Tuesday, December 21, 2010
Merry Christmas
Students have been very generous this year. The school raised over 3,000 dollars. We were able to help several of our needy children.
Wednesday, November 10, 2010
Sunday, October 3, 2010
Attention Counselors
If you have a great guidance lesson that you have done with your students, please add it to this blog.
Wednesday, July 14, 2010
The Like Chair
The like chair is a single activity that can be used at anytime by students in grades k-6. It is designed to promote positive self-esteem and teach students how to receive compliments. The time to complete this lesson will vary according to how many students are in the room. Typically this lesson requires 45 minutes to deliver.
The activity
Tell the students that today we are going to do the like chair. Pick a chair or better yet a stool and tell the class that this is now the like chair, and place it in the front of the room. Explain to the students that each child will have a turn to sit on the like chair. While one of the students is sitting on the chair their classmates will raise their hands and wait to be called on by the student in the front of the room. When called upon the student will say a thing they like about the student sitting on the chair.
Before the activity starts explain to the students that only positive comments may be made today. Also tell the students that the person sitting in the chair should accept the comments with a simple thank you. Explain to the students that they should limit themselves to one comment for each student on the chair. If they have more nice things to say they can tell that person at some other time during the day.
Teachers and counselors are encouraged to participate in this activity. They may also raise their hands and tell each student what they like about them. Counselors and teachers may also sit on the like chair after the students have had a turn.
Some process questions that may be used following this activity are listed below.
1. How did you feel when sitting on the like chair and having your fellow classmates tell what they liked about you?
2. What other times or places during the day might you say nice things about people? (School, friends house, home, ect.)
3. What makes a good friend? (Invariably most of the students will use “you’re a good friend” as a compliment.
The activity
Tell the students that today we are going to do the like chair. Pick a chair or better yet a stool and tell the class that this is now the like chair, and place it in the front of the room. Explain to the students that each child will have a turn to sit on the like chair. While one of the students is sitting on the chair their classmates will raise their hands and wait to be called on by the student in the front of the room. When called upon the student will say a thing they like about the student sitting on the chair.
Before the activity starts explain to the students that only positive comments may be made today. Also tell the students that the person sitting in the chair should accept the comments with a simple thank you. Explain to the students that they should limit themselves to one comment for each student on the chair. If they have more nice things to say they can tell that person at some other time during the day.
Teachers and counselors are encouraged to participate in this activity. They may also raise their hands and tell each student what they like about them. Counselors and teachers may also sit on the like chair after the students have had a turn.
Some process questions that may be used following this activity are listed below.
1. How did you feel when sitting on the like chair and having your fellow classmates tell what they liked about you?
2. What other times or places during the day might you say nice things about people? (School, friends house, home, ect.)
3. What makes a good friend? (Invariably most of the students will use “you’re a good friend” as a compliment.
Don’t Laugh at Me
Don’t laugh at me is a series of classroom guidance lessons. It was developed by Don’t laugh at Me to discourage teasing in the schools. The series is designed for grades 2-5.
A typical lesson follows.
Opening
Begin by putting the following number ranges on the board; -5 to –2, -1 to1, and 2-5. Explain to the class that the numbers represent how they are feeling today. –5 is the worst day you could imagine, and 5 indicates the best day ever. Have the children put their heads down and ask for a show of hands on what category they would fit into today. Have the students raise their heads and talk about feelings and elicit words from the students that might fit into the categories. Explain that today the activity will be about put downs, and how they can make somebody feel like those words described in the –5 to-2 category.
Activity
Have the students get out something to draw and color with. Pass out a sheet of white paper to each student, and have him or her draw a large heart on the paper. Tell them to decorate the heart. Give them 5- 10 minutes to do this. When the time is up have them put their art supplies away, and tell the students you are going to read a short story to them. Tell them the story is about a boy named Pedro, and what happened to him one day. Explain to the students that each time Pedro gets put down they should tear their heart. Read the story The Torn Heart to the students. You may want to pause after each put down so the children have time to tear their hearts.
A typical lesson follows.
Opening
Begin by putting the following number ranges on the board; -5 to –2, -1 to1, and 2-5. Explain to the class that the numbers represent how they are feeling today. –5 is the worst day you could imagine, and 5 indicates the best day ever. Have the children put their heads down and ask for a show of hands on what category they would fit into today. Have the students raise their heads and talk about feelings and elicit words from the students that might fit into the categories. Explain that today the activity will be about put downs, and how they can make somebody feel like those words described in the –5 to-2 category.
Activity
Have the students get out something to draw and color with. Pass out a sheet of white paper to each student, and have him or her draw a large heart on the paper. Tell them to decorate the heart. Give them 5- 10 minutes to do this. When the time is up have them put their art supplies away, and tell the students you are going to read a short story to them. Tell them the story is about a boy named Pedro, and what happened to him one day. Explain to the students that each time Pedro gets put down they should tear their heart. Read the story The Torn Heart to the students. You may want to pause after each put down so the children have time to tear their hearts.
Successful Student
Objective: The student will identify past accomplishments and successes.
1. Discuss things the children have accomplished. Such as: Learning to ride a bike, learning to swim, or learning to spell or read.
2. Ask if these things were hard and how they felt knowing they did something that was hard.
3. Pass out construction paper, paste, and scissors. Have the student draw a large tree on a piece of construction paper. Then have them cut out leaves from another piece of construction paper. On the leaves, instruct the children to write a word or draw a picture of their accomplishments. Paste leaves on the tree.
4. Have the children draw clouds above the tree. In their clouds, have them write in words or draw symbols of things they would like to accomplish.
5. If time, ask children to share with the group.
1. Discuss things the children have accomplished. Such as: Learning to ride a bike, learning to swim, or learning to spell or read.
2. Ask if these things were hard and how they felt knowing they did something that was hard.
3. Pass out construction paper, paste, and scissors. Have the student draw a large tree on a piece of construction paper. Then have them cut out leaves from another piece of construction paper. On the leaves, instruct the children to write a word or draw a picture of their accomplishments. Paste leaves on the tree.
4. Have the children draw clouds above the tree. In their clouds, have them write in words or draw symbols of things they would like to accomplish.
5. If time, ask children to share with the group.
Wednesday, June 9, 2010
Self-Concept
Objectives: The student will develop an awareness of individual differences among people, i.e., a realization that no two people are exactly alike.
Directions:
1. Explain the rules of the game. The children will be told that they will take turns describing someone else in the class. It is often a good idea to have the child who is describing a classmate to close his eyes, to avoid the tendency to look at the person and not his or her clothing.
2. Encourage the children to mention other thinks such as what the person likes to do; his physical characteristics; what he does well, etc…Encourage the children to stress good or nice thinks about he person is helpful.
3. After the child has described someone else, he will open his eyes, and call on those who think they know who he was describing.
4. The child who guesses correctly will be next at describing another person.
Directions:
1. Explain the rules of the game. The children will be told that they will take turns describing someone else in the class. It is often a good idea to have the child who is describing a classmate to close his eyes, to avoid the tendency to look at the person and not his or her clothing.
2. Encourage the children to mention other thinks such as what the person likes to do; his physical characteristics; what he does well, etc…Encourage the children to stress good or nice thinks about he person is helpful.
3. After the child has described someone else, he will open his eyes, and call on those who think they know who he was describing.
4. The child who guesses correctly will be next at describing another person.
Reach for Your Dreams
Reach for Your Dreams is a serious of activities geared for use with elementary age children and their families. Reach for Your Dreams is a family activity book that contains a story line with corresponding activities. This program is designed to assist student recognition and development of their gifts, talents, dreams, and increase self-esteem. The thirty-six activities, along with the story line, provide opportunities for students to explore the areas of: self-discovery, communication skills, getting along, choices, exploring emotions, and recognizing dreams. Many of the activities are adaptable to be used within the classroom, small group settings, or in one-on-one meetings. Other activities require family involvement and include the parents in supporting their son or daughter’s growth.
Reach for Your Dreams was presented as a series of guidance lessons within fifth grade groups at Waseca Central Intermediate School. A variety of activities selected from the workbook were selected to help students identify their strengths, feelings, interests, and dreams. Careers are also explored. Each lesson is designed to be delivered within a 30-minute period. A typical lesson is as follows:
Description of Lesson (from the program) Lesson:
Exploring Emotions (Objective #5) First Activity
Materials Needed:
Reach for Your Dreams workbook, Lunch bags, Crayons or markers, Buttons, Yarn, Scissors, and Glue.
Activity:
Have students complete page 45 of the workbook labeled “I Feel ___ When . . . ” that allows students to identify ways they might feel in certain situations. Students are asked to circle the face that represents how they feel in each situation listed on the page. If students are not sure how they may feel in a certain situation, have them ask other members of the group how they think they would feel in that same situation. Discuss with students how there are no right or wrong answers. Also discuss with students how each of them is different and, therefore, they will react in a different way than other students might in the same situation. (10 minutes)
Next, have students create a bag puppet. Using the materials provided, instruct students to create a puppet that they feel represents them. Warn students that they have a short amount of time to create these puppets. Also inform students that they may add to their puppets at a later date. (5 minutes)
Using the puppets, have students choose one of the situations listed on either page 45 or page 46 of the workbook. Once the student has chosen a situation, have students use their puppets to act out the situation. Included in this role-play (using the puppets), students should show by using the puppet how they may feel in that situation. Students may enact each situation alone or you may divide the group into pairs. Another option with this activity is to have other situations not mentioned on pages 45 or 46. These extra situations should be written on a separate piece of paper. Student can then draw the situation that they have to share about. This may be shorter, however students are not allowed to share something they may relate to or that was a situation they experienced. (10 minutes)
In closing, process with students how it felt to share their feelings. It is also important to process with students what it means to have different feelings from others in reaction to similar situations. Another issue that students should discuss is the factors that influence how people might react to certain situations such as stress, amount of sleep, family situations, etc. (5 minutes)
Reach for Your Dreams was presented as a series of guidance lessons within fifth grade groups at Waseca Central Intermediate School. A variety of activities selected from the workbook were selected to help students identify their strengths, feelings, interests, and dreams. Careers are also explored. Each lesson is designed to be delivered within a 30-minute period. A typical lesson is as follows:
Description of Lesson (from the program) Lesson:
Exploring Emotions (Objective #5) First Activity
Materials Needed:
Reach for Your Dreams workbook, Lunch bags, Crayons or markers, Buttons, Yarn, Scissors, and Glue.
Activity:
Have students complete page 45 of the workbook labeled “I Feel ___ When . . . ” that allows students to identify ways they might feel in certain situations. Students are asked to circle the face that represents how they feel in each situation listed on the page. If students are not sure how they may feel in a certain situation, have them ask other members of the group how they think they would feel in that same situation. Discuss with students how there are no right or wrong answers. Also discuss with students how each of them is different and, therefore, they will react in a different way than other students might in the same situation. (10 minutes)
Next, have students create a bag puppet. Using the materials provided, instruct students to create a puppet that they feel represents them. Warn students that they have a short amount of time to create these puppets. Also inform students that they may add to their puppets at a later date. (5 minutes)
Using the puppets, have students choose one of the situations listed on either page 45 or page 46 of the workbook. Once the student has chosen a situation, have students use their puppets to act out the situation. Included in this role-play (using the puppets), students should show by using the puppet how they may feel in that situation. Students may enact each situation alone or you may divide the group into pairs. Another option with this activity is to have other situations not mentioned on pages 45 or 46. These extra situations should be written on a separate piece of paper. Student can then draw the situation that they have to share about. This may be shorter, however students are not allowed to share something they may relate to or that was a situation they experienced. (10 minutes)
In closing, process with students how it felt to share their feelings. It is also important to process with students what it means to have different feelings from others in reaction to similar situations. Another issue that students should discuss is the factors that influence how people might react to certain situations such as stress, amount of sleep, family situations, etc. (5 minutes)
Responsibility
Objectives: The student will become aware of consequences of inappropriate behavior.
Directions:
1. Put four sentences below on the board
2. Divide the class into four groups. Have each group draw a picture to show a consequence or behavior in one of the following situations. (Each group produces one picture.)
3. A little girl left her tricycle in the street when she finished playing.
4. A boy with a new bike was showing off by riding "no hand" down the street.
5. A boy talked back to his mom when she told him it was time to go to bed.
6. A child pushed another child out of his seat on the bus.
7. If time allows, role-play each situation.
Directions:
1. Put four sentences below on the board
2. Divide the class into four groups. Have each group draw a picture to show a consequence or behavior in one of the following situations. (Each group produces one picture.)
3. A little girl left her tricycle in the street when she finished playing.
4. A boy with a new bike was showing off by riding "no hand" down the street.
5. A boy talked back to his mom when she told him it was time to go to bed.
6. A child pushed another child out of his seat on the bus.
7. If time allows, role-play each situation.
Monday, May 3, 2010
The Fix-It Game
Practice desirable skills for interacting with and relating to others.
Objective:
Identify and describe that the ways in which something is said affects the way others feel.
Level: Grades l-5
Procedure:
1. Students to listen to the following statements one at a time and decide how the statements might make another person feel.
2. Students fix the statements by giving a more appropriate way to state the same message
3. Gimme some milk. (Ex. May I have some milk, please?)
4. Come on, stupid, you skipped my turn.
5. Hey, dumb-dumb, don’t you know that word?
6. Teacher, no way am I going to clean up that mess.
7. Mother, I’m not gonna take a bath in the middle of this T.V. program, and you can’t make me.
8. Get out of my way, fatso. I was here first.
9. I’m better than anyone else in this whole class, so I get to go first.
10. Discuss how people would react if you spoke to them in the above manner.
11. Talk about why it is important to use more appropriate language.
Comments:
Role playing activities may be developed from this procedure.
Evaluation:
Give students a card with a situation that is spoken in a negative manner. Have the students reverse to positive manner and role play in front of the class.
Objective:
Identify and describe that the ways in which something is said affects the way others feel.
Level: Grades l-5
Procedure:
1. Students to listen to the following statements one at a time and decide how the statements might make another person feel.
2. Students fix the statements by giving a more appropriate way to state the same message
3. Gimme some milk. (Ex. May I have some milk, please?)
4. Come on, stupid, you skipped my turn.
5. Hey, dumb-dumb, don’t you know that word?
6. Teacher, no way am I going to clean up that mess.
7. Mother, I’m not gonna take a bath in the middle of this T.V. program, and you can’t make me.
8. Get out of my way, fatso. I was here first.
9. I’m better than anyone else in this whole class, so I get to go first.
10. Discuss how people would react if you spoke to them in the above manner.
11. Talk about why it is important to use more appropriate language.
Comments:
Role playing activities may be developed from this procedure.
Evaluation:
Give students a card with a situation that is spoken in a negative manner. Have the students reverse to positive manner and role play in front of the class.
Monday, April 26, 2010
Put-ups & Put-downs
The following classroom guidance lesson was developed at Kennedy Elementary School by Candy Bell (Professional School Counselor) and Abigail J. Ostby (School Counseling Intern). This lesson was designed to help young children (Kindergarten and Grade 1) learn the difference between put-ups and put-downs as well as their effects on people's feelings.
Purpose:
To learn the difference between put-ups and put-downs and the feelings they elicit.
Learner Outcomes:
Students will be able to identify the difference between put-ups and put-downs.
Students will give examples of put-ups and put-downs.
Students will identify emotions that we feel when we hear put-ups and put-downs.
Materials:
Two objects (one soft and fuzzy; one hard and sharp)
Felicia Flower (puppet)
Construction Paper Hearts (2 large and same # small hearts as # of students)
Andrew's Angry Words by Dorothea Cachner
OR The Rainbow Fish to the Rescue by Marcus Pfister
Introduction:
The counselor will ask two students to volunteer to help with the lesson. One student at a time, the counselor will put the soft and fuzzy object in his/her hands and ask for words to describe what it feels like. Then the cold and sharp object is placed in the two students' hands. Again, they are asked for describing words of what it feels like. The counselor tells the class that these objects are like the words we use--some make us feel warm and fuzzy inside, other words are cold and sharp and hurt our feelings. The counselor then introduces new vocabulary: put-ups and put-downs. Felicia Flower can be used when discussing what emotions we have after hearing a put-up or put-down. The counselor reads the story to the students, discussing the put-downs in the story and the related feelings that we feel after hearing a put-up or put-down.
Activity:
The counselor shows the students a paper heart and talks about how this is like our heart when we are given put-downs, it too is affected. The counselor asks the students for some examples of put-downs that others say to us (i.e., siblings, classmates). As each put-down is stated by a student, the counselor wrinkles the heart. After about ten put-downs, the counselor asks the students what happened to this heart? What does it look like now? How might we feel if our heart looked like this? Then the counselor asks the students to share examples of put-ups, words that might us feel good about ourselves. As each put-up is shared, the counselor tries to smooth out the wrinkles in the heart. Twice as many put-ups should be shared.
Closure:
The counselor will then hold up a fresh, unwrinkled heart and the wrinkled heart. What do you notice about these two hearts? What is different about them? What does this tell us about the effects of put-downs and put-ups? (Not easy to undo a put-down, they last for a long time.) What do we need to be sure to do? (Think before we speak.) The counselor will then ask the teacher to hang up the two hearts in the classroom as a reminder of the effects of put-ups and put-downs. The children will also receive a small paper heart as a reminder to be careful with their words and to think before they speak.
Purpose:
To learn the difference between put-ups and put-downs and the feelings they elicit.
Learner Outcomes:
Students will be able to identify the difference between put-ups and put-downs.
Students will give examples of put-ups and put-downs.
Students will identify emotions that we feel when we hear put-ups and put-downs.
Materials:
Two objects (one soft and fuzzy; one hard and sharp)
Felicia Flower (puppet)
Construction Paper Hearts (2 large and same # small hearts as # of students)
Andrew's Angry Words by Dorothea Cachner
OR The Rainbow Fish to the Rescue by Marcus Pfister
Introduction:
The counselor will ask two students to volunteer to help with the lesson. One student at a time, the counselor will put the soft and fuzzy object in his/her hands and ask for words to describe what it feels like. Then the cold and sharp object is placed in the two students' hands. Again, they are asked for describing words of what it feels like. The counselor tells the class that these objects are like the words we use--some make us feel warm and fuzzy inside, other words are cold and sharp and hurt our feelings. The counselor then introduces new vocabulary: put-ups and put-downs. Felicia Flower can be used when discussing what emotions we have after hearing a put-up or put-down. The counselor reads the story to the students, discussing the put-downs in the story and the related feelings that we feel after hearing a put-up or put-down.
Activity:
The counselor shows the students a paper heart and talks about how this is like our heart when we are given put-downs, it too is affected. The counselor asks the students for some examples of put-downs that others say to us (i.e., siblings, classmates). As each put-down is stated by a student, the counselor wrinkles the heart. After about ten put-downs, the counselor asks the students what happened to this heart? What does it look like now? How might we feel if our heart looked like this? Then the counselor asks the students to share examples of put-ups, words that might us feel good about ourselves. As each put-up is shared, the counselor tries to smooth out the wrinkles in the heart. Twice as many put-ups should be shared.
Closure:
The counselor will then hold up a fresh, unwrinkled heart and the wrinkled heart. What do you notice about these two hearts? What is different about them? What does this tell us about the effects of put-downs and put-ups? (Not easy to undo a put-down, they last for a long time.) What do we need to be sure to do? (Think before we speak.) The counselor will then ask the teacher to hang up the two hearts in the classroom as a reminder of the effects of put-ups and put-downs. The children will also receive a small paper heart as a reminder to be careful with their words and to think before they speak.
Healthy Habits – Eating
Healthy Habits – Eating
Three lessons were developed at Jonathan Elementary School by Suzan Petersen and with Pam Slack at Chaska Elementary to assist 6th grade students in learning to use the decision-making model to promote healthy behaviors, to prevent or reduce the risk of unhealthy behaviors, and to select foods that contribute to a healthy diet. The lessons are designed to be delivered in a 30-minute period.
Lesson one’s objective is to Identify Healthy Eating Habits and to make a menu for that day. Lesson two is on Eating Disorders. This lesson could involve more time and more lessons depending on your needs. The lesson is divided into three parts. Part one –Why? Points to consider are: Society, Parents, Self-Worth, Feminine/Masculine, and Distorted Body Image. Part two - What Happens Physically? – Starvation (effects and characteristics), Moods and Depression. Part three is on Signs and Symptoms. The third lesson is on Body Image/Wellness. Part one is an activity that involves looking into a mirror and a worksheet titled Looking Out Looking In. Part two is listing "Personal Qualities" on the white board. Part three is going over the fact sheets from Methodist Hospital of Minnesota and having a discussion.
Lesson one goes as follows:
Objective:
The students will be able to identify healthy eating habits and make a menu for at least one day.
Need:
Paper
Overhead of "Foods I Eat Often"
Pencils
Introduction:
*Brainstorm habits that are healthy and those that are not healthy.
*Do the overhead of "Foods I eat often".
*Pair together with a partner and share – give each other suggestions on how to change.
Suggestions: eating, exercise, hygiene, behavior, and attitude.
Closure:
Share with the class changes you are willing to make.
Discuss the benefits of making these changes.
Create a healthy menu for one day.
Connections to the Profiles of Learning
Healthy Habits – Eating directly relates to the Minnesota Graduation Standards Number 8 – Decision-Making under Personal Health and Nutrition. All of the lessons for Healthy Habits – Eating are reflective of the Educational and Guidance Development domains of the Minnesota School Counselors’ Model of Developmental Guidance and Counseling.
Three lessons were developed at Jonathan Elementary School by Suzan Petersen and with Pam Slack at Chaska Elementary to assist 6th grade students in learning to use the decision-making model to promote healthy behaviors, to prevent or reduce the risk of unhealthy behaviors, and to select foods that contribute to a healthy diet. The lessons are designed to be delivered in a 30-minute period.
Lesson one’s objective is to Identify Healthy Eating Habits and to make a menu for that day. Lesson two is on Eating Disorders. This lesson could involve more time and more lessons depending on your needs. The lesson is divided into three parts. Part one –Why? Points to consider are: Society, Parents, Self-Worth, Feminine/Masculine, and Distorted Body Image. Part two - What Happens Physically? – Starvation (effects and characteristics), Moods and Depression. Part three is on Signs and Symptoms. The third lesson is on Body Image/Wellness. Part one is an activity that involves looking into a mirror and a worksheet titled Looking Out Looking In. Part two is listing "Personal Qualities" on the white board. Part three is going over the fact sheets from Methodist Hospital of Minnesota and having a discussion.
Lesson one goes as follows:
Objective:
The students will be able to identify healthy eating habits and make a menu for at least one day.
Need:
Paper
Overhead of "Foods I Eat Often"
Pencils
Introduction:
*Brainstorm habits that are healthy and those that are not healthy.
*Do the overhead of "Foods I eat often".
*Pair together with a partner and share – give each other suggestions on how to change.
Suggestions: eating, exercise, hygiene, behavior, and attitude.
Closure:
Share with the class changes you are willing to make.
Discuss the benefits of making these changes.
Create a healthy menu for one day.
Connections to the Profiles of Learning
Healthy Habits – Eating directly relates to the Minnesota Graduation Standards Number 8 – Decision-Making under Personal Health and Nutrition. All of the lessons for Healthy Habits – Eating are reflective of the Educational and Guidance Development domains of the Minnesota School Counselors’ Model of Developmental Guidance and Counseling.
Lesson #2: Peer Pressure
The focus of this lesson is on coping with peer pressure. The goals include: 1) Giving students a chance to discuss different kinds of peer pressure, 2) Illustrating how peer pressure relates to school performance, 3) Allowing students to practice saying no and/or leaving situations in which they are being pressured.
Process: Discuss students’ experiences in using the decision-making worksheet, using the following questions.
* How did your decision-making plan work out?
* What do you think you could have done differently?
* How do you think you could use this decision-making process in the future?
Activity:
Explain that learning to say no is an important skill to use in avoiding peer pressure. Invite students to generate some examples of situations in which they feel pressured. These might involve the use of drugs or alcohol, rule breaking or illegal activities, demands for certain types of behavior, and so forth.
Brainstorm ways to say no. For example:
* Look directly at the person and say, “No” or “No, thanks.”
* Laugh and say, “You’ve got to be kidding.”
* Say, “No way,” then turn and walk away without looking back.
* Say, “That’s not for me.”
* Say, “I’m sorry, I won’t do that.”
* If a person persists, repeat any of the above exactly (broken-record technique).
* If someone heckles you, look straight ahead and walk away. (Look forward, not up or down. This gives the message that you mean what you say, won’t change your mind, and don’t feel bad about saying no.)
Point out that a good deal of peer pressure can surround school performance, and that it is important for students to be able to stand up for themselves and resist this pressure. Ask students to pair up, then give each pair an index card on which you have written one of the following role-play situations.
* Your friend asks you to give her your homework to copy.
* Your older sister/brother wants you to use her/his science project as your own so you will have extra time to hang out and do fun things.
* Some kids at school ask you to go to the shopping mall with them, but you have extra homework to do tonight.
* The most popular girl at school asks you if you will steal a copy of the test on the teacher’s desk and give it to her.
* A kid at lunch says that he will rip up your school folder if you don’t give him five dollars.
* Your best friend asks you to study with her, but you know that when you study together time gets wasted and no studying gets done.
* Your three best friends ask you to skip class and goof off.
* Your friend asks you to help play a mean joke on one of your teachers.
Instruct pairs to choose who will play which role and together devise a way to say no to the request. After a few minutes, reassemble the group and have pairs perform their role-plays. Discuss whether or not students feel the responses will be effective, allowing everyone a chance to participate. Emphasize the idea that it is often difficult to say no under pressure.
Conclusion: Discuss the following questions:
* What did you learn about saying no?
* What did you learn about peer pressure?
* Do you think saying no in the ways illustrated would work for you?
* Ask whether students would be willing to try saying no sometime between now and the next time class meets. What kind of situations do they anticipate?
Process: Discuss students’ experiences in using the decision-making worksheet, using the following questions.
* How did your decision-making plan work out?
* What do you think you could have done differently?
* How do you think you could use this decision-making process in the future?
Activity:
Explain that learning to say no is an important skill to use in avoiding peer pressure. Invite students to generate some examples of situations in which they feel pressured. These might involve the use of drugs or alcohol, rule breaking or illegal activities, demands for certain types of behavior, and so forth.
Brainstorm ways to say no. For example:
* Look directly at the person and say, “No” or “No, thanks.”
* Laugh and say, “You’ve got to be kidding.”
* Say, “No way,” then turn and walk away without looking back.
* Say, “That’s not for me.”
* Say, “I’m sorry, I won’t do that.”
* If a person persists, repeat any of the above exactly (broken-record technique).
* If someone heckles you, look straight ahead and walk away. (Look forward, not up or down. This gives the message that you mean what you say, won’t change your mind, and don’t feel bad about saying no.)
Point out that a good deal of peer pressure can surround school performance, and that it is important for students to be able to stand up for themselves and resist this pressure. Ask students to pair up, then give each pair an index card on which you have written one of the following role-play situations.
* Your friend asks you to give her your homework to copy.
* Your older sister/brother wants you to use her/his science project as your own so you will have extra time to hang out and do fun things.
* Some kids at school ask you to go to the shopping mall with them, but you have extra homework to do tonight.
* The most popular girl at school asks you if you will steal a copy of the test on the teacher’s desk and give it to her.
* A kid at lunch says that he will rip up your school folder if you don’t give him five dollars.
* Your best friend asks you to study with her, but you know that when you study together time gets wasted and no studying gets done.
* Your three best friends ask you to skip class and goof off.
* Your friend asks you to help play a mean joke on one of your teachers.
Instruct pairs to choose who will play which role and together devise a way to say no to the request. After a few minutes, reassemble the group and have pairs perform their role-plays. Discuss whether or not students feel the responses will be effective, allowing everyone a chance to participate. Emphasize the idea that it is often difficult to say no under pressure.
Conclusion: Discuss the following questions:
* What did you learn about saying no?
* What did you learn about peer pressure?
* Do you think saying no in the ways illustrated would work for you?
* Ask whether students would be willing to try saying no sometime between now and the next time class meets. What kind of situations do they anticipate?
Peer Pressure Lesson 1
Lesson #1:
Time: This lesson was designed for a 45-50 minute time period.
Materials: The materials needed for this lesson include several copies of the “Pressure Seat Situations” (See below). You will want to select five situations for each group.
Begin by saying: All of us are faced with situations when our friends or acquaintances invite us to do whatever they are doing. Some of these things are good for us and some can be harmful to us. We all want to have friends. We sometimes feel pressure to join the crowd and to do whatever they are doing.
Next, divide the students into groups of five and say “Let’s play a game called ‘Pressure Seat.’” Select one student in each group to choose a pressure seat situation of the five given to each group. The student will read the situation aloud and respond in one minute. The group will discuss the situation and tell if they agree or disagree with the decision made by the student. The student in the pressure seat then chooses another to take his or her place. This student selects from the remaining four situations given to the group and so on until each member of the group has been in the pressure seat.
Processing Activity: The activity concludes with a discussion with the entire class. Questions might include: How do you feel about the decisions you made? What are some of the factors you considered in making your decision? Some examples may be: peer pressure, consequences, and so forth. Peer pressure is part of everyday life. Being aware of the effects of peer pressure will help you make better decisions. Be aware of the effects peer pressure has on your daily decisions.
“Pressure Seat Situations”
* You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over behind the building and smoke one.” What would you do? Why?
* You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you. What would you do? Why?
* Three people in your room are wearing the most popular brand of athletic shoe. You really would like to have a pair and think your friends are cool. Your mother tells you she does not have the money to buy a pair. What would you do? Why?
* You are at your friend’s house on Saturday. Your friend shows you a marijuana joint and tries to get you to smoke with him. What would you do? Why?
* Your friends decide they are mad at the teacher and are not going to study for the social studies test. They also are not going to do homework for the rest of the year. What would you do? Why?
* You are going to the store for your mother and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return. What would you do? Why?
* It is after dark and you are still playing outside. Some of your friends decide it would be fun to throw rocks at some cars. They want you to come along. What would you do? Why?
* You’ve learned that another student has brought a gun to school. What would you do? Why?
* You are home alone. Your mother has told you not to leave the house while she is gone. Your friend calls and wants you to come over and tells you that your mother will never know. What would you do? Why?
* You have permission to go skating with a friend. You are to be home by 9:00 pm. Your friend decides to go next door for a hamburger after skating and wants you to go along. You realize that if you go along, you’ll be late getting home. What would you do? Why?
* Your friend is passing notes in class which say ugly things about a classmate. Someone gives the note to you. What would you do? Why?
* Several of your friends are wearing makeup. Your parents think you are too young to wear makeup. What would you do? Why?
* Some of your friends have dyed their hair in a punk style. You really don’t think it looks good, but would really like to feel more a part of the group. Your parents do not approve of punk hair styles. What would you do? Why?
* You are invited to a friend’s house for a party. You get there and realize your friend’s parents are not there. Your friend is drinking beer and offers you some. What do you do? Why?
* One of the students in your room (classmates) tells you that if you don’t want to get beaten up after school, you had better give him your lunch money. What would you do? Why?
* Suggestions for Use with Younger Children:
This lesson/activity can be adapted to use with early elementary children by changing some of the “Pressure Seat Situations” to reflect situations or behaviors more typical of younger children (e.g., pretend that a good friend of yours from school asks you to steal a toy from a girl in your class, what do you do?) The process questions following the activity could also be modified to fit the age group. Children could be asked questions like what choices do we have when someone asks us to do something we don’t want to do? How can we let people know that we do not want to be a part of something? Why is it important that we do not follow others when we know that what they want us to do is wrong?
Time: This lesson was designed for a 45-50 minute time period.
Materials: The materials needed for this lesson include several copies of the “Pressure Seat Situations” (See below). You will want to select five situations for each group.
Begin by saying: All of us are faced with situations when our friends or acquaintances invite us to do whatever they are doing. Some of these things are good for us and some can be harmful to us. We all want to have friends. We sometimes feel pressure to join the crowd and to do whatever they are doing.
Next, divide the students into groups of five and say “Let’s play a game called ‘Pressure Seat.’” Select one student in each group to choose a pressure seat situation of the five given to each group. The student will read the situation aloud and respond in one minute. The group will discuss the situation and tell if they agree or disagree with the decision made by the student. The student in the pressure seat then chooses another to take his or her place. This student selects from the remaining four situations given to the group and so on until each member of the group has been in the pressure seat.
Processing Activity: The activity concludes with a discussion with the entire class. Questions might include: How do you feel about the decisions you made? What are some of the factors you considered in making your decision? Some examples may be: peer pressure, consequences, and so forth. Peer pressure is part of everyday life. Being aware of the effects of peer pressure will help you make better decisions. Be aware of the effects peer pressure has on your daily decisions.
“Pressure Seat Situations”
* You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over behind the building and smoke one.” What would you do? Why?
* You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you. What would you do? Why?
* Three people in your room are wearing the most popular brand of athletic shoe. You really would like to have a pair and think your friends are cool. Your mother tells you she does not have the money to buy a pair. What would you do? Why?
* You are at your friend’s house on Saturday. Your friend shows you a marijuana joint and tries to get you to smoke with him. What would you do? Why?
* Your friends decide they are mad at the teacher and are not going to study for the social studies test. They also are not going to do homework for the rest of the year. What would you do? Why?
* You are going to the store for your mother and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return. What would you do? Why?
* It is after dark and you are still playing outside. Some of your friends decide it would be fun to throw rocks at some cars. They want you to come along. What would you do? Why?
* You’ve learned that another student has brought a gun to school. What would you do? Why?
* You are home alone. Your mother has told you not to leave the house while she is gone. Your friend calls and wants you to come over and tells you that your mother will never know. What would you do? Why?
* You have permission to go skating with a friend. You are to be home by 9:00 pm. Your friend decides to go next door for a hamburger after skating and wants you to go along. You realize that if you go along, you’ll be late getting home. What would you do? Why?
* Your friend is passing notes in class which say ugly things about a classmate. Someone gives the note to you. What would you do? Why?
* Several of your friends are wearing makeup. Your parents think you are too young to wear makeup. What would you do? Why?
* Some of your friends have dyed their hair in a punk style. You really don’t think it looks good, but would really like to feel more a part of the group. Your parents do not approve of punk hair styles. What would you do? Why?
* You are invited to a friend’s house for a party. You get there and realize your friend’s parents are not there. Your friend is drinking beer and offers you some. What do you do? Why?
* One of the students in your room (classmates) tells you that if you don’t want to get beaten up after school, you had better give him your lunch money. What would you do? Why?
* Suggestions for Use with Younger Children:
This lesson/activity can be adapted to use with early elementary children by changing some of the “Pressure Seat Situations” to reflect situations or behaviors more typical of younger children (e.g., pretend that a good friend of yours from school asks you to steal a toy from a girl in your class, what do you do?) The process questions following the activity could also be modified to fit the age group. Children could be asked questions like what choices do we have when someone asks us to do something we don’t want to do? How can we let people know that we do not want to be a part of something? Why is it important that we do not follow others when we know that what they want us to do is wrong?
Peer Pressure
The following guidance lessons include activities from two different resources and can be used for more than one lesson on peer pressure and decision making. The first activity – “Pressure, Pressure, and More Pressure” is one out of a series of lessons on decision making and dealing with peer pressure from an activity book called Large Group Guidance Activities: A K-12 Sourcebook by Joe Wittmer and Diane W. Thomson . The second activity involving a decision-making worksheet and role-playing, comes from a book called Skills for Living: Group Counseling Activities for Young Adolescents. These two guidance lessons can be incorporated into classroom curriculum or used to meet a specific classroom need. The lessons described below are geared primarily to students in upper elementary school and junior high; however suggestions for how the activities could be adapted to younger children have been included at the end of each lesson. The purpose of these guidance lessons is to help students understand the effects of peer pressure on decision-making.
Monday, April 19, 2010
Paying Attention Game
Divide the class into small groups to practice skills they have just learned. Each group is instructed to play the “pay attention game” where each student will have a chance to sit up straight, lean in toward the speaker, and maintain eye contact just as the models did in lesson one. Each student should get the chance to be a speaker and all should try the skill each time they do not speak. Twenty seconds should be counted off by a timer in the group so as to know when to switch. All group members should help each other with the skills. Continue activity until all have tried out each position then have them re-assemble in the large group. Process the activity with the class asking specific questions of each group. Ask process questions like, “How do you think using these skills will help you in school?” “What are some ways you can pay attention even if others around you are not?” “What was it like trying to use good eye contact with the leader?” and “What other ways can you think of to let the speaker know you are listening?” Review the three skills with the class and end the lesson.
Model Proper Attention Getting Behavior
Choose a male student to model proper attention giving techniques. Tell the class to observe the male student as he listens to the teacher for 20 seconds. Process the activity with the class asking if the male-student used the three skills that they just learned: sitting up straight, eye contact, and leaning in. Now have a female student do the same activity. Give positive reinforcement to the model student and process the activity again asking if the student did anything different or the same. Continue processing this activity asking the class what they noticed about the models paying attention. Emphasize that teacher’s notice who is sitting up straight and using good eye contact.
Paying Attention Tip
Introduce non-verbal communication to students emphasizing that they will learn to communicate more effectively using their bodies. Have a student send the rest of the group a message using only their facial or body language. Have the rest of the students guess what message the student is sending. Do a classroom activity where a list of ways to communicate non-verbally is generated. List the ways on the blackboard or overhead. Ways include smiling, clenched fists, hands folded, scowling, and a head nod. Introduce proper listening body behavior: sitting up straight, using eye contact, and leaning into the speaker or presenter. Explain how each gesture lets the speaker know that they are being listened to. Explain how these skills help the students to become more successful in school and that teachers prefer students who pay attention. Here are the three skills they learn in this lesson:
1. Sitting up straight – sitting nice and tall with their bottom on the seat and straight back. Not being so firm that you feel you might break, but tall enough to signify you are listening.
2. Eye contact – looking at the person who is talking, but not staring.
3. Leaning in – leaning toward the speaker and nodding your head to signify you are absorbing what the speaker is saying.
1. Sitting up straight – sitting nice and tall with their bottom on the seat and straight back. Not being so firm that you feel you might break, but tall enough to signify you are listening.
2. Eye contact – looking at the person who is talking, but not staring.
3. Leaning in – leaning toward the speaker and nodding your head to signify you are absorbing what the speaker is saying.
Thursday, April 15, 2010
Motivation/Goal Setting
1. Ask the children, what will you do after school today? Have you thought about doing something special? How would you go about it? List the children's answers on the board.
2. What would you do if you found a quarter? Would you spend it on candy? What else might you plan to do with it? What kinds of plans does our mother make for you? Does she plan to take you to school, or to fix your dinner?
3. What of what we might do we plan and some we don't plan. For example, you don't plan to fall down and bump your head or to lose a favorite toy.
4. Ask the children: Can you think of something you have done that you didn't plan? List the children's answers. Can you think of something you like to do that you do plan? (e.g. Painting a picture requires some planning) List the children's answers.
5. With the class, plan a project or an activity to be done at a later time. List the materials they'll need and the things they need to do. Make a time line of what needs to be done.
2. What would you do if you found a quarter? Would you spend it on candy? What else might you plan to do with it? What kinds of plans does our mother make for you? Does she plan to take you to school, or to fix your dinner?
3. What of what we might do we plan and some we don't plan. For example, you don't plan to fall down and bump your head or to lose a favorite toy.
4. Ask the children: Can you think of something you have done that you didn't plan? List the children's answers. Can you think of something you like to do that you do plan? (e.g. Painting a picture requires some planning) List the children's answers.
5. With the class, plan a project or an activity to be done at a later time. List the materials they'll need and the things they need to do. Make a time line of what needs to be done.
Friendship
Grade Level: K-3
Objectives: The student will recognize ways to be a friend and discover ways to make new friends.
Materials Needed: none
Directions:
1. Lead a group discussion of the definition of friendship
2. On the board, write "How To Be A Friend" and ask the children to think of every possible idea on this subject. Record all of the children's suggestions and discuss these ideas.
3. On another area of the board, write "How To Make A New Friend" and ask children to think of as many ways as possible to make a new friend. Record these suggestions and discuss.
4. Have children role-play their suggestions.
5. Ask children to try to make one new friend this week using some of the ideas that have been discussed.
Objectives: The student will recognize ways to be a friend and discover ways to make new friends.
Materials Needed: none
Directions:
1. Lead a group discussion of the definition of friendship
2. On the board, write "How To Be A Friend" and ask the children to think of every possible idea on this subject. Record all of the children's suggestions and discuss these ideas.
3. On another area of the board, write "How To Make A New Friend" and ask children to think of as many ways as possible to make a new friend. Record these suggestions and discuss.
4. Have children role-play their suggestions.
5. Ask children to try to make one new friend this week using some of the ideas that have been discussed.
Tuesday, April 13, 2010
Cyberbullying
Keeping password information to yourself
Watch the following clips:
Watch "Cyberbullying: Broken Friendship.“
NET SMARTZ.org
Safety on the Internet
Make a class list of things we use passwords for:
E-mail, Instant Messenger, web sites, bank accounts. Why do you think the girl in the story gave her password to her best friend? Was it a good reason? What types of things can happen to her now that her password is out?
Her E-mail can be tampered with; people can assume her identity online; her bank or shopping accounts can be tampered with.
What should the girl do right away? Change her password; tell her parents or guardian; contact her bank.
Watch the following clips:
Watch “Angela’s Experience”
NETSMARTZ.org
Tips
Even though it might seem like you know someone well online, you have no way of knowing whether the person is telling the truth. This is why you must not give personal information even to someone you have communicated with online for a long time.
As a class answer the following Questions:
1. If you come across any information that makes you feel scared, uncomfortable, or confused, you will?
2. If someone online asks you for a picture of yourself, you will?
3. If someone you first “met” online asks you to meet him or her in person, you will?
4. If someone online asks you for my personal information, you will?
5. If you see any messages that are mean or make you feel scared, uncomfortable, or confused, you will?
6. If you receive a file over the Internet from someone you don’t know, you will?
Watch the following clips:
Watch "Cyberbullying: Broken Friendship.“
NET SMARTZ.org
Safety on the Internet
Make a class list of things we use passwords for:
E-mail, Instant Messenger, web sites, bank accounts. Why do you think the girl in the story gave her password to her best friend? Was it a good reason? What types of things can happen to her now that her password is out?
Her E-mail can be tampered with; people can assume her identity online; her bank or shopping accounts can be tampered with.
What should the girl do right away? Change her password; tell her parents or guardian; contact her bank.
Watch the following clips:
Watch “Angela’s Experience”
NETSMARTZ.org
Tips
Even though it might seem like you know someone well online, you have no way of knowing whether the person is telling the truth. This is why you must not give personal information even to someone you have communicated with online for a long time.
As a class answer the following Questions:
1. If you come across any information that makes you feel scared, uncomfortable, or confused, you will?
2. If someone online asks you for a picture of yourself, you will?
3. If someone you first “met” online asks you to meet him or her in person, you will?
4. If someone online asks you for my personal information, you will?
5. If you see any messages that are mean or make you feel scared, uncomfortable, or confused, you will?
6. If you receive a file over the Internet from someone you don’t know, you will?
Bullying Part 3 Cyberbullying
Cyberbullying
Bullying also can happen online or electronically. Cyberbullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
Sending mean text, email, or instant messages
Posting nasty pictures or messages about others in blogs or on Web sites
Using someone else's user name to spread rumors or lies about someone
Watch the following clips:
Cyberbullying Stop Now
Discussion:
Should you tell others if you are being bullied?
Have you ever been cyberbullied? What did you do?
Should you respond to a cyber bully?
Is cyberbullying against the law?
Bullying also can happen online or electronically. Cyberbullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
Sending mean text, email, or instant messages
Posting nasty pictures or messages about others in blogs or on Web sites
Using someone else's user name to spread rumors or lies about someone
Watch the following clips:
Cyberbullying Stop Now
Discussion:
Should you tell others if you are being bullied?
Have you ever been cyberbullied? What did you do?
Should you respond to a cyber bully?
Is cyberbullying against the law?
Bullying Part 2 Are you being bullied?
What to do if you are being bullied
Are You Being Bullied?
So you're being bullied, huh? That can feel pretty awful. But, no matter how bad it makes you feel sometimes, you should know you're not alone. That's right ... there are plenty of kids all over the world who go through the same things you do every day. And, even though you may feel helpless sometimes, there are a lot of things you and others can do to help stop the bullying. Give these tips a try.
Always tell an adult. It's hard to talk about serious things with adults sometimes, but they can help put a stop to bullying. Tell an adult that you trust and can talk to - your parents, your teacher, your school counselor, your coach, your neighbor. If you've told a grown-up before and they haven't done anything about it, tell someone else. And if you're afraid to tell an adult that you have been bullied, get another person - like a friend or a sister or brother - to go with you. Having someone else there to support you can make it a lot less scary. Tell the adults exactly what has happened - who did the bullying, where and when it happened, how long it's been happening to you, and how it's making you feel. If you talk with an adult at your school, ask them what they will do to help stop the bullying. It is their job to help keep you safe. Most adults really care about bullying and will do everything they can to help you.
Stay in a group. Kids who bully like to pick on kids who are by themselves a lot- it's easier and they're more likely to get away with their bad behavior. If you spend more time with other kids, you may not be an easy "target" and you'll have others around to help you if you get into a difficult situation!
If it feels safe, try to stand up to the person who is bullying you. If the person who is bullying you thinks you won't do anything about it, they are more likely to keep picking on you. This doesn't mean you should fight back or bully them back. Instead, tell the person bullying you that you don't like it and that they should stop! Keep it simple. You might just say, "Cut it out, Miranda!", and then walk away. If possible, try to talk to them in a calm voice. Kids who bully often like to see that they can make you upset. If you're afraid to talk to the person who is bullying you by yourself, then you might want to ask someone else to be there with you. Kids who bully are more likely to listen, and less likely to bully you, when you're with someone and not alone. If you're not comfortable standing up to someone who has bullied you, that's definitely OK! Just walk away. But be sure to tell an adult.
Join clubs or take part in activities where you'll meet other kids. Sometimes, it can help to join clubs or take part in activities that interest you. Think about joining a sports team, taking an art class, or joining a scouting group, for example. You can meet other kids who share your interests and you might make some good friends!
What not to do if you are being bullied
If you are being bullied online, don't reply. This may actually make the bullying worse. Instead, be sure to tell a family member or another adult you trust. If possible, block any more communications from this person. (For example, it might be a good idea only to accept messages from people you know.) Save evidence of the bullying. If you get a nasty e-mail, print it out or save it so that you can show it to an adult.
What NOT To Do If You Are Bullied
DON'T...
Think it's your fault. Nobody deserves to be bullied!
Fight back or bully a person back. This probably won't make things any better and it might get you into big trouble. Besides, you should try to act better than the person who bullies you.
Keep it to yourself and just hope the bullying will "go away." It's normal to want to try to ignore bullying and hope that it will stop-or hope that the person will start to pick on someone else. But, often, bullying won't stop until adults and other kids get involved. So, be sure to report the bullying.
Skip school or avoid clubs or sports because you're afraid of being bullied. Missing out on school or activities that you enjoy isn't the answer. You have a right to be there!
Think that you're a "tattle tale" if you tell an adult that you've been bullied. Telling is NOT tattling! It's the right thing to do.
Hurt yourself. Some kids who are bullied get so sad and depressed that they may try to hurt themselves because they think there is nothing else they can do. This definitely isn't the answer. Talk with an adult immediately and tell them how you are feeling. They can help stop the bullying.
Can bullies change?
STOP BULLYING NOW
Discuss video after watching:
STOP BULLYING NOW
Should you stick up for people who get bullied?
Are You Being Bullied?
So you're being bullied, huh? That can feel pretty awful. But, no matter how bad it makes you feel sometimes, you should know you're not alone. That's right ... there are plenty of kids all over the world who go through the same things you do every day. And, even though you may feel helpless sometimes, there are a lot of things you and others can do to help stop the bullying. Give these tips a try.
Always tell an adult. It's hard to talk about serious things with adults sometimes, but they can help put a stop to bullying. Tell an adult that you trust and can talk to - your parents, your teacher, your school counselor, your coach, your neighbor. If you've told a grown-up before and they haven't done anything about it, tell someone else. And if you're afraid to tell an adult that you have been bullied, get another person - like a friend or a sister or brother - to go with you. Having someone else there to support you can make it a lot less scary. Tell the adults exactly what has happened - who did the bullying, where and when it happened, how long it's been happening to you, and how it's making you feel. If you talk with an adult at your school, ask them what they will do to help stop the bullying. It is their job to help keep you safe. Most adults really care about bullying and will do everything they can to help you.
Stay in a group. Kids who bully like to pick on kids who are by themselves a lot- it's easier and they're more likely to get away with their bad behavior. If you spend more time with other kids, you may not be an easy "target" and you'll have others around to help you if you get into a difficult situation!
If it feels safe, try to stand up to the person who is bullying you. If the person who is bullying you thinks you won't do anything about it, they are more likely to keep picking on you. This doesn't mean you should fight back or bully them back. Instead, tell the person bullying you that you don't like it and that they should stop! Keep it simple. You might just say, "Cut it out, Miranda!", and then walk away. If possible, try to talk to them in a calm voice. Kids who bully often like to see that they can make you upset. If you're afraid to talk to the person who is bullying you by yourself, then you might want to ask someone else to be there with you. Kids who bully are more likely to listen, and less likely to bully you, when you're with someone and not alone. If you're not comfortable standing up to someone who has bullied you, that's definitely OK! Just walk away. But be sure to tell an adult.
Join clubs or take part in activities where you'll meet other kids. Sometimes, it can help to join clubs or take part in activities that interest you. Think about joining a sports team, taking an art class, or joining a scouting group, for example. You can meet other kids who share your interests and you might make some good friends!
What not to do if you are being bullied
If you are being bullied online, don't reply. This may actually make the bullying worse. Instead, be sure to tell a family member or another adult you trust. If possible, block any more communications from this person. (For example, it might be a good idea only to accept messages from people you know.) Save evidence of the bullying. If you get a nasty e-mail, print it out or save it so that you can show it to an adult.
What NOT To Do If You Are Bullied
DON'T...
Think it's your fault. Nobody deserves to be bullied!
Fight back or bully a person back. This probably won't make things any better and it might get you into big trouble. Besides, you should try to act better than the person who bullies you.
Keep it to yourself and just hope the bullying will "go away." It's normal to want to try to ignore bullying and hope that it will stop-or hope that the person will start to pick on someone else. But, often, bullying won't stop until adults and other kids get involved. So, be sure to report the bullying.
Skip school or avoid clubs or sports because you're afraid of being bullied. Missing out on school or activities that you enjoy isn't the answer. You have a right to be there!
Think that you're a "tattle tale" if you tell an adult that you've been bullied. Telling is NOT tattling! It's the right thing to do.
Hurt yourself. Some kids who are bullied get so sad and depressed that they may try to hurt themselves because they think there is nothing else they can do. This definitely isn't the answer. Talk with an adult immediately and tell them how you are feeling. They can help stop the bullying.
Can bullies change?
STOP BULLYING NOW
Discuss video after watching:
STOP BULLYING NOW
Should you stick up for people who get bullied?
Bullying Part 1 Do you bully others?
Are you a Bully?
If you bully others, You need to STOP NOW!
If you're not sure if what you're doing is really bullying, then here's a hint: If you are hurting or threatening others in some way and using your size, strength or popularity to do it ... you're probably bullying someone!
Hey - let's face it, hurting and making others feel bad is NEVER cool. Just admitting that you are doing things to harm others takes some guts. But that's not enough. Trying to find out what you should do to change the way you're acting ... now that's a step in the right direction! So check out these tips ... they'll help you to start treating others with the respect they deserve.
Signs that you are a Bully
Okay, time for the truth. Or at least time to consider if you have a confession to make! Have you ever bullied someone. Questions to ask yourself.
1. There's a boy or a girl (or maybe more than one) whom you've repeatedly shoved, or punched or physically pushed around in a mean way just because you felt like it.
2. You had someone else hurt someone you don't like.
3. You've spread a nasty rumor about someone, in conversation, in a note, or through email or instant messaging.
4. You and your friends have regularly kept one or more kids from hanging out or playing with you. Examples: at your lunch table at school, during sports or other activities, or activities that are a part of a club or other kind of group activity.
5. You've teased people in a mean way, calling them names, making fun of their appearance, or the way they talk or dress or act.
6. You've been part of a group that did any of these things - even if you only wanted to be part of the crowd.
All over the country, in all types of neighborhoods and schools, there are all types of young people who bully others. Bullying is serious business. It causes young people a lot of pain, and it can affect their ability to do well in school and their general happiness.
But it doesn't have to be that way. You can learn about better ways to treat your friends and acquaintances, as well as become part of the solution to this serious problem!
How do your actions affect others?
Think about what you're doing ... and how it affects others. If you think calling others names is really harmless, or if you think pushing, hitting or stealing from other kids is funny, you've forgotten what it feels like to be hurt yourself! Teasing, hitting, keeping others out of a group - all of these things harm someone. All of us have been hurt at one time or another and we all know how it feels - awful! So the next time you are about to bully someone:
Put yourself in their shoes
Think about how it must make them feel
And just don't do it
Talk to an adult. Making other people feel badly should never make you feel good. If it does, or if you're not really sure why you bully other kids, you need to talk to an adult about it. Even though you might think an adult won't understand, or that you'll get yourself into trouble, they can help! Whether it is your parent, a counselor, a teacher or another trusted grown-up, you should tell an adult how you've been acting so that they help you deal with it.
How can you stop bullying
When asked the question: "What threatens your safety and emotional health?" most kids say, teasing and bullying. Yet many adults, even your parents and teachers, may not realize how often you see or experience bullying at school and elsewhere. Often adults don't see bullying when it happens. And those adults who see it, and do nothing, may not understand that kids can be hurt by bullying.
Kids who are bullied day after day can feel helpless and alone. They may become too scared to report the bullying, fearing that adults won't believe them. Kids also worry that if the bullies find out they "tattled," the bullying may get worse. To protect kids who are bullied, parents and all adults must understand what bullying is, how harmful it can be, and the best ways to stop bullying behaviors.
School Policy about Bullying
Class Discussion: watch the following cartoon first:
STOP BULLYING NOW
1. What is the school’s policy on bullying?
2. What should you do if you are being bullied?
3. Are you a bully when you fight back?
4. What is the difference between bullying and teasing?
Be the solution to the problem, and stop bullying!
If you bully others, You need to STOP NOW!
If you're not sure if what you're doing is really bullying, then here's a hint: If you are hurting or threatening others in some way and using your size, strength or popularity to do it ... you're probably bullying someone!
Hey - let's face it, hurting and making others feel bad is NEVER cool. Just admitting that you are doing things to harm others takes some guts. But that's not enough. Trying to find out what you should do to change the way you're acting ... now that's a step in the right direction! So check out these tips ... they'll help you to start treating others with the respect they deserve.
Signs that you are a Bully
Okay, time for the truth. Or at least time to consider if you have a confession to make! Have you ever bullied someone. Questions to ask yourself.
1. There's a boy or a girl (or maybe more than one) whom you've repeatedly shoved, or punched or physically pushed around in a mean way just because you felt like it.
2. You had someone else hurt someone you don't like.
3. You've spread a nasty rumor about someone, in conversation, in a note, or through email or instant messaging.
4. You and your friends have regularly kept one or more kids from hanging out or playing with you. Examples: at your lunch table at school, during sports or other activities, or activities that are a part of a club or other kind of group activity.
5. You've teased people in a mean way, calling them names, making fun of their appearance, or the way they talk or dress or act.
6. You've been part of a group that did any of these things - even if you only wanted to be part of the crowd.
All over the country, in all types of neighborhoods and schools, there are all types of young people who bully others. Bullying is serious business. It causes young people a lot of pain, and it can affect their ability to do well in school and their general happiness.
But it doesn't have to be that way. You can learn about better ways to treat your friends and acquaintances, as well as become part of the solution to this serious problem!
How do your actions affect others?
Think about what you're doing ... and how it affects others. If you think calling others names is really harmless, or if you think pushing, hitting or stealing from other kids is funny, you've forgotten what it feels like to be hurt yourself! Teasing, hitting, keeping others out of a group - all of these things harm someone. All of us have been hurt at one time or another and we all know how it feels - awful! So the next time you are about to bully someone:
Put yourself in their shoes
Think about how it must make them feel
And just don't do it
Talk to an adult. Making other people feel badly should never make you feel good. If it does, or if you're not really sure why you bully other kids, you need to talk to an adult about it. Even though you might think an adult won't understand, or that you'll get yourself into trouble, they can help! Whether it is your parent, a counselor, a teacher or another trusted grown-up, you should tell an adult how you've been acting so that they help you deal with it.
How can you stop bullying
When asked the question: "What threatens your safety and emotional health?" most kids say, teasing and bullying. Yet many adults, even your parents and teachers, may not realize how often you see or experience bullying at school and elsewhere. Often adults don't see bullying when it happens. And those adults who see it, and do nothing, may not understand that kids can be hurt by bullying.
Kids who are bullied day after day can feel helpless and alone. They may become too scared to report the bullying, fearing that adults won't believe them. Kids also worry that if the bullies find out they "tattled," the bullying may get worse. To protect kids who are bullied, parents and all adults must understand what bullying is, how harmful it can be, and the best ways to stop bullying behaviors.
School Policy about Bullying
Class Discussion: watch the following cartoon first:
STOP BULLYING NOW
1. What is the school’s policy on bullying?
2. What should you do if you are being bullied?
3. Are you a bully when you fight back?
4. What is the difference between bullying and teasing?
Be the solution to the problem, and stop bullying!
Monday, April 12, 2010
Thoughts About Guiding Students
What to do when you have students who create a bunch of drama? This drama is utter nonsense. Name calling and rumor spreading. It has to stop! But the only way it will stop is when all parties decide to make a change and stop their part. What happens when you get 4 girls who just won't let it go. They tell stories about themselves to each other and then are extremely mad when of them spread the stories. It is a vicious cycle and must stop!
I Have Choices (Feelings)
Objectives: The student will become aware of appropriate ways to handle angry feelings.
Materials Needed: balloon
Directions:
1. Help the children share times when they have felt anger in the past.
2. Ask what would happen to our bodies if we didn't let the anger out - if we pretended not to be mad.
3. Take out a balloon and say, "I am angry!" I am filling my balloon with my anger. Blow it up a little at a time while making these statements.
4. Ask what would happen to the balloon if I didn't let my anger out. Talk about people who keep their anger inside until they "pop."
5. Since we all get mad sometimes, ask the students what things they can do to deal with their angry feelings. Here are some suggestions:
Tell someone you're angry.
Explain why you're angry.
Try to do something about what is making you angry.
Cry
Yell
Jump up and down.
Hit a pillow or punching bag.
Ride your bike
Run
Write a letter expressing your anger
Draw a picture expressing your anger
Materials Needed: balloon
Directions:
1. Help the children share times when they have felt anger in the past.
2. Ask what would happen to our bodies if we didn't let the anger out - if we pretended not to be mad.
3. Take out a balloon and say, "I am angry!" I am filling my balloon with my anger. Blow it up a little at a time while making these statements.
4. Ask what would happen to the balloon if I didn't let my anger out. Talk about people who keep their anger inside until they "pop."
5. Since we all get mad sometimes, ask the students what things they can do to deal with their angry feelings. Here are some suggestions:
Tell someone you're angry.
Explain why you're angry.
Try to do something about what is making you angry.
Cry
Yell
Jump up and down.
Hit a pillow or punching bag.
Ride your bike
Run
Write a letter expressing your anger
Draw a picture expressing your anger
My Buddy
My Buddy is a second grade guidance lesson developed at Crystal Lake Elementary by Pat Ruddle Dooley to help students promote an acceptance of the differences in people and an understanding of some of the issues a person who is physically disabled may have to deal with. The students should be able to distinguish between differences in cultures, lifestyles, and abilities. My Buddy is a non-fiction book written by Audrey Osofsky. Ms. Osofsky is an author from Burnsville, Minnesota. She wrote this book after interviewing a young boy with a physical disability. The following lesson is designed for a 30 minute period.
A typical lesson follows by asking students the following questions:
* What is a disability?
* What are some different kinds of disabilities that people have?
* How should we treat people who have disabilities?
* Today’s story is about a boy who is disabled and the dog who works with him and loves him unconditionally.
Read the story to the students and follow up with a discussion by asking the following questions:
* What did you think about the boy’s situation?
* How was his dog helpful to him?
* How do you think it would feel to be in a wheelchair?
* How would you want others to treat you if you were in a wheel chair?
* What did you learn today about disabilities and how to treat people who may have a disability?
As you are reading the story you may stop and ask questions to make sure the students are following along and comprehending the story. You can also have some discussion with the students if someone has something to share or a personal story to tell.
A typical lesson follows by asking students the following questions:
* What is a disability?
* What are some different kinds of disabilities that people have?
* How should we treat people who have disabilities?
* Today’s story is about a boy who is disabled and the dog who works with him and loves him unconditionally.
Read the story to the students and follow up with a discussion by asking the following questions:
* What did you think about the boy’s situation?
* How was his dog helpful to him?
* How do you think it would feel to be in a wheelchair?
* How would you want others to treat you if you were in a wheel chair?
* What did you learn today about disabilities and how to treat people who may have a disability?
As you are reading the story you may stop and ask questions to make sure the students are following along and comprehending the story. You can also have some discussion with the students if someone has something to share or a personal story to tell.
Wednesday, April 7, 2010
Decision Making
# Say to the students, “Today we are going to talk about making decisions. Some decisions are big and others are small. Sometimes adults make the decisions for us and other times we need help from adults, like when we need to buy a shirt, if we are going over to a friend’s house, etc.”
“We are going to start today by making a decision. I am going to give you two choices. If you decide on one choice you need to go to one corner and if you decide the opposite you need to go to the opposite corner.” [Or ask the students to stand up or sit down to choose the situation so there is less movement in the class]. Ask the students to stand up. State the following scenarios…
“You have a choice…”McDonalds or Pizza Hut for lunch. If you want McDonalds go by the window & if you want Pizza Hut go to the other side of the room”.
Eating lunch from home or school
Staying inside to play or going outside
Jumping rope vs. kickball
Valleyfair or Camp Snoopy
Do you like to do things alone or in a group
Helping Dad inside the house or outside the house
Process the activity: What decisions were easy? Did you need help making the decisions? Who can help? What made you choose jumping rope over kickball? When your friend went to one side did that make you want to go over there, too? Summarize!
“We are going to start today by making a decision. I am going to give you two choices. If you decide on one choice you need to go to one corner and if you decide the opposite you need to go to the opposite corner.” [Or ask the students to stand up or sit down to choose the situation so there is less movement in the class]. Ask the students to stand up. State the following scenarios…
“You have a choice…”McDonalds or Pizza Hut for lunch. If you want McDonalds go by the window & if you want Pizza Hut go to the other side of the room”.
Eating lunch from home or school
Staying inside to play or going outside
Jumping rope vs. kickball
Valleyfair or Camp Snoopy
Do you like to do things alone or in a group
Helping Dad inside the house or outside the house
Process the activity: What decisions were easy? Did you need help making the decisions? Who can help? What made you choose jumping rope over kickball? When your friend went to one side did that make you want to go over there, too? Summarize!
Decision Making
I Have Choices
Grade Level: K-3
Objectives: The student will become aware of choices they make and choices made for them.
Materials Needed: Pictures
Directions:
1. Put the words (or pictures) Mother, Father, Me, Teachers, and Friends on the board.
2. Ask the children who decides:
What you wear to school
What you have for breakfast
With whom you play
Whether or not you should do your homework
What TV program you watch
When you should do your homework
What you should do for your homework
What your favorite food is
What game you should play with your friend
What you should do when there is no one to play with
What your jobs at home are
3. Ask the children after each one, "Could anyone else make this decision?"
4. Help them understand that they have many decisions that they can make on their own.
Grade Level: K-3
Objectives: The student will become aware of choices they make and choices made for them.
Materials Needed: Pictures
Directions:
1. Put the words (or pictures) Mother, Father, Me, Teachers, and Friends on the board.
2. Ask the children who decides:
What you wear to school
What you have for breakfast
With whom you play
Whether or not you should do your homework
What TV program you watch
When you should do your homework
What you should do for your homework
What your favorite food is
What game you should play with your friend
What you should do when there is no one to play with
What your jobs at home are
3. Ask the children after each one, "Could anyone else make this decision?"
4. Help them understand that they have many decisions that they can make on their own.
Thursday, April 1, 2010
How to respond to bullies:
1. Don’t let the bully see you looking mad or sad – they’ll feel a power trip.
2. Shrug it off and don’t sweat the small stuff.
3. Ignore it, especially if it is someone you may not see again.
4. Say, “Don’t worry about it.”
5. Say, “That’s O.K. You don’t have to like it.”
6. Say, “I’m sorry you feel that way.”
7. Say, “Gee, thanks!”
8. Say, “Whatever.”
9. Say, “Oh, hi, (name). Did you want something?”
* Laughingly agree with them. “Yeah, it’s pretty weird, isn’t it?”
* Laugh at yourself before they get to comment.
* “Wow! That was really pathetic!” or “Wait till you see my next trick!” “Now you know why the NFL isn’t scouting me.”
* Say, “I don’t bug you so don’t bug me.”
* Tell an Adult!
2. Shrug it off and don’t sweat the small stuff.
3. Ignore it, especially if it is someone you may not see again.
4. Say, “Don’t worry about it.”
5. Say, “That’s O.K. You don’t have to like it.”
6. Say, “I’m sorry you feel that way.”
7. Say, “Gee, thanks!”
8. Say, “Whatever.”
9. Say, “Oh, hi, (name). Did you want something?”
* Laughingly agree with them. “Yeah, it’s pretty weird, isn’t it?”
* Laugh at yourself before they get to comment.
* “Wow! That was really pathetic!” or “Wait till you see my next trick!” “Now you know why the NFL isn’t scouting me.”
* Say, “I don’t bug you so don’t bug me.”
* Tell an Adult!
How to avoid being a victim of bullies:
Stay away from known bullies by using a different hall or path. Be with your “allies” as much as possible. Not alone around bullies. Don’t give dirty look or make negative comments that may invite revenge. (if you need to say, ”Just Kidding” after a comment, Save It)
* Watch your body posture and facial expressions – look confident, even if you have to fake it. Walk tall, look ahead and look happy.
* Apologize if you accidentally bump someone so it doesn’t look like you’re trying to start something.
* Watch your body posture and facial expressions – look confident, even if you have to fake it. Walk tall, look ahead and look happy.
* Apologize if you accidentally bump someone so it doesn’t look like you’re trying to start something.
Dealing with Bullies
Description of the Lesson or Program
The Dealing with Bullies lesson is a conducted in the 6th grade FACS classroom during the second month of school. The guidance lesson was developed to assist incoming 6th grade students in dealing with the situations that might arise as they enter the middle school setting. The lesson is presented in a fifty-five (55) minute classroom environment and is adopted from several different guidance curricula, including Sunburst staff development and Current Health magazine.
A typical lesson follows.
5 minutes: Introduce yourself and begin talking to the students on frequency and severity of incidences within your given environment.
21 minutes: Sunburst Video presentation on Bullying: Strategies and Prevention.
10 minutes: Generate discussion on video and begin brainstorming on ways to avoid being a victim and how to respond to bullies.
The Dealing with Bullies lesson is a conducted in the 6th grade FACS classroom during the second month of school. The guidance lesson was developed to assist incoming 6th grade students in dealing with the situations that might arise as they enter the middle school setting. The lesson is presented in a fifty-five (55) minute classroom environment and is adopted from several different guidance curricula, including Sunburst staff development and Current Health magazine.
A typical lesson follows.
5 minutes: Introduce yourself and begin talking to the students on frequency and severity of incidences within your given environment.
21 minutes: Sunburst Video presentation on Bullying: Strategies and Prevention.
10 minutes: Generate discussion on video and begin brainstorming on ways to avoid being a victim and how to respond to bullies.
Tuesday, March 23, 2010
Personality/Career
What career will suit your personality?
Go to the following website: CAREER TEST
and begin the Quiz by clicking on one response for all 30 questions. When finished with the questions click the calculate button and you will be given a list of professions/careers and a summary of your personality.
Read the list of careers and the personality summary to answer the following 4 questions:
Name 5 careers that were on your list:
1.
2.
3.
4.
5.
Have you ever considered one or more of those careers? Which one?
In your own words, write 2 paragraphs about your personality summary: (use the back of this page)
Do you think that the personality summary was accurate? Did it describe you? Why or why not? (use the back of this page to state your answer)
Go to the following website: CAREER TEST
and begin the Quiz by clicking on one response for all 30 questions. When finished with the questions click the calculate button and you will be given a list of professions/careers and a summary of your personality.
Read the list of careers and the personality summary to answer the following 4 questions:
Name 5 careers that were on your list:
1.
2.
3.
4.
5.
Have you ever considered one or more of those careers? Which one?
In your own words, write 2 paragraphs about your personality summary: (use the back of this page)
Do you think that the personality summary was accurate? Did it describe you? Why or why not? (use the back of this page to state your answer)
Making a Difference
Making a Difference in Life
Safe and Drug Free Schools Month
MOVIE SADFS
After the movie discuss or write about the following:
How do you make a difference for yourself, do you go the extra mile?
How can you make a difference in others lives?
Safe and Drug Free Schools Month
MOVIE SADFS
After the movie discuss or write about the following:
How do you make a difference for yourself, do you go the extra mile?
How can you make a difference in others lives?
History of Red Ribbon
HB Oct 27 History of RRW
The History of Red Ribbon Week
1. Use the link below to learn more about Red Ribbon Week.
RED RIBBON HISTORY
2. Also use local news paper insert from the Standard Examiner. Please choose one of the stories or activities to do with your classes.
The History of Red Ribbon Week
1. Use the link below to learn more about Red Ribbon Week.
RED RIBBON HISTORY
2. Also use local news paper insert from the Standard Examiner. Please choose one of the stories or activities to do with your classes.
Red Ribbon Week
Red Ribbon Week
October 26-29
“A Week of Events”
October 26th Monday:
Theme: “Shine Away from Drugs”
Wear your brightest clothes day!
Homebase: Wristbands and Drawing for Prizes (we will be calling the names over the intercom)
October 27th Tuesday:
Theme: “Tie Dye Tuesday”
Wear your favorite tie dye shirt!
Homebase: History of Red Ribbon Week and Drawing for Prizes (we will be calling the names over the intercom)
October 28th Wednesday:
Theme: “Wild and Wacky Wednesday”
Wear your craziest hat day!
Homebase: Bookmarks and Drawing for Prizes (we will be calling the names over the intercom)
October 29th Thursday:
Theme: “Monster Mash- Scare Drugs Away”
Dress up for Halloween!
Homebase: Costume Judging Contest -
(teachers send 5-6 students, with the best costumes, to the office)
Stomp after school 2:45 - 4:45 $5.00
HALLOWEEN COSTUME CONTEST
OCTOBER 29th
JUDGING DURING HOMEBASE
Teachers are to select 5-6 students, from your homebase class, to send to the office.
Categories:
Best Overall
Celebrity/ Character
Funniest
Scariest
Most Original
Best Group Costume
Best Costume by Staff Member
Winners will also receive free Stomp admission
Reminder: No Masks, No Face Painting,
No Gang Attire, No Weapons,
School Dress Standards of Modesty Apply
October 30th Friday:
Theme: “Race Past Drugs”
Red, White and Blue Day- Wear our school colors or favorite jersey
Homebase: Suckers and Drawing for Prizes (we will be calling the names over the intercom)
Football game after school
GOOD LUCK FOOTBALL TEAM
October 26-29
“A Week of Events”
October 26th Monday:
Theme: “Shine Away from Drugs”
Wear your brightest clothes day!
Homebase: Wristbands and Drawing for Prizes (we will be calling the names over the intercom)
October 27th Tuesday:
Theme: “Tie Dye Tuesday”
Wear your favorite tie dye shirt!
Homebase: History of Red Ribbon Week and Drawing for Prizes (we will be calling the names over the intercom)
October 28th Wednesday:
Theme: “Wild and Wacky Wednesday”
Wear your craziest hat day!
Homebase: Bookmarks and Drawing for Prizes (we will be calling the names over the intercom)
October 29th Thursday:
Theme: “Monster Mash- Scare Drugs Away”
Dress up for Halloween!
Homebase: Costume Judging Contest -
(teachers send 5-6 students, with the best costumes, to the office)
Stomp after school 2:45 - 4:45 $5.00
HALLOWEEN COSTUME CONTEST
OCTOBER 29th
JUDGING DURING HOMEBASE
Teachers are to select 5-6 students, from your homebase class, to send to the office.
Categories:
Best Overall
Celebrity/ Character
Funniest
Scariest
Most Original
Best Group Costume
Best Costume by Staff Member
Winners will also receive free Stomp admission
Reminder: No Masks, No Face Painting,
No Gang Attire, No Weapons,
School Dress Standards of Modesty Apply
October 30th Friday:
Theme: “Race Past Drugs”
Red, White and Blue Day- Wear our school colors or favorite jersey
Homebase: Suckers and Drawing for Prizes (we will be calling the names over the intercom)
Football game after school
GOOD LUCK FOOTBALL TEAM
Unity
How can we come together to work with others?
Ask the class the question… What makes us (the United States) great? Make a class list of responses.
Compare your 2 lists:
Are there any common or similar answers?
Click on the link below to watch the video:
http://www.values.com/tv_spots/85-The-Wall
Final Question:
What can we do to work united as a team, so that incredible events can occur? (discuss or write as a journal entry)
Quote:
“You need to be aware of what others are doing, applaud their efforts, acknowledge their successes, and encourage them in their pursuits. When we all help one another, everybody wins.”
Jim Stovall
Ask the class the question… What makes us (the United States) great? Make a class list of responses.
Compare your 2 lists:
Are there any common or similar answers?
Click on the link below to watch the video:
http://www.values.com/tv_spots/85-The-Wall
Final Question:
What can we do to work united as a team, so that incredible events can occur? (discuss or write as a journal entry)
Quote:
“You need to be aware of what others are doing, applaud their efforts, acknowledge their successes, and encourage them in their pursuits. When we all help one another, everybody wins.”
Jim Stovall
Using All Your Strength
Read:
A young boy was walking with his father along a country road when they came
across a large tree branch.
The boy asked, “Do you think I could move that branch?”
“If you use all your strength, I’m sure you can,” his father answered.
The boy tried mightily to lift, pull, and push the branch, but he couldn’t budge it.
Discouraged, he said, “Dad, you were wrong. I can’t do it.”
His dad said, “Try again.”
This time, as the boy struggled with the branch, his father joined him. Together
they pushed the branch aside.
“The first time you didn’t use all your strength,” his father said. “You didn’t ask
me to help.”
It’s important to use all our strength. This includes inner resources such as
discipline, courage, and love. It also includes outer resources. Just as we
should be willing to help others, we should be willing to ask the help of others.
It’s one of the great things about being human.
Plans
1. Read Using All Your Strength to the class. Discuss what it means to use all your strength. Do they consider asking another for help, to be a strength or a weakness?
2. Each student needs a blank sheet of paper. Have them divide the sheet into three columns. In the first column, ask them to list their short- and long-term goals. (You can specify areas such as hobbies, career, academics, athletics, etc.) In the second column, tell them to list their strengths. Have them match their strengths to their goals. Do any goals have no strengths attached? If so, remind them that they’re more likely to achieve their goals with the help of others. In the third column, have them list people who can help them reach their goals and improve their strengths.
3. Have the students discuss their goals, strengths, and people who can help them achieve their goals.
A young boy was walking with his father along a country road when they came
across a large tree branch.
The boy asked, “Do you think I could move that branch?”
“If you use all your strength, I’m sure you can,” his father answered.
The boy tried mightily to lift, pull, and push the branch, but he couldn’t budge it.
Discouraged, he said, “Dad, you were wrong. I can’t do it.”
His dad said, “Try again.”
This time, as the boy struggled with the branch, his father joined him. Together
they pushed the branch aside.
“The first time you didn’t use all your strength,” his father said. “You didn’t ask
me to help.”
It’s important to use all our strength. This includes inner resources such as
discipline, courage, and love. It also includes outer resources. Just as we
should be willing to help others, we should be willing to ask the help of others.
It’s one of the great things about being human.
Plans
1. Read Using All Your Strength to the class. Discuss what it means to use all your strength. Do they consider asking another for help, to be a strength or a weakness?
2. Each student needs a blank sheet of paper. Have them divide the sheet into three columns. In the first column, ask them to list their short- and long-term goals. (You can specify areas such as hobbies, career, academics, athletics, etc.) In the second column, tell them to list their strengths. Have them match their strengths to their goals. Do any goals have no strengths attached? If so, remind them that they’re more likely to achieve their goals with the help of others. In the third column, have them list people who can help them reach their goals and improve their strengths.
3. Have the students discuss their goals, strengths, and people who can help them achieve their goals.
Enhancing Your Self-Esteem
How to Enhance Your Self-Esteem
Your Self-Esteem
The way we feel about ourselves has a huge affect on the way we treat ourselves and others, and on the kinds of choices we make. Here are some things you can do to protect, raise, or reinforce your self-esteem:
● Spend time with people who like you and care about you.
● Ignore (and stay away from) people who put you down or treat you badly.
● Do things that you enjoy or that make you feel good.
● Do things you are good at.
● Reward yourself for your successes.
● Develop your talents.
● Be your own best friend - treat yourself well and do things that are good for you.
● Make good choices for yourself, and don't let others make your choices for you.
● Take responsibility for yourself, your choices, and your actions.
● Always do what you believe is right.
● Be true to yourself and your values.
● Respect other people and treat them right.
● Set goals and work to achieve them.
Discussion Questions
1. We hear a lot of talk these days about self-esteem. Who can tell me what self-esteem is?
2. Is there a difference between self-esteem and smugness or conceit?
3. When we say someone has high self-esteem, what does that mean?
4. Is everybody is entitled to have high self-esteem. Do you agree? Why (or why not)?
5. Do you think you have to "prove yourself" in some way in order to deserve high self-esteem?
- Do you have to be great at something?
- Do you have to be super-popular or part of the "in-crowd?"
- Do you have to be terrifically good-looking?
- Is there any reason why someone should not be entitled to have good self-esteem?
6. Where does high self-esteem come from?
- Why do you think some people have high self esteem and others have low self-esteem?
7. What causes low self-esteem?
8. When you make really good choices for yourself, how does that make you feel? (ask for examples)
- Does that raise your self-esteem?
- Do you think that making good choices for yourself could be one way to help raise your self-esteem?
9. When you make really bad choices for yourself, how does that make you feel? (ask for examples)
- Does that lower your self-esteem?
10. Have you ever made yourself feel bad by comparing yourself with others?
- Is it good to compare yourself with others? Why not?
- What can happen when you compare yourself with others?
11. Is our self-esteem permanent, or does it change?
- Is it ever too late to change the way we feel about ourselves?
Your Self-Esteem
The way we feel about ourselves has a huge affect on the way we treat ourselves and others, and on the kinds of choices we make. Here are some things you can do to protect, raise, or reinforce your self-esteem:
● Spend time with people who like you and care about you.
● Ignore (and stay away from) people who put you down or treat you badly.
● Do things that you enjoy or that make you feel good.
● Do things you are good at.
● Reward yourself for your successes.
● Develop your talents.
● Be your own best friend - treat yourself well and do things that are good for you.
● Make good choices for yourself, and don't let others make your choices for you.
● Take responsibility for yourself, your choices, and your actions.
● Always do what you believe is right.
● Be true to yourself and your values.
● Respect other people and treat them right.
● Set goals and work to achieve them.
Discussion Questions
1. We hear a lot of talk these days about self-esteem. Who can tell me what self-esteem is?
2. Is there a difference between self-esteem and smugness or conceit?
3. When we say someone has high self-esteem, what does that mean?
4. Is everybody is entitled to have high self-esteem. Do you agree? Why (or why not)?
5. Do you think you have to "prove yourself" in some way in order to deserve high self-esteem?
- Do you have to be great at something?
- Do you have to be super-popular or part of the "in-crowd?"
- Do you have to be terrifically good-looking?
- Is there any reason why someone should not be entitled to have good self-esteem?
6. Where does high self-esteem come from?
- Why do you think some people have high self esteem and others have low self-esteem?
7. What causes low self-esteem?
8. When you make really good choices for yourself, how does that make you feel? (ask for examples)
- Does that raise your self-esteem?
- Do you think that making good choices for yourself could be one way to help raise your self-esteem?
9. When you make really bad choices for yourself, how does that make you feel? (ask for examples)
- Does that lower your self-esteem?
10. Have you ever made yourself feel bad by comparing yourself with others?
- Is it good to compare yourself with others? Why not?
- What can happen when you compare yourself with others?
11. Is our self-esteem permanent, or does it change?
- Is it ever too late to change the way we feel about ourselves?
You and Your Values
You and Your Values
HOW TO BE YOURSELF
It's not always easy to be ourselves. Sometimes, when we're with other people, we make choices or act in ways that are different from when we're alone. Here are some ways to prevent that from happening.
Know your values and stay true to them.
Make your own choices, don't just go along with the crowd.
Respect yourself.
Think about your goals and act accordingly.
What are Values?
Your values are your personal inventory of what you consider most important in life. We all have values, but unless we take the time to think about those values, we can easily overlook them when we're making important choices. Here are some guidelines for identifying what you value.
Is this something that's important to you?
Do you feel good about this being important to you?
Would you feel good if people you respect knew that this was important to you?
Have you ever done anything that indicates that this is important to you?
Is this something you would stand by even if others made fun of you for it?
Does this fit in with your vision of who you are?
Discussion Questions
When somebody says "just be yourself," what does that mean?
Is it always easy to be yourself, or can it sometimes be difficult? Why? How? Give examples.
Does fitting in ever make it hard to be yourself? Why?
Do all the kids in a group have the same values?
Do you think that sometimes people make choices that conflict with their values? Can you give an example? Are they aware that they're doing that? What would cause somebody to make a choice that conflicts with his/her values?
Do you think we are born with values or we learn them? If we learn them, how do we learn them? Who helps you figure out what you value?
How can you benefit from knowing what your values are?
HOW TO BE YOURSELF
It's not always easy to be ourselves. Sometimes, when we're with other people, we make choices or act in ways that are different from when we're alone. Here are some ways to prevent that from happening.
Know your values and stay true to them.
Make your own choices, don't just go along with the crowd.
Respect yourself.
Think about your goals and act accordingly.
What are Values?
Your values are your personal inventory of what you consider most important in life. We all have values, but unless we take the time to think about those values, we can easily overlook them when we're making important choices. Here are some guidelines for identifying what you value.
Is this something that's important to you?
Do you feel good about this being important to you?
Would you feel good if people you respect knew that this was important to you?
Have you ever done anything that indicates that this is important to you?
Is this something you would stand by even if others made fun of you for it?
Does this fit in with your vision of who you are?
Discussion Questions
When somebody says "just be yourself," what does that mean?
Is it always easy to be yourself, or can it sometimes be difficult? Why? How? Give examples.
Does fitting in ever make it hard to be yourself? Why?
Do all the kids in a group have the same values?
Do you think that sometimes people make choices that conflict with their values? Can you give an example? Are they aware that they're doing that? What would cause somebody to make a choice that conflicts with his/her values?
Do you think we are born with values or we learn them? If we learn them, how do we learn them? Who helps you figure out what you value?
How can you benefit from knowing what your values are?
The Three R's
The Three R’s of Growing Up
Responsibility
Right Things
Respect
1. BE RESPONSIBLE
Most people think of a grownup as someone who takes responsibility for his/her own life. And being responsible shows your parents that you are growing up and can handle more freedom. Here are six ways to be a responsible person:
Take care of your own affairs.
● Follow through on commitments.
● Answer for your own actions.
● Be trustworthy.
● Don't procrastinate.
● Always use your head.
2. CHOOSE TO DO THE RIGHT THING
Some decisions are easy to make, others are more complicated. When it's a choice between right and wrong, you don't need to weigh the pros and cons. Choosing to do the right thing is an act of self-respect and responsible decision making. Here are some guidelines for deciding what's right:
What do my heart and conscience tell me?
● Could it hurt anyone - including me?
● Is it fair?
● How would I feel if somebody did it to me?
● How will I feel about myself later if I do it?
● What would adults I respect say about it?
3. RESPECT YOURSELF
Respecting ourselves helps us make good choices. And making good choices lifts our self-respect. Good self respect helps every aspect of our personal and social lives, and makes it a lot easier to get through the tough times. Here are some things that are almost guaranteed to make you respect yourself:
Take responsibility for yourself.
● Always do what you believe is right.
● Be true to yourself and your highest values.
● Respect others and treat them right.
● Set goals and work to achieve them.
● Say "no" to negative pressures.
● Don't let others make your choices for you.
DISCUSSION QUESTIONS
What is a grownup? How do you know when you are one?
Exactly what does being responsible mean? Name some responsible behaviors.
What are the benefits of being responsible?
What does self-respect have to do with growing up?
Do you think your self-respect sometimes affects the way you make choices? In what way?
Agree or disagree: When it comes to making choices, it's okay to do anything you can get away with! Why do you agree or disagree? Can you give some examples from personal experience?
Why do people sometimes do the right thing even when it's not as easy or as much fun as something else?
How often do you think about whether something is right or wrong before you decide to do it?
What are the benefits of doing what you believe is the right thing? Does it make your decisions any easier? How?
Agree or disagree: By the time you are 35 years old you are certainly a grownup. Why do you agree or disagree?
Responsibility
Right Things
Respect
1. BE RESPONSIBLE
Most people think of a grownup as someone who takes responsibility for his/her own life. And being responsible shows your parents that you are growing up and can handle more freedom. Here are six ways to be a responsible person:
Take care of your own affairs.
● Follow through on commitments.
● Answer for your own actions.
● Be trustworthy.
● Don't procrastinate.
● Always use your head.
2. CHOOSE TO DO THE RIGHT THING
Some decisions are easy to make, others are more complicated. When it's a choice between right and wrong, you don't need to weigh the pros and cons. Choosing to do the right thing is an act of self-respect and responsible decision making. Here are some guidelines for deciding what's right:
What do my heart and conscience tell me?
● Could it hurt anyone - including me?
● Is it fair?
● How would I feel if somebody did it to me?
● How will I feel about myself later if I do it?
● What would adults I respect say about it?
3. RESPECT YOURSELF
Respecting ourselves helps us make good choices. And making good choices lifts our self-respect. Good self respect helps every aspect of our personal and social lives, and makes it a lot easier to get through the tough times. Here are some things that are almost guaranteed to make you respect yourself:
Take responsibility for yourself.
● Always do what you believe is right.
● Be true to yourself and your highest values.
● Respect others and treat them right.
● Set goals and work to achieve them.
● Say "no" to negative pressures.
● Don't let others make your choices for you.
DISCUSSION QUESTIONS
What is a grownup? How do you know when you are one?
Exactly what does being responsible mean? Name some responsible behaviors.
What are the benefits of being responsible?
What does self-respect have to do with growing up?
Do you think your self-respect sometimes affects the way you make choices? In what way?
Agree or disagree: When it comes to making choices, it's okay to do anything you can get away with! Why do you agree or disagree? Can you give some examples from personal experience?
Why do people sometimes do the right thing even when it's not as easy or as much fun as something else?
How often do you think about whether something is right or wrong before you decide to do it?
What are the benefits of doing what you believe is the right thing? Does it make your decisions any easier? How?
Agree or disagree: By the time you are 35 years old you are certainly a grownup. Why do you agree or disagree?
Career Education
Career Guide for Teens
January 2009
Utah Careers Supplement for Teens
Keep the booklets in your classroom, you will need them each day.
At the end of the 5 lessons on March 23rd,
the student can take a copy home
February 23rd “Dream Jobs”
Page 5 in the Career Guide for Teens booklet
Read “Dream Jobs” aloud as a class.
Discuss after reading.
Read the right hand side about what are my chances of playing pro sports after High School.
Let them down easy...
Website: GEAR UP - MONEY SKILLS
1. “It’s Your Life-”
Pages 6-7 in the Career Guide for Teens booklet
Have students read silently or aloud.
Then as a class, make a list of things, that they feel, they have control over, in their lives.
If time permits: read together page 8 about Money and hourly pay.
2. “Education Pays”
Pages 10-11 in the Career Guide for Teens booklet
Read “Education Pays”, aloud as a class
Discuss after reading.
Career Planning Myths: The teacher reads the Myth and the class decides if it is true or false. Then read the “Truth” to the class to discuss.
http://www.bls.gov/emp/ep_chart_001.htm
3. “ Your First Job” pg. 13
“What’s Personality Got To Do With It?” pg. 15
Have students read about “Your First Job” on page 13. Then make a class list of some of the first Jobs that the class has done.
Then have students read about “Personality” on page 15. Discuss as a class.
4. “Competitive World” pg. 17
As a class read “Competitive World” on page 17. Then separate students into groups of 4 or 5, and have them make 2 lists:
1st list: what they can do now, to become a more desirable employee;
2nd list: what qualities and traits do they need to have, to be more competitive in the world of work.
January 2009
Utah Careers Supplement for Teens
Keep the booklets in your classroom, you will need them each day.
At the end of the 5 lessons on March 23rd,
the student can take a copy home
February 23rd “Dream Jobs”
Page 5 in the Career Guide for Teens booklet
Read “Dream Jobs” aloud as a class.
Discuss after reading.
Read the right hand side about what are my chances of playing pro sports after High School.
Let them down easy...
Website: GEAR UP - MONEY SKILLS
1. “It’s Your Life-”
Pages 6-7 in the Career Guide for Teens booklet
Have students read silently or aloud.
Then as a class, make a list of things, that they feel, they have control over, in their lives.
If time permits: read together page 8 about Money and hourly pay.
2. “Education Pays”
Pages 10-11 in the Career Guide for Teens booklet
Read “Education Pays”, aloud as a class
Discuss after reading.
Career Planning Myths: The teacher reads the Myth and the class decides if it is true or false. Then read the “Truth” to the class to discuss.
http://www.bls.gov/emp/ep_chart_001.htm
3. “ Your First Job” pg. 13
“What’s Personality Got To Do With It?” pg. 15
Have students read about “Your First Job” on page 13. Then make a class list of some of the first Jobs that the class has done.
Then have students read about “Personality” on page 15. Discuss as a class.
4. “Competitive World” pg. 17
As a class read “Competitive World” on page 17. Then separate students into groups of 4 or 5, and have them make 2 lists:
1st list: what they can do now, to become a more desirable employee;
2nd list: what qualities and traits do they need to have, to be more competitive in the world of work.
A Time to Give
Helping Others by Volunteering
Go to the following website to watch video clip: GENEROSITY VIDEO
Read the following story:
I wrote my first Christmas card on Sunday 28th September!
Believe me, it's not like me. I usually put these things off to the last minute. But, after church on Sunday, one of the ladies from the Mothers' Union handed around some cards that they were planning to send to inmates of the nearest prison.
She asked that we each put a personal message inside - but what do you write to someone when the only thing you know about them is that they have committed a crime?
Oh, it was hard! I tapped the pen on the table for a long time searching for inspiration. In the end I had to look past the prison walls and the crime to the heart of the man.
I wrote, "Each day brings the promise of a new life. Have a Merry Christmas and a better New Year. Love, David."
It wasn't exactly inspired, but new life is what Christmas is all about and each day we have a fresh chance to make a new beginning.
I can't take credit for the idea, but wouldn't it be wonderful if we each reached out this year and shared a little love with someone who needs it?
Author Anonymous
During the month of December you have an opportunity to help others who are in need…
Class discussion or writing assignment:
1. How does it make you feel when you do something nice to help others?
2. How do you think others feel when you do something nice to help them?
Go to the following website to watch video clip: GENEROSITY VIDEO
Read the following story:
I wrote my first Christmas card on Sunday 28th September!
Believe me, it's not like me. I usually put these things off to the last minute. But, after church on Sunday, one of the ladies from the Mothers' Union handed around some cards that they were planning to send to inmates of the nearest prison.
She asked that we each put a personal message inside - but what do you write to someone when the only thing you know about them is that they have committed a crime?
Oh, it was hard! I tapped the pen on the table for a long time searching for inspiration. In the end I had to look past the prison walls and the crime to the heart of the man.
I wrote, "Each day brings the promise of a new life. Have a Merry Christmas and a better New Year. Love, David."
It wasn't exactly inspired, but new life is what Christmas is all about and each day we have a fresh chance to make a new beginning.
I can't take credit for the idea, but wouldn't it be wonderful if we each reached out this year and shared a little love with someone who needs it?
Author Anonymous
During the month of December you have an opportunity to help others who are in need…
Class discussion or writing assignment:
1. How does it make you feel when you do something nice to help others?
2. How do you think others feel when you do something nice to help them?
Getting to Know You
Break class into groups of 3-4, try and have an seventh,eighth, and ninth grade student in each group.
Have each student take out a scrap paper and number it from 1-10.
You will ask the students the following questions and they should answer them keeping their answers to themselves.
#1 What elementary did you attend?
Bonus: who was your teacher?
#2 What is your favorite color?
#3 Who is or was your seventh grade english teacher 1st semester?
#4 Which fast food restaurant is your favorite?
#5 What is your favorite meal at the school cafeteria?
#6 What was your favorite Olympic sport that the U.S. got a gold medal in?
Bonus: who won the Men’s 100 m dash?
#7 What is the principal’s name?
Bonus: Spell it correctly
#8 If you went on a trip this summer, where did you travel too?
#9 What year was T.H. Bell built?
#10 What was the best movie you saw this summer?
Go through the questions again.
Give each team 5 points for every question answered by the 7th graders (if there are no 7th graders appoint one student to pretend) and an additional 5 points for each match. (so if there are three people in the group and all went to Riverdale they could earn 15 points).
At the end total the points and divide by the number of people in the group.
Have each student take out a scrap paper and number it from 1-10.
You will ask the students the following questions and they should answer them keeping their answers to themselves.
#1 What elementary did you attend?
Bonus: who was your teacher?
#2 What is your favorite color?
#3 Who is or was your seventh grade english teacher 1st semester?
#4 Which fast food restaurant is your favorite?
#5 What is your favorite meal at the school cafeteria?
#6 What was your favorite Olympic sport that the U.S. got a gold medal in?
Bonus: who won the Men’s 100 m dash?
#7 What is the principal’s name?
Bonus: Spell it correctly
#8 If you went on a trip this summer, where did you travel too?
#9 What year was T.H. Bell built?
#10 What was the best movie you saw this summer?
Go through the questions again.
Give each team 5 points for every question answered by the 7th graders (if there are no 7th graders appoint one student to pretend) and an additional 5 points for each match. (so if there are three people in the group and all went to Riverdale they could earn 15 points).
At the end total the points and divide by the number of people in the group.
Saturday, March 20, 2010
Student Education Occupation Plan
What is an SEOP? SEOP stands for Student Education Occupation Planning. This meeting is very positive and it is time for the student to discuss academic progress, set goals, celebrate accomplishments, discuss high school graduation requirements and begin a written personal portfolio. The following are some suggestions about occupation planning. Start Career Planning Now!
Creativity
The Book Arts as a Counseling Tool
Description of the Lesson
The Book Arts as a Counseling tool is a series of classroom elementary guidance lessons developed by Karen Krause at Waterville Elementary School to enable children to express themselves in a creative way. The Accordion, Step, Flag, Meandering, and Jelly Bean Book styles allow for a variety of topics to be explored, including but not limited to: divorce, grief, self-esteem, friendship, anger, career exploration, feelings, and personality type. The supplies used are simple and inexpensive, requiring only a small amount of preparation. This lesson will focus on the Step Book. Topic: self-esteem. It is suitable for students K-3. The title of this book is I am Special.
Objectives: 1) to develop self-awareness and positive attitude toward self and others. 2) To help students identify characteristics about themselves that they like, and 3) to encourage student expression of their feelings about the people and things in their world through drawing/illustrations.
Activities: Depending on the age of the students involved, the step books can be pre-folded and stapled, or if students are capable, they can fold and staple their own. Possible themes for each page: first page- name, second page-a picture of me, third page-my family, fourth page- my friends, fifth page-things I like, sixth page-best thing about me. This lesson will take two-three classroom developmental guidance times depending on the age of students you are working with.
Begin the first session reading a book such as “I Am Special” by Mercer Mayer. Have students discuss what makes them similar/different from other students in their class, and ask if they like or dislike the fact that everyone is different in some way. Return to table or desks and have them write their name on the first page of the book, draw a picture of themselves and color on the second, draw and color a picture of themselves on the third page. On the second lesson, review what was covered in the previous session. Form a circle and have each student tell one thing they like. (i.e., food, color, activity, sport) Move to work area and have them draw a picture of a friend(s) on page four, things I like on page five, and the best thing about me on page six.
Ask for volunteers to share what they think the best thing about them is. Have them share their books with their family. Directions for the Step Book: Each book requires three sheets of paper. (Legal size works well). Lay the sheets on top of each other with a 1 ½” gap between sheets at the top. Fold the top of the papers in half to make 6 pages. Staple on the top fold. The top page will be the smallest and each page a little bit bigger.
Description of the Lesson
The Book Arts as a Counseling tool is a series of classroom elementary guidance lessons developed by Karen Krause at Waterville Elementary School to enable children to express themselves in a creative way. The Accordion, Step, Flag, Meandering, and Jelly Bean Book styles allow for a variety of topics to be explored, including but not limited to: divorce, grief, self-esteem, friendship, anger, career exploration, feelings, and personality type. The supplies used are simple and inexpensive, requiring only a small amount of preparation. This lesson will focus on the Step Book. Topic: self-esteem. It is suitable for students K-3. The title of this book is I am Special.
Objectives: 1) to develop self-awareness and positive attitude toward self and others. 2) To help students identify characteristics about themselves that they like, and 3) to encourage student expression of their feelings about the people and things in their world through drawing/illustrations.
Activities: Depending on the age of the students involved, the step books can be pre-folded and stapled, or if students are capable, they can fold and staple their own. Possible themes for each page: first page- name, second page-a picture of me, third page-my family, fourth page- my friends, fifth page-things I like, sixth page-best thing about me. This lesson will take two-three classroom developmental guidance times depending on the age of students you are working with.
Begin the first session reading a book such as “I Am Special” by Mercer Mayer. Have students discuss what makes them similar/different from other students in their class, and ask if they like or dislike the fact that everyone is different in some way. Return to table or desks and have them write their name on the first page of the book, draw a picture of themselves and color on the second, draw and color a picture of themselves on the third page. On the second lesson, review what was covered in the previous session. Form a circle and have each student tell one thing they like. (i.e., food, color, activity, sport) Move to work area and have them draw a picture of a friend(s) on page four, things I like on page five, and the best thing about me on page six.
Ask for volunteers to share what they think the best thing about them is. Have them share their books with their family. Directions for the Step Book: Each book requires three sheets of paper. (Legal size works well). Lay the sheets on top of each other with a 1 ½” gap between sheets at the top. Fold the top of the papers in half to make 6 pages. Staple on the top fold. The top page will be the smallest and each page a little bit bigger.
Conflict
Causes and Types of Conflict
The following activity is intended for elementary students in grades 3 to 6. The purpose of this lesson to help students to understand the different causes or reasons of conflict and become aware of the types of conflict we deal with in the different areas of our lives. This is a second of four consecutive activities on conflict resolution.
Materials Needed:
The transparency entitled, “Causes of Conflict” (page 68 of book) and handouts on different types of conflict, such as school-based conflicts or conflicts with friends or family members, so each small group will have on to write on, blank transparencies and overhead markers.
Activity:
Begin by saying…
“Now that we have an understanding of what conflict is (possible review needed), we want to understand why conflict happens and what kinds of conflicts we have to deal with in our own daily lives.”
Ask the students to share some of the reasons they think that conflict and sometimes more physical conflict like fighting occurs.
Ask…
“Why do people fight?”
Show them the transparency “Causes of Conflict” and state that… “Many conflicts are started for the following reasons: conflict over objects, things, or possessions; conflict over opinions or beliefs, and conflict over needs we have.”
Ask your students to give an example of each of the three main reasons.
Next, divide your students into small groups of 4 or 5, and give each one of them a category and handout such as: Family, Home, School, Class, Lunchroom, Playground, or After school Activities. In their small groups have them list on their handout as many conflicts as they can think of that go in their category (such as Family- You and your brother are fighting over which TV show to watch). Give them approximately 10 minutes and then go around to see how the groups are doing. Next, have them report to the class the types of conflict they have come up with and how they acted. If the results of the way they acted did not get them what they wanted, different examples can be explored. A discussion of alternative ways of acting/behaving if the situation comes up again can then be conducted.
Closure:
Have the students review what was discussed and ask them how what they learned today might help them if they are faced with a conflict or are about to get in a fight with someone.
The following activity is intended for elementary students in grades 3 to 6. The purpose of this lesson to help students to understand the different causes or reasons of conflict and become aware of the types of conflict we deal with in the different areas of our lives. This is a second of four consecutive activities on conflict resolution.
Materials Needed:
The transparency entitled, “Causes of Conflict” (page 68 of book) and handouts on different types of conflict, such as school-based conflicts or conflicts with friends or family members, so each small group will have on to write on, blank transparencies and overhead markers.
Activity:
Begin by saying…
“Now that we have an understanding of what conflict is (possible review needed), we want to understand why conflict happens and what kinds of conflicts we have to deal with in our own daily lives.”
Ask the students to share some of the reasons they think that conflict and sometimes more physical conflict like fighting occurs.
Ask…
“Why do people fight?”
Show them the transparency “Causes of Conflict” and state that… “Many conflicts are started for the following reasons: conflict over objects, things, or possessions; conflict over opinions or beliefs, and conflict over needs we have.”
Ask your students to give an example of each of the three main reasons.
Next, divide your students into small groups of 4 or 5, and give each one of them a category and handout such as: Family, Home, School, Class, Lunchroom, Playground, or After school Activities. In their small groups have them list on their handout as many conflicts as they can think of that go in their category (such as Family- You and your brother are fighting over which TV show to watch). Give them approximately 10 minutes and then go around to see how the groups are doing. Next, have them report to the class the types of conflict they have come up with and how they acted. If the results of the way they acted did not get them what they wanted, different examples can be explored. A discussion of alternative ways of acting/behaving if the situation comes up again can then be conducted.
Closure:
Have the students review what was discussed and ask them how what they learned today might help them if they are faced with a conflict or are about to get in a fight with someone.
Cooperation
Description of the Lesson or Program:
The following lesson it presented to 3rd graders. It is presented in classroom and takes approximately 25 minutes. The lesson is presented in order to demonstrate and practice good listening skills.
3 minutes:
Ask for a volunteer to come up to the front of the room. Sitting face to face with the volunteer, have them share with you something the he/she likes to do in school. During this conversation use poor listening, i.e. look away, get up, lean back, cross your arms. After a minute, stop and ask: " Was I listening", "What kinds of things were I doing which indicated that I wasn't listening".
3 minutes:
Ask for another volunteer to come to the front of the class. Have that student share what they like about school. Use good listening skills, i.e. keeping still, leaning a bit forward, making eye contact. Ask: "Was I listening this time?" "What was I doing that indicated I was listening?"
4 minutes:
Practice Listening. Have students pair up and sit face to face. Explain that they are going to practice good listening with their partner for 1 minute. Then, they will be sharing the same topic while their partners listen to them.
5 minutes:
Bring group back together to discuss how they and their partner feel that they did during this exercise.
* How well did you listen?
* How well did you feel your partner listened?
* How did it feel to be listened to?
* How did it feel to listen carefully to someone else?
The following lesson it presented to 3rd graders. It is presented in classroom and takes approximately 25 minutes. The lesson is presented in order to demonstrate and practice good listening skills.
3 minutes:
Ask for a volunteer to come up to the front of the room. Sitting face to face with the volunteer, have them share with you something the he/she likes to do in school. During this conversation use poor listening, i.e. look away, get up, lean back, cross your arms. After a minute, stop and ask: " Was I listening", "What kinds of things were I doing which indicated that I wasn't listening".
3 minutes:
Ask for another volunteer to come to the front of the class. Have that student share what they like about school. Use good listening skills, i.e. keeping still, leaning a bit forward, making eye contact. Ask: "Was I listening this time?" "What was I doing that indicated I was listening?"
4 minutes:
Practice Listening. Have students pair up and sit face to face. Explain that they are going to practice good listening with their partner for 1 minute. Then, they will be sharing the same topic while their partners listen to them.
5 minutes:
Bring group back together to discuss how they and their partner feel that they did during this exercise.
* How well did you listen?
* How well did you feel your partner listened?
* How did it feel to be listened to?
* How did it feel to listen carefully to someone else?
The Listening Quiz
1. Does a good listener look directly into the eyes of the person who is speaking.
2. Does a good listener think about other things while listening?
3. Is a noisy, crowded place with lots of distractions a good place to try to carefully listen to another?
4. Does a good listener lean a bit forward when listening to someone?
5. Is facing toward the speaker a sign of good listener?
6. Does a good listener stand up and move around while the speaker is sitting?
7. Does a good listener's face show he or she is interested while listening?
8. Does a good listener turn away from the person who is speaking?
9. Does a good listener listen better while jumping up and down?
10. Can anyone without physical hearing problems be a good listener if they choose to be?
11. Listening is natural and does not require skill?
12. Tuning out sounds other then the speaker is easy and does not required concentrating?
4 minutes:
Close by conducting a go-around asking each student to complete this sentence: I learned or relearned _______ today about listening.
2. Does a good listener think about other things while listening?
3. Is a noisy, crowded place with lots of distractions a good place to try to carefully listen to another?
4. Does a good listener lean a bit forward when listening to someone?
5. Is facing toward the speaker a sign of good listener?
6. Does a good listener stand up and move around while the speaker is sitting?
7. Does a good listener's face show he or she is interested while listening?
8. Does a good listener turn away from the person who is speaking?
9. Does a good listener listen better while jumping up and down?
10. Can anyone without physical hearing problems be a good listener if they choose to be?
11. Listening is natural and does not require skill?
12. Tuning out sounds other then the speaker is easy and does not required concentrating?
4 minutes:
Close by conducting a go-around asking each student to complete this sentence: I learned or relearned _______ today about listening.
What has the Group Counseling done for You?
"What Has my Being in this Group Done for You?"
One group member will ask each person in the group, one at a time: "What has my being in this group done for you?" Once the member has received the answers, the next person in the circle asks each member the same question. It is helpful to have the question written on a piece of paper so the person on the "hot" seat can look at the question if needed. The paper is passed to each member of the group when it is his/her turn.
One group member will ask each person in the group, one at a time: "What has my being in this group done for you?" Once the member has received the answers, the next person in the circle asks each member the same question. It is helpful to have the question written on a piece of paper so the person on the "hot" seat can look at the question if needed. The paper is passed to each member of the group when it is his/her turn.
Simple Statements
1. One of these questions can be used to close any session:
* Who in the group have you discovered is most like you?
* Whom did you learn the most about today?
* Who do you think was the most honest today?
* Which person would you like to be more like?
Group members can also stand sideways in a circle and rub the back of the person in front of them as they answer the question.
2. Other options for simple statement closure are:
* Give a thought.
* Tell a joke.
* Repeat the serenity prayer.
* Stand in circle, hold hands, close eyes, and feel the friendship.
* Single Adjective Stroke
The group sits in a circle and the facilitator explains that members of the group will state a single positive adjective about each individual. One person will receive the praise from all the group members before the group begins with another person. The facilitator will write down the adjectives, then hand the sheet to the person after everyone has commented.
* Who in the group have you discovered is most like you?
* Whom did you learn the most about today?
* Who do you think was the most honest today?
* Which person would you like to be more like?
Group members can also stand sideways in a circle and rub the back of the person in front of them as they answer the question.
2. Other options for simple statement closure are:
* Give a thought.
* Tell a joke.
* Repeat the serenity prayer.
* Stand in circle, hold hands, close eyes, and feel the friendship.
* Single Adjective Stroke
The group sits in a circle and the facilitator explains that members of the group will state a single positive adjective about each individual. One person will receive the praise from all the group members before the group begins with another person. The facilitator will write down the adjectives, then hand the sheet to the person after everyone has commented.
Group Hug
There are several kinds of group hugs. These are nice to do periodically through the group sessions. In one type of group hug, members stand in a circle with one arm around each neighbor's waist. Then the group takes one big step forward. Another type of hug is called the jelly roll hug. The group stands in a straight line, holding hands. Then the end person at one end walks clockwise into a tiny roll circle, while the end person at the other end walks counter-clockwise on the outside of the circle. The movement will stop as the members become a tight group resembling a jelly roll. The group will continue to hold hands while the center person maneuvers his/her way out of the roll, pulling the group along with him/her.
Letters
In this activity, group members write short notes to each member of the group to say good-bye. After a group member reads his/her notes, he/she can share at least one comment that meant a lot or surprised him/her.
Kiss the Ugly Frog
The facilitator sets a stool or upside-down bucket to represent a lily pad on one end of an oval space. Then the facilitator tells the group the story of the beautiful princess who was bored and very sad one day, so she decided to leave the castle and walk down by the lily ponds. As she was looking in the water and reflecting upon her life, a frog that was sitting on a lily pad begged her to kiss him. He said that no one ever valued him or recognized his beauty because he was a frog. He talk about how lonely and sad his life had been. After much persuasion, he convinced the princess to give him a kiss, and as she did he turned into a handsome prince. We, too, can feel like handsome princes and beautiful princesses if we receive the verbal "kisses" that let us know that we are valued and loved for who we are. After the story, the facilitator will ask for a volunteer to sit on the lily pad. After each group member gives the volunteer verbal kisses by expressing the positive things he/she has noticed about the person (the person is only allowed to say "thank you"), then that person chooses another person to sit on the lily pad. The activity continues until each group member has been "kissed."
Play Dough Sculpture
Group members are given a ball of child's clay on a paper plate and asked to create something with the clay that is symbolic of the changes they've made, the things they've learned, the way they feel, or whatever else may meet the needs of the group. After each person finishes his/her sculpture, he/she will talk about it. After all group members have shared their sculptures, they each will choose one person to give the sculpture to, and will explain why they want that person to have it. No group member may be given two pieces; consequently, group members must think about and process their relationships with each individual in the group. Group members may keep the gift.
Paper Plates Activity
In this activity, a paper plate or other paper is taped on each group member's back. The group members write positive thoughts about the member on the plate. Once everyone has written a comment or thought, the member takes the plate off his/her back and shares with the group one thought or idea that he/she especially liked or found surprising.
Closure
It is important that some form of closure take place with each group session, and it is especially valuable for the group to spend time on closure when the group meets for the last time.
Wednesday, March 17, 2010
Sea Shell
For this activity, the facilitator holds a large sea shell in his/her hands and compares the spikes of the shell to his/her own manifestation of anger, or that of someone close to him/her. The facilitator will talk about how anger may alter his/her appearance, self-perception, or reception from others, what he/she has learned about him/herself, and what the lasting effects of the anger may be. Or, the facilitator can make the analogy and invite a group member to compare his/her own anger with the shell. The group member should hold the shell in his/her hands while speaking, and when finished should pass the shell to another group member.
Feeling Pictionary
The props for this game are index cards with one feeling per card (e.g., mad, sad, glad, scared, lonely, guilty, sorrowful, lonely, confused, relieved, frustrated, etc.). Each group member should take a card and draw a picture of the word on the board. When group members guess correctly, the facilitator will let each group member describe how he/she acts out that emotion in his/her life, what causes that emotion in his/her life, etc.
Saturday, March 13, 2010
Smooth Rock
In this activity, the facilitator holds a large, completely smooth rock in his/her hands and talks about what kind of adversity in nature had to take place to smooth the natural jagged edges from this rock. He/she will then compare it to some of the types of problems group members struggle through, and asks the group to share some of the experiences that have smoothed their rough edges. He/she will then hand the rock to the first volunteer. When the group member is finished, he/she will hand the rock to another group member.
Thursday, March 11, 2010
Dream Catcher
There is a Native American legend that tells how the Native Americans put a dream catcher (a round hoop with woven thread, like a web that leaves an opening in the center) over their babies' beds to protect the babies from their bad dreams. The web catches the bad dreams before they can reach the baby, and the good dreams make their way through the hole in the center. After the facilitator tells the legend, he/she should hand the dream catcher to a volunteer who will share what bad dreams he/she wants kept away, and what good dreams he/she hopes will reach him/her. Then the dream catcher is passed to another group member.
Wednesday, March 10, 2010
Trust Roll
For the trust roll, the group divides into small groups of 5-6 members. One group member will close his/her eyes, with legs together and hands crossed on his/her chest, holding on to both shoulders. The remaining group members stand shoulder to shoulder with hands up, palms forward. The center member lets him/herself fall forward and backward in the small group, while the group members keep him/her from falling through the circle. (It is important that all members understand the necessity of remaining trustworthy.) Then the group should process how it felt to trust, and how it felt to be responsible.
Trust Walk
For this activity, the facilitator creates an obstacle course with boards, blocks, string, or whatever he/she may have to challenge group members. He/she then explains to the group that the floor, or a major area, is poison and if they touch it they will "die." However, they cannot stay where they are because explosives have been hidden and will go off in six minutes. The safety area is on the other side of the room, hall, or field (the other side of the poison). Also, half the group members are blind and must be led through the troubled area to safety. After the time is up, the group will process how it felt to be blind and have to depend on other people, or how it felt to have a blind person's safety in their hands.
Sunday, March 7, 2010
The Empty Chair
Using the empty chair technique for many short-term counseling sessions. This technique is used to resolve a conflict between people or with a person. The child sits in one chair playing his own part, and then the child is instructed to speak to another chair, as if the person they are mad at is sitting in it. The counselor asks the child to express her feelings and then the counselor asks for her to express how the other person might feel or what he might say to her. This allows for the child to learn about herself and then discover how the other person may feel and how she can change her thoughts and realize what is really going on and how she really feels.
Fantasy Games
Fantasy games can be really fun for children to take part in. Children often become aware of their current feelings. The counselor can use just about any object or situation to create fantasy. For example the rosebush the child pretends to be a rosebush and all points of view are examined.
Greatest Weakness
Ask the student to name their greatest weakness and write down on paper a short paragraph on how this weakness is really their greatest strength. Students will begin to realize that they control the weakness rather than it controlling them. They also realize that no one is trying to get them to fix their weakness.
I Language
Encourage students to use the word "I" when they are talking instead of using "You". Using I language will help children take responsibility for their own feelings, actions, and thoughts.
No Gossip
In a session with the student do not allow for them to talk about others. Instruct the student to speak as if other people were in the room with them. Allow for the student to use dialogue that is directed to a specific person. Person to person dialogue not only updates the problem or concern into the present but also increases the child's awareness of that problem or concern.
Resent, Demand and Appreciate
Ask the student to list three people who are the closest to them and then for each of them ask on thing that the student resents, demands and appreciates about the people listed. This exercise allows for students to become more aware of the mixed feelings they have about people, and that it is possible and okay to resent, demand and appreciate people all at the same time.
Top dog vs Under Dog
Gestalt Techniques
This technique involves the helping a child to resolve problems of "I want" versus "I should". This is very difficult for children to work out debates between what they want and what they should do. The topdog is "I should" the underdog is "I want". Ask the children questions about the conflict and have them physically move for one spot to anther to answer as both the topdog and the underdog. The debate continues back and forth until the child completes all arguments from both points of view. The child will then understand which side he should take to solve the problem.
This technique involves the helping a child to resolve problems of "I want" versus "I should". This is very difficult for children to work out debates between what they want and what they should do. The topdog is "I should" the underdog is "I want". Ask the children questions about the conflict and have them physically move for one spot to anther to answer as both the topdog and the underdog. The debate continues back and forth until the child completes all arguments from both points of view. The child will then understand which side he should take to solve the problem.
Substituting
Gestalt Techniques
Try substituting "won't" for "can't" and "what and how" for "why". Remember that how much of the responsibility the child will own in the question to be answered.
Try substituting "won't" for "can't" and "what and how" for "why". Remember that how much of the responsibility the child will own in the question to be answered.
Responsibility Taking
Gestalt Techniques
Ask children to fill in sentence blanks as another way of examining their personal responsibility for the direction that their life has taken. Questions like: "Right now I am feeling_________, and I take ______ percent responsibility for how I feel." This exercise is an eye opener and helps children who tend to blame others for their good and bad feelings.
Ask children to fill in sentence blanks as another way of examining their personal responsibility for the direction that their life has taken. Questions like: "Right now I am feeling_________, and I take ______ percent responsibility for how I feel." This exercise is an eye opener and helps children who tend to blame others for their good and bad feelings.
Person-Centered Techniques
Carl Rogers viewed people as rational, socialized, forward moving, and realistic. He believed that people express their personal problems and try to move toward adjusting their lives. Rogers also believed that people are capable in regulating and controlling their own behavior. When counseling individuals the counselor just taps into the person's resources and potential.
A Quote by Carl Rogers:
"One of the most satisfying experiences I know-is just fully to appreciate an individual in the same way that I appreciate a sunset. When I look at the sunset…I don't find myself saying, "Soften the orange a little on the right hand corner, and put a bit more purple along the base, and use a little more pink in the cloud color…" I don't try to control a sunset. I watch it with awe as it unfolds."
Goals
The goals of person-centered therapy is to assist students in becoming more autonomous, spontaneous, and confident, so that they can learn to be free and comfortable with themselves. When students become more aware of what is going on with themselves, it will be easier for students to stop fearing and defending the feelings that are locked inside. Students are able to accept their own values, circumstances, and will tend to trust their own judgment. Person-centered focuses on the individual and the relationship they have between where they are in life and where they would like to be.
Techniques
When using person-centered therapy to counsel students, the counselor must show unconditional positive regard toward the students so that they may have the opportunity to express openly their thoughts and feelings without being threatened. The counselor must listen carefully and observe the student and then be able to recall and convey the verbal and nonverbal messages communicated by the student.
A Quote by Carl Rogers:
"One of the most satisfying experiences I know-is just fully to appreciate an individual in the same way that I appreciate a sunset. When I look at the sunset…I don't find myself saying, "Soften the orange a little on the right hand corner, and put a bit more purple along the base, and use a little more pink in the cloud color…" I don't try to control a sunset. I watch it with awe as it unfolds."
Goals
The goals of person-centered therapy is to assist students in becoming more autonomous, spontaneous, and confident, so that they can learn to be free and comfortable with themselves. When students become more aware of what is going on with themselves, it will be easier for students to stop fearing and defending the feelings that are locked inside. Students are able to accept their own values, circumstances, and will tend to trust their own judgment. Person-centered focuses on the individual and the relationship they have between where they are in life and where they would like to be.
Techniques
When using person-centered therapy to counsel students, the counselor must show unconditional positive regard toward the students so that they may have the opportunity to express openly their thoughts and feelings without being threatened. The counselor must listen carefully and observe the student and then be able to recall and convey the verbal and nonverbal messages communicated by the student.
Free Association
The rule to Psychoanalytic counseling requires that the student will tell the counselor whatever thought and feelings come into their minds, regardless of how personal, painful, or even irrelevant. Free association does just that. The child will be allowed to talk about anything that is on his mind without being judged or criticized.
Biblio-Counseling
Bibliocounseling is reading and discussing books about situations that are similar to what the child is going through. Doing this can really help the child in several ways. Some children have difficulty in verbalizing their thoughts and feelings; bibliocounseling provides an opportunity for children to relate their own problems to situations in a book. The goals of bibliocounseling are to:
* teach constructive and positive thinking
* encourage free expressions of concerned problems
* help children evaluate their attitudes and behaviors
* look for alternative solutions
* encourage children to find ways to cope positively in society
* allow children to see the similarities of their problems to others
* teach constructive and positive thinking
* encourage free expressions of concerned problems
* help children evaluate their attitudes and behaviors
* look for alternative solutions
* encourage children to find ways to cope positively in society
* allow children to see the similarities of their problems to others
Reality Techniques
Glasser believed that most behavior is a response to an external signal (things that occur around us). He believed that a single person could make people to do whatever it is he/she wanted even if the people do not want to do it. He also believed that people let other people control how they think, act, and feel. And then place blame. Reality therapy is based on choice. Therefore the student must exam and focuses on his/her belief system. Treatment will occur when the student makes changes and strategies. One of those changes must be that the student realizes that he/she can not change others.
Steps
To begin the process of reality therapy, behavior is viewed as a choice and certain steps will occur:
1. Build a good relationship with the student.
2. Have students describe their present behavior.
3. Have students evaluate what their life is like and what they are doing to help themselves. Make a list of what has helped and what hasn't.
4. Together look for possible alternatives for getting what is wanted out of life. And put them in writing.
5. The student will then have to make a commitment to try the alternatives.
6. Then together examine the results of the commitments.
7. Use attainable and clear alternatives so the consequences are logical.
8. Be persevering and sincere when assisting the student who is determined to destroy his/her self-esteem.
Questions Asked
Questions to ask in the interview process of using Reality Therapy.
* What are you doing?
* Is what you are doing helping you get what you want?
* If not, what might be some other things you could try?
* Which idea would you like to try first?
* When would you like to try?
Steps
To begin the process of reality therapy, behavior is viewed as a choice and certain steps will occur:
1. Build a good relationship with the student.
2. Have students describe their present behavior.
3. Have students evaluate what their life is like and what they are doing to help themselves. Make a list of what has helped and what hasn't.
4. Together look for possible alternatives for getting what is wanted out of life. And put them in writing.
5. The student will then have to make a commitment to try the alternatives.
6. Then together examine the results of the commitments.
7. Use attainable and clear alternatives so the consequences are logical.
8. Be persevering and sincere when assisting the student who is determined to destroy his/her self-esteem.
Questions Asked
Questions to ask in the interview process of using Reality Therapy.
* What are you doing?
* Is what you are doing helping you get what you want?
* If not, what might be some other things you could try?
* Which idea would you like to try first?
* When would you like to try?
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