Click with Kindness

Step 1: Engage (Goal: Spark curiosity and establish relevance)

• Introduce the project objectives to the students, ensuring they understand the goals and purpose.
• Start with an icebreaker activity that allows students to introduce themselves to their international peers, using the project’s board section.
• Start with a meaningful story. Present the following case as an example to reflect on online disagreements:
• Two groups of students—one from Brazil and one from Canada—were working together on an environmental project. The Brazilian team suggested using digital posters and wrote in the group chat: “Our idea is much better, faster, and clearer.” The Canadian group felt offended and replied: “Your idea lacks creativity.” This led to misunderstandings and tension. Later, during a video call, they realized that no one intended to be rude, but they hadn’t been careful with their words.
• Discuss the situation with students:

1. What went wrong in the communication?
2. How did the students on both sides feel?
3. What words could have been used instead?
4. Use the guiding question: “How do we show kindness online through our words?”

• Connect the topic to their personal experiences. Ask students to draw or describe a time when they felt misunderstood or supported in an online interaction (e.g., social media, messaging apps, gaming, or virtual classes).
• Have students upload their drawings or reflections to the project’s Board section to begin building empathy and connection with other classes.

Step 2: Explore (Goal: Encourage inquiry and cultural comparison)

• Each class creates a simple image (poster or slide) that shows:

1. Their favorite apps or online platforms.
2. How students usually communicate online (e.g., emojis, slang, abbreviations).
3. A friendly phrase they use to introduce themselves online.

• Share the image on the project board and kindly react to the posts shared by the partner class.
• In class, present 2 or 3 sample online messages, such as:

1. “Fine, do whatever you want.”
2. “Wow! That’s your idea?”

• Ask students:

1. What do these messages mean?
2. How could they sound rude or respectful?

• Use emojis or tone of voice to explore how the meaning can change depending on how the message is delivered.
• Encourage reflection on what has been learned with questions such as:

1. What have we discovered about tone and emotions in online communication?
2. How can we be more mindful and careful when choosing our words online?

• Invite students to share their answers on the project board so that their international peers can read, reflect, and discuss the topic.

Step 3: Explain (Goal: Deepen understanding and formalize learning)

• Introduction of key concepts. Explain these three important ideas for digital communication in a simple and student-friendly way:
• Disinformation. When incorrect or false information is shared without checking the facts. This can confuse others or even cause harm.
• Digital tone. The way a message can be interpreted depending on the words used, punctuation, or even emojis. The same message can sound kind, neutral, or rude depending on how it’s written.
• Emotive language. Words or phrases that express strong emotions (positive or negative). These can influence how a message is understood and how it makes others feel.
• Analyzing short online messages. Present students with a variety of short messages (real or fictional). Examples:

1. “You messed up again?”
2. “Thanks for trying — we can improve together!”
3. “That’s false, everyone knows it doesn’t work like that.”

• Ask students to evaluate and classify each message:

1. Is it respectful?
2. Is it helpful or unnecessary?
3. Could it be misleading or confusing?

• Exploring the concept of “digital empathy”. Introduce the term and ask:

1. What does it mean to show empathy when communicating online?
2. Why is it important to consider how the other person might feel?

• Group discussion. What does respectful behavior online look like? You can post the question on the project board.

1. Guide students to co-create a definition of respectful online behavior.
2. Encourage them to give specific examples of respectful and disrespectful interactions.

Step 4: Elaborate (Goal: Apply learning in creative ways)

• In small groups, students create a short comic that illustrates an example of positive digital communication.
• The dialogue should include:
• Respectful language
• A positive tone
• Conflict resolution or clarification
• Empathy between characters
• Final comics are uploaded to the project board.
• Partner classes are encouraged to view, comment on, and react to each other’s work.
• This exchange helps reinforce key messages and builds a shared understanding of what respectful communication looks like online.
• Optional. If time allows, students can also create:

1. Short TikTok-style videos promoting positive digital behavior
2. Memes that share messages about kindness, empathy, or thoughtful language online
3. These can be shared on the board as well, either as a complement to the comic or as a separate activity.

Step 5: Evaluate (Goal: Reflect on learning and impact)

• Organize a video call where both classes can:

1. Share what they learned during the project
2. Reflect on how their thinking about online communication has changed
3. Highlight the most valuable parts of working together

• Teachers guide a short session where students give respectful, constructive feedback on each other’s comics, videos, or memes.
• Use helpful sentence starters such as:

1. “I liked it because…”
2. “One thing you could improve is…”
3. “This message made me think about…”

• Together, both classes write and present a brief “Global Commitment for Respectful Voices Online.”

1. Students sign it digitally or add avatars/usernames to show their support.
2. The final version is posted on the project board as a symbolic closure.

• Final activity in class. Each student completes a short digital journal or portfolio reflecting on their experience:

1. How did I think about online expression before the project?
2. What changed in how I communicate now?
3. What is the most important thing I learned?

They may include text, drawings, emojis, or quotes that summarize their personal journey.

Assessment and reflection  ✍️

• Use rubrics to assess:
• Participation: Consistency and quality of engagement in activities and discussions.
• Collaboration: Ability to work respectfully in teams and with international peers.
• Final Product: Clarity, creativity, and effectiveness of the comic, video, or meme in promoting respectful digital communication.
• Digital Behavior: Evidence of empathy, respect, and appropriate tone in online interactions.
• Ask students to respond to 2–3 of these prompts (written or digital):

1. What surprised you most during this project?
2. How has your way of communicating online changed?
3. How will you use these skills in your everyday life?
4. Why is it important to check if news is real?
5. What does digital empathy mean to you now?

• Provide a short checklist or form for students to evaluate:
• Themselves:

1. I contributed to my team’s work.
2. I communicated respectfully online.
3. I listened to others’ ideas.

• A peer’s work:

1. One thing I liked about your project was…
2. One idea for improvement is…

Teacher tips 💡

• Foster a safe and inclusive learning environment that values diverse perspectives and experiences.
• Provide clear guidelines and expectations for respectful communication and collaboration. We suggest you review the coexistence policies of Class2Class.org.
• Facilitate the formation of diverse international teams, ensuring a mix of skills, backgrounds, and perspectives.
• Provide scaffolding and support throughout the research and action planning process, offering guidance and resources as needed.
• Encourage student agency and ownership of their learning, allowing them to drive the direction of their projects. 
• Celebrate student achievements and facilitate meaningful reflection on their growth and the impact of their actions.

Empowering students to “voice their opinion respectfully” is not only a digital skill—it’s a civic responsibility. This project gives young learners the chance to become digital changemakers who use technology to unite, not divide. By implementing this project, you help your students—and yourself—become part of a global movement for more mindful, respectful online spaces.