Respectful Riders
Lore Elementary School

Time is provided every few weeks for classes to separate into groups based on each bus community. For example, all students that ride bus #1 meet together, etc. Community members are involved in the meeting and include teachers, school crossing guards, and bus drivers. The Responsive Classroom ideology promotes shared knowledge and ownership of personal behavior, which is why it is important for all community members to partake in the bus community meetings. Students and community members will work together with the shared goal of improving the outcome of respectful behaviors while riding the school bus.

  • discuss ways to respect people and materials on the bus
  • list ways in which to keep ourselves and others safe
  • describe ways in which to encourage good choices on the bus
  • compare/contrast ways to respect others and our environment
  • reflect/discuss changes to make that will improve our personal respect and responsibility on the buslist
  • chart paper for morning message
  • prepared phrases on sentence strips (see Lore Sentence Strips)
  • T-chart
  • praise sticker
  • tape/glue stick

  1. Greeting:  Stress the importance of learning names on our buses so that it can promote a friendlier environment for riders.  Students greet one another by introducing themselves and stating one thing they need to bring on the bus each morning to be prepared for the school day.  (e.g, book bag, pencils, homework, listening ears, good attitudes, etc.) -- * Different variations can be modeled after the activity “We’re Going on a Picnic”.  Students must recall and restate previously mentioned items in the order they stated.
  2. Message:  Teacher reads the following message to the bus community and fosters a discussion of respectful behavior.* Different variations can include choral reading or student volunteer directed. Create a T-chart with the headings “respect the environment” and “respect each other.”



Dear Respectful Riders,

Today we will be spending time getting to know each other and working on improving our bus

experiences.  Let’s discuss things we do to respect our environment and each other on the bus.

Who do you notice modeling these behaviors?  How can we all improve as a bus community?

Love, Your Bus Community Teachers


  1. Activity:  Distribute prepared sentence strips that describe respectful behavior.  Students work with partners or small groups to discuss if the description fits in the category of “respect the environment” or “respect each other”.  After, partners or small groups read their sentence strip aloud and describe which category it best fits under.  Students then glue/tape the sentence strip under the corresponding category in the morning message’s T-chart.  *Different variation might include a more teacher directed presentation of each sentence strip and then foster discussion.


Share:  After discussing respectful bus behavior, students reflect on students who model these positive behaviors.  After think time, students volunteer to state the name and behavior of a fellow respectful rider.  The volunteers who share aloud present the respectful rider with a “praise sticker” so that he/she may stand out as a role model.  The entire bus community then discusses changes that can be made on a personal or group level in order to improve the respectful behaviors exhibited on the bus.  Teachers take note of the improvement goals to be made so that they can be reflected upon during the next bus community meeting. *Different variations might include having the bus driver state a specific behavior that helps the bus community stay safe.  Students can then think of the more specific behavior and who models it before commenting to the group.
During group discussions and categorizing respectful behaviors on the T-chart, teachers can assess if students comprehend the concept of identifying specific respectful behavior.  Therefore, the accurately completed T-chart and student responses are key to formative assessment.  Teachers/bus community members and riders can assess their own improvement of exhibiting positive behaviors during the next bus community meeting in which we will compare our behavior goals to the current respectful climate on the bus.