benefited from a walk through the SECOND STEP problem-solving steps. For readers, it’s not too late to try! Teachers can divide the classroom into two groups. One group can work through How to Solve Problems for Carole Anne, and the other can do the same for the Barkers and their friends:
- What is the problem?
- What are some solutions?
- For each solution, ask yourself:
- Is it safe?
- How might people feel about it?
- Is it fair?
- Will it work?
- Choose a solution and use it.
- Is it working?
- If not, what can I do now?
Once the two sections have come up with some ideas, the class should regroup to discuss whether the two sets of solutions can work together. Younger students will need to work through the steps with the teacher.
Note to teachers: At least one line in the book may be especially offensive for the age level of readers: “Get it yourself, stupid.” Although this can be used as a stepping-off point for discussions about inappropriate language and name calling, some teachers may want to edit their read-aloud.
