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.
Showing posts with label Guidance Lessons. Show all posts
Showing posts with label Guidance Lessons. Show all posts
Wednesday, July 14, 2010
Wednesday, June 9, 2010
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)
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.
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.
Monday, April 12, 2010
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.
Tuesday, March 23, 2010
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
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.
Monday, March 1, 2010
Cooperation
We are helpful to our families
Grade Level: K-3
Objectives: The student will become aware of the interdependency of family members.
Materials Needed: Paper and Crayons
Directions:
1. Instruct the students to fold their papers in half and on one side draw and color a picture of him/herself and on the other side draw his family. Also tell them to draw a circle above each member. They will use the circle later in the activity.
2. After discussing the meaning of the work DEPEND, ask each child to describe ways in which they depend on their parents: for example, income, play, teaching, love, care, etc… have children draw a star in the circle above the parents that illustrate the responsibilities of the parents.
3. Discuss how children have responsibilities at home. Ask the student to think of ways in which their parents depend on them: for example, making beds, setting the table, taking out the garbage, picking up games and toys, etc… List their responsibilities on the board. Tell the children to draw a heart of their responsibilities in the circle above themselves in their picture.
4. Discuss what might happen if one member of the family fails to do his/her job, and the possible consequences. Ask how a family is like a team.
Grade Level: K-3
Objectives: The student will become aware of the interdependency of family members.
Materials Needed: Paper and Crayons
Directions:
1. Instruct the students to fold their papers in half and on one side draw and color a picture of him/herself and on the other side draw his family. Also tell them to draw a circle above each member. They will use the circle later in the activity.
2. After discussing the meaning of the work DEPEND, ask each child to describe ways in which they depend on their parents: for example, income, play, teaching, love, care, etc… have children draw a star in the circle above the parents that illustrate the responsibilities of the parents.
3. Discuss how children have responsibilities at home. Ask the student to think of ways in which their parents depend on them: for example, making beds, setting the table, taking out the garbage, picking up games and toys, etc… List their responsibilities on the board. Tell the children to draw a heart of their responsibilities in the circle above themselves in their picture.
4. Discuss what might happen if one member of the family fails to do his/her job, and the possible consequences. Ask how a family is like a team.
Spider Web
The objective of this activity is to help students disclose something that the facilitator believes will be valuable to the group process, and to help the group visualize the power of creating a web and the value of each member holding up his/her part of the group process. To begin the spider web, the facilitator holds a ball of yarn and models completing an open-ended statement (e.g., "if you really knew me you would know that . . ."). When the statement is completed, he/she will throw the yarn, holding on to the end, to another person in the group. That person will complete the statement, hold on to the end of the ball touching him/her, and throw the remaining ball of yarn; each subsequent person will do the same. Eventually, each member will have shared and the ball will end back with the facilitator.
At that point, the facilitator should describe what the yarn now represents (a web). Then the group should talk about the value and purpose of a web to a spider (to catch food and sustain life), what happens to the web if one person lets go, and what happens to the group process if one person isn't willing to participate, support, etc.
Taken from the University of Phoenix Online Group Counseling Course.
At that point, the facilitator should describe what the yarn now represents (a web). Then the group should talk about the value and purpose of a web to a spider (to catch food and sustain life), what happens to the web if one person lets go, and what happens to the group process if one person isn't willing to participate, support, etc.
Taken from the University of Phoenix Online Group Counseling Course.
Saturday, February 27, 2010
Difference Between Work and Play
Grade Level: K-3
Objectives: The student will distinguish between work and leisure time activities. The will recognize the importance of both.
Materials Needed: None
Directions:
1. Tell the children: Today I would like for you to think about some of the many activities that you do at school.
2. Write on the board in three columns the following words: (Non-work) Things I Choose to Do, (Work) Things I am Asked to Do, (Both)
3. Ask the children to share thing they do at school. As they say each one, together decide which heading it belongs under.
4. Ask: What is the difference between work and non-work activities? What are some work and non-work activities your parents do? What do we need to work? What do we need to do some non-work activities?
Objectives: The student will distinguish between work and leisure time activities. The will recognize the importance of both.
Materials Needed: None
Directions:
1. Tell the children: Today I would like for you to think about some of the many activities that you do at school.
2. Write on the board in three columns the following words: (Non-work) Things I Choose to Do, (Work) Things I am Asked to Do, (Both)
3. Ask the children to share thing they do at school. As they say each one, together decide which heading it belongs under.
4. Ask: What is the difference between work and non-work activities? What are some work and non-work activities your parents do? What do we need to work? What do we need to do some non-work activities?
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