Second graders see me every week for a Counselor Lesson. Each week, I will post the title of the Counselor Lesson and post supporting documents, if helpful to you, on this site. This link will give you details of my lessons. Let me know if you need more information or have feedback on my lessons!
Lesson 1: Who is Your School Counselor? We toured our building noticing all the Bulletin Boards Mrs. Clark has made for them to help them get to know Roosevelt -- New Student Pictures, Recess Games & Rules, Peacewheel Board highlighting Peace-makers and Peace-breakers at our school, and Roosevelt Staff Picture Board. As we toured each stop, we discussed how they can see these through October to make sure they know all the new students in our school, the rules and options on our Playground, how we solve problems or conflicts at Roosevelt, and all the adults in our school they can ask for help if they needed or know their names like we know them! We then made our way to my classroom where we discussed "What is a School Counselor?" - Mrs. Clark LISTENS to us when we have a PROBLEM or if we have a QUESTION and we need HELP. She HELPS when we need HELP and make GOOD choices. What are Potato Points - our rules for listening! With the use of our Mr. Potato Head doll as a reminder - we discussed what good listening "looks like": eyes on the speaker, hands to ourselves, raising our hand to speak, bringing our thinking caps with our ideas and good sharing, ears for listening to others, mouth closed if others are speaking, and feet still and pointed at the speaker. We talked about how the 2nd grade was going -- in the classroom and on the playground to make sure they all were having a great time! In conclusion, we then made our way to the playground where we tested our rock, paper, scissor game -- to have fun and remind them of this important share and take turns peacewheel choice.
Lesson 2: Remember our Potato Points -- rules for listening? We discussed those rules for listening and reviewed what they knew about their School Counselor from last week. We transitioned into what we will be working on the next few weeks by meeting Kelso - our green frog puppet from Willow Pond who helps teach us about the 9 peacewheel options on the playground. We learned the difference between Small problems and Big problems and learned the hand-signs for these 9 choices by playing a fun game - Mrs. Clark says - to make sure they knew all 9 choices and are ready to work on the skills of each one of these choices the next few weeks. The 9 choices are: walk away, share and take turns, go to another game, ignore it, make a deal, talk it out, apologize, wait and cool off, tell them to stop. We will use these choices throughout the year and practice examples of "what would you do" throughout the year to continue to remind them of these choices, share examples of other issues students may be having and ways they solved them, and re-enforce that PEACEWHEEL choices are what work! We began watching a video of students solving Small and Big problems in "It's Your Choice: Kelso's Choice Curriculum." In the video we see students making choices from the Peacewheel -- and then I chose a student to act out a way that is NOT from the Peacewheel! We will complete this video next week and work more on students seeing how these 9 choices can work for all their Small Problems.
Lesson 3: Did they remember all 9 -- yes they did! We reviewed those Peacewheel choices we discussed last week with a game of Mrs. Clark says and talked about the differences between a SMALL problem and a BIG problem. Small problems are problems they can handle on their own ex. someone not sharing a jumprope, cutting in line- Big problems you immediately get an adult's help, for example someone is hurting someone else. We ask the students to try 2 of the 9 choices for a Small problem and if those 2 do not solve the problem, they get an adult to help them...so then it becomes a Big problem. We then returned to watching our video of students solving Small and Big problems in We watched one last video of students solving Small and Big problems in "It's your Choice: Kelso K-3: 4th Edition". During this video, I showed the conflict scenario and then they showed me the two choices they might use to solve the conflict and then we watched what they did in the video. We practiced: four students playing four-square and one of them changing the rules, two students chose to solve it by going to another game, another student makes a deal and stays and plays the game; next clip is set in the classroom where a student is borrowing a pencil without asking, they make a deal, but that doesn't work so they talk it out; our last small problem clip was about ruined project because of an accident, the student who had the project ruined is very mad and disappointed so he waits and cools off and once he is "cool" he finds the girls apologizing to him and already fixing his project because they feel bad about ruining it. We then see two Big problem clips: the first one of a younger student playing toss on the playground and the frisbee hits an older student by accident and when the younger student goes to get the frisbee, the older student threatens him and then pushes him down on purpose to hurt him; the second showed friends playing with a ball at school and it goes over the fence into the street where the kids know to ask an adult for help. To conclude, students completed the Peacewheel Challenge where they were given a blank peacewheel and were asked to fill out the 9 choices when I gave them the "sign" to remember what they could do! *Peacewheels will be given out at P/T conferences for you to use at home as well as to help us emphasize these are the strategies we use at Roosevelt when they have a problem -- try 2 in small situations, then get an adult if they don't work or immediately get an adult if they have a big problem!
Lesson 4: Everybody was able to complete the Peacwheel Challenge and could name all 9 of our choices - great work 2nd graders! What would you do? Students were asked to write down two examples of a Small Problem they might have at school and at home. Collecting the cards, we then played a fun game with those situations --- I love hearing how they use the tools we have worked on to solve real problems on our playground and classrooms! We concluded our lesson by reviewing what they remembered about Louis and Personal Space Camp last year -- how we tell someone they are in our space with our words, not our hands; how everyone's bubble is different, but about the size of a hula-hoop ---- we have to look and listen to see what others need for personal space! We checked how Personal Space is important on the playground, in line, and in my classroom and then we learned about a new problem Louis was having this year --- Interrupting! In “My Mouth is a Volcano” we saw how Interrupting was challenging Louis's friendships, his relationships at home, and was just ……rude. We worked on the strategies of taking a deep breath and “holding” the thought until it was your turn to talk or sometimes you just “hold” your thoughts in your head and never let them out! We talked about who can listen to you at another time --perhaps your friends did not want to listen or the teacher only had enough time to call on a few students, not everyone -- they talked about telling a mom/dad/sibling/grandparent/neighbor, another friend or teacher and even a family pet! Great ideas and solutions shared about solving problems, personal space, and not interrupting! *These books can be checked out in our Roosevelt Counselor Resource Library.
Lesson 5: We reviewed what we saw in our film and went through some of the examples they shared in our video and how they can use these strategies at Roosevelt. Then we talked about two friend situations that cause conflict .... Trouble Talk & Just Kidding Friends. Sometimes we hear "Trouble Talk" and sometimes we hear people say "What's the big deal? I was Just Kidding!" These two experiences -- having someone say unkind or untrue things about you and/or being the target of a joke that is mean, not funny - are two situations we explored today. We defined: Bully, Bystander, and Victim. To be "Bullying", it must be intentional, repeated, unwanted, and the person being bullied ("Victim") must let the Bully know they do not like the behavior and want it to stop. We discussed how we have to let someone know we don't like the behavior and want it to stop! The role of a friend ("Bystander") is to help a Victim if we see Bullying happening and "step-up" vs. "stand-by" by helping deliver the unwanted behavior message or get help from a safe adult. In the book "I Was Just Kidding", the book illustrates how to handle someone who does mean things, but passes them off as a joke, gets others to think they are funny, or turns the table on the victim by saying they are too sensitive. Through the text, we gain suggestions of how to handle this situation -- tell them to stop, ignore it, turn the comment into a joke, and NEVER encourage this behavior when you are around such examples. In our second book, "Trouble Talk", we learned that talk - gossiping, spreading un-truths, and unkind words - cause trouble and prove to ruin friendships and cause lots of emotional strain on those involved. Knowing how to handle trouble talk is examined in this story by multiple characters. Again, we emphasized the 9 ways they know how to peacefully resolve conflict and if they have tried 2 or more, the small problem becomes a big problem and they MUST get help from an adult -- all shown in the books we read and discussed today! **These books are available for checkout in our library in the counseling resources.
Week 6: Checking in on what they remembered from our discussions about Trouble Talk and Just Kidding - we reviewed the key terms and started watching the video "I Was Just Kidding: Learning about Harrassment." I asked the question do they say "I was just kidding?" or do they have someone they know that dismisses behavior as a "joke"? When people dismiss their words/actions as "I was just kidding" or "what's the big deal" is hurtful, not funny. We practiced responses to this situation by saying statements like "I'm not laughing" "its not funny" "please stop, I don't think it is funny" or "it is a big deal, stop it." Again, we emphasized that they must let the person know they do not like the behavior for it to stop! We also discussed a new spelling of BuLLLLy -- emphasizing that the LLLL's mean there are multiple times you tell a person - 2x on your own and then with an adult before you use that term "Bully" -- you have to let them know it is unwanted and they have to continue the intentional behavior after you ask them to stop -- Mean/Rude/Unkind vs. Bullying is an important emphasis at home... it takes BOTH people working the "plan" to change the unwanted behavior! We finished our "Just Kidding" video and then broke into small groups and completed a "kind" and "unkind" friendship sort and we discussed some great ideas on what they need for Healthy Friendships & Classmate!