Students in all grade levels will have age-appropriate lessons in the following areas:
Self- Awareness
Identifying Feelings
Identifying Traits
Social Awareness
Recognizing others feelings
Empathy
Disagreeing with others
Respect for other people’s feelings and belongings
Self- Management
Monitoring Stress and coping skills
Growth Mindset - Developing Grit
Showing Self Control
Goal Setting
Responsible Decision Making
Communicating
Appropriate behavior
Following rules
Safety
September- School Success!
We have kicked off our first school counseling lessons with a focus on connection, community, and personal strengths.
The Counselor’s Role: A Resource for Every Student During our first sessions, I had the pleasure of introducing (or re-introducing) myself and my role within the school community. We discussed how the School Counselor serves as a dedicated resource for students—a safe person they can turn to for help with:
Navigating Big Emotions: Understanding and managing feelings like anxiety, frustration, or sadness.
Social Connections: Learning how to build healthy friendships and resolve conflicts with peers.
Academic Success: Developing the confidence and organization needed to thrive in the classroom.
Big Life Transitions: Supporting students through changes at home or at school.
To help me get to know each class better, we engaged in interactive "Getting to Know You" activities designed to foster a sense of belonging. A highlight of these lessons was our discussion on Gifts and Talents. Every student was invited to identify and share a unique strength they bring to our school community this year—whether it’s a talent for art, a gift for being a good listener, or a passion for problem-solving. By identifying these "superpowers" early on, we are helping students recognize their own value and the positive impact they have on their peers.
Our mission in the counseling office is to ensure every child feels seen, heard, and supported. These initial lessons lay the groundwork for a year of emotional growth and social discovery. I am honored to partner with you in supporting your child’s well-being.
October: Inclusion, Respect and Assertiveness
Did you know that October is Anti-bullying Month? During October we focus many of our lessons on inclusivity and acceptance for FIRE (Foundation for Inclusive Religious Education) but also include tricks and tools to prevent and stop bullying behaviors in our school. Students learn ways that they can notice bullying behaviors, both overtly and through more subtle clues. Students also practice ways to notice clues that a friend is sad or lonely and help to check in on friends in a kind and thoughtful way.
This month in our school counseling lessons, our 2nd graders are diving deep into the heart of our school community. We are focusing on inclusion, empathy, and assertiveness. Through two powerful stories and hands-on role-playing, students are learning that they have the power to make sure everyone feels seen and safe.
We are using two distinct stories to help students navigate social dynamics:
1. "The Invisible Boy" by Trudy Ludwig This story helps students understand inclusion. We discuss "Brian," a boy who feels invisible because he is never invited to parties or picked for teams.
The Lesson: It only takes one person to reach out and make someone feel visible. We are practicing small acts of "noticing" others.
2. "Bully Beans" by Julia Cook This story tackles anti-bullying and the power of the bystander. It teaches kids that they don't need "magic beans" to stand up to mean behavior; they just need to find their voice.
The Lesson: We are defining the difference between "tattling" (to get someone in trouble) and "reporting" (to get someone out of trouble).
Being kind doesn't mean being a pushover. We are teaching the students Assertiveness—the middle ground between being "passive" (quietly letting something happen) and "aggressive" (being mean back).
In class, students are practicing their "Strong and Brave" voice to say:
"I don't like it when you say that. Please stop."
"That’s not kind. Let’s go play somewhere else."
"You can't say you can't play. Everyone is included here."
Parents are our best partners in making these habits stick! Here is how you can reinforce these tools:
Ask about the "Invisibility Cape": Ask your child, "Did you see anyone wearing an 'invisibility cape' today? How did you help them feel seen?"
Practice the "I-Message": If your child is frustrated with a sibling, coach them to use an assertive I-Statement: "I feel upset when you take my toy without asking. Please ask me next time."
The "Bystander" Chat: Discuss what to do if they see someone else being teased. Remind them that standing next to the person being teased or telling a teacher is an act of great courage.
Model "Inclusive Language": Use phrases like, "Let’s see who else we can include," or "How can we make sure everyone has a turn?" during family games or outings.
We are reminding students to treat others the way they would like to be treated. When we all choose kindness and courage, our school becomes a place where every student can shine.
Thank you for helping us grow a kinder, braver 2nd-grade community!
November - THINK before you speak
In second grade, students are learning about the importance of making thoughtful choices with their words. We introduced the concept of THINK before you speak, which helps students pause and reflect before saying something out loud.
THINK stands for:
T – Is it True?
H – Is it Helpful?
I – Is it Inspiring?
N – Is it Necessary?
K – Is it Kind?
Using a slideshow, discussion, and practice scenarios, students explored how words can have a powerful impact on others. We talked about how even true words can sometimes be unhelpful or unkind, and how taking a moment to THINK can help us make choices that support respectful communication and positive relationships.
Students practiced identifying whether statements met the THINK guidelines and discussed alternative ways to respond when emotions are high. The focus was on learning that pausing before speaking can prevent hurt feelings and help everyone feel safe and respected.
You can support this learning by:
Using the shared language of THINK during everyday conversations
Asking, “Does that pass the THINK test?” when helping your child reflect
Modeling thoughtful speech by explaining your own choices:
“I’m going to pause and think before I say this.”
Praising your child when they choose kind or thoughtful words, even in challenging moments
These skills take practice, and we emphasize growth over perfection. Our goal is to help students become confident communicators who understand the power of their words and use them responsibly.
Tattling vs. Reporting
This month, our 2nd graders tackled a common elementary challenge: knowing when to speak up and when to stay quiet. Using Julia Cook’s book, A Bad Case of Tattle Tongue, we followed the story of Josh, a boy whose tongue turns yellow and purple with spots because he can’t stop tattling!
The most important skill students practiced was distinguishing between Tattling and Reporting (or Toasting). We used a simple "Check the Heart" rule to help them decide:
Tattling: If I am trying to get someone IN trouble. (Usually about something small, harmless, or that can be solved by walking away).
Reporting: If I am trying to get someone OUT of trouble. (Usually about something dangerous, hurtful, or against the big school rules).
To make this concept stick, we played a high-energy version of "Pin the Tail on the Donkey." Students were given various scenarios (e.g., "Sarah is wearing mismatched socks" or "Someone is being pushed on the slide").
If the scenario was Tattling, they pinned a purple "Tattle Tongue" onto our student poster.
If the scenario was Reporting, they used a non-tattling tongue and we discussed who the "Helpful Adult" should be to report the situation.
This helped students physically categorize behaviors and realize that "Helping" is a superpower, while "Harming" through tattling can hurt friendships.
Parents, you are the "Head Coaches" of communication! You can reinforce these 2nd-grade skills at home using these strategies:
1. Use the "Four Tattle Rules" In the book, Josh learns four rules to keep his tongue from itching. You can use these same phrases:
Be a Danger Ranger: Only report if someone is getting hurt or is in danger.
Be a Problem Solver: Try to fix it yourself first.
It’s Not Your Business: If it’s not affecting you and no one is hurt, let it go.
Toasting is Fine: It’s always okay to say something nice about someone!
2. The "Question Filter" When your child comes to you with a complaint about a sibling or friend, ask them one question before they start: "Are you telling me this to get them IN trouble, or get them OUT of trouble?" This forces them to identify their own motivation.
3. Model "Minding Your Business" Show your child how you ignore small frustrations. "I noticed the neighbor left their trash can out, but it isn't hurting anyone and it’s not my business, so I’m going to just keep walking!"
4. Praise the "Report" When your child tells you about something truly important (like a safety issue), be sure to say: "Thank you for reporting that. You were being a helper and making sure everyone stays safe." This validates the difference between being a "snitch" and being a leader.
By learning the difference between tattling and reporting now, students are building the social maturity needed for stronger friendships and a more peaceful classroom. We want our 2nd graders to have tongues that are "spot-free" and full of kindness!
December: Responsible Decision Making:
The Ripple Effect: Choosing Kindness Together
This month, our 2nd graders dived into an important lesson on Responsible Decision-Making. We read the thought-provoking book, What If Everybody Did That? by Ellen Javernick, to explore how our individual choices—no matter how small—impact the world around us.
The book follows a young boy who makes small, thoughtless choices: dropping a single soda can, feeding a bear at the zoo, or shouting in the library. In each scenario, he is asked the same question: "What if everybody did that?"
The students realized that if everyone made those small choices, the park would be full of trash, the bear would get sick, and the library would be chaotic.
The Positive Pivot: We took the lesson a step further by asking the opposite: "What if everybody did the right thing?" Students are currently creating drawings to visualize a world where everyone chooses to be helpful, patient, and kind.
You can help reinforce these "Big Picture" thinking skills at home. Here are a few ways to use the language of the book in your daily routine:
The "What If" Question: When you see a moment for a better choice, gently ask: "What if everyone in our family/neighborhood did that?" It helps children visualize the long-term impact of their actions.
Narrate the Positive: When you see your child do something kind, highlight the ripple effect. "You shared your toy with your sister. What if everyone in the world shared like that? It would be a much happier place!"
The "Everybody" Goal: Set a family goal for the week, such as "What if everyone in this house said 'please' and 'thank you'?" and see how the energy in your home shifts!
In 2nd grade, children are moving from "What happens to me?" to "How do I affect others?" By practicing these tools, they are building the empathy and self-awareness needed to be great friends and citizens.
January: Friendship
Growing Healthy Friendships
This month, our 2nd-grade counseling lessons focused on the "give and take" of healthy relationships. We used the classic story The Giving Tree to examine what happens when a friendship is one-sided and how we can grow "Balanced Friendships" instead.
While The Giving Tree is a story of unconditional love, we use it in a school setting to discuss boundaries and reciprocity. We explored how the Tree gives everything until she is just a stump, while the Boy continually takes without giving back.
We categorized friendships into two types:
Healthy (Balanced) Friendships: Like a seesaw, both friends take turns giving and receiving kindness, listening, and choosing games. Both people feel "filled up."
Unhealthy (One-Sided) Friendships: One person does all the giving (the Tree), while the other does all the taking (the Boy). This leaves one friend feeling "empty" or like a "stump."
During our lessons this month, students are encouraged to practice healthy communication styles and ways to show respect to their friends/classmates and love for themselves as well. We ask ourselves,'What would Jesus do" and use this reflection to make positive choices and cultivate healthy relationships.
Social skills are like muscles—they require daily practice. Here is how you can help your child reinforce these concepts at home:
1. The "Battery Check"
Encourage your child to reflect on how they feel after spending time with a friend. Ask:
"Do you feel like your 'battery' is charged and happy, or do you feel drained and sad?"
Help them understand that a good friend should make them feel like their best self.
2. Practice "The Pivot"
If your child mentions a friend was "bossy" or didn't share, help them practice assertive communication:
The Script: "I like playing with you, but I want to choose the game this time. Is that okay?" * This moves the child away from being the "Giving Tree" who just says yes to everything.
3. Model "Generosity of Spirit"
Children learn friendship by watching you. Narrate your own healthy friendships:
"I’m going to bring a meal to my friend because she’s been tired lately. She did the same for me last month. That’s what friends do—they look out for each other."
4. Identifying "Friendship Red Flags"
In 2nd grade, we teach children to watch for these signs of an unhealthy dynamic:
The "Only if..." Friend: "I'll be your friend only if you give me your snack."
The "Exclusive" Friend: "You can't play with anyone else but me."
The "One-Way" Friend: They always pick the game and never listen to your ideas.
We want our students to be "Garden Friends"—those who help others grow while also taking care of their own needs. By teaching them to recognize balance now, we are setting the foundation for healthy relationships for years to come.
In our first-grade counseling lesson this month, we explored the "Tangles of Telephone." We used the classic game of Telephone to show how easily a simple story can get twisted and turned into something completely different—and often untrue—as it travels from person to person.
Information Travels Fast: We saw how one small mistake in a story can change the whole meaning.
The Difference Between a Story and a Rumor: We discussed that a rumor is a story "on the move" that hasn't been checked for truth.
Words are Like Toothpaste: We did a demonstration showing that once words (or toothpaste) come out of our mouths, it is impossible to put them back in perfectly. We must be careful with what we say!
1. Practice the "Telephone" Truth-Check If your child comes home with a story about a friend ("I heard Sarah doesn't like the color pink anymore!"), ask them: "Did you see that yourself, or is that a Telephone story?" This helps them distinguish between first-hand experience and rumors.
2. Model "Kind Talk" Children mirror how we speak about our friends, neighbors, and family. Try to model speaking kindly about people who aren't in the room. If you need to vent, try to do it away from little ears!
3. Use the "Toothpaste" Analogy If your child says something hurtful, remind them of the toothpaste. "Remember, we can say 'I'm sorry,' but we can't take the words back. Next time, let's THINK before we squeeze the toothpaste out."
4. Encourage "Going to the Source" If your child is upset about something they heard, encourage them to talk directly to the person involved (if safe) or a teacher, rather than telling other friends.
February:Turning "Baditude" into "Gratitude"
This month our 2nd-grade counseling lesson focused on a very common middle-elementary hurdle: The Baditude. Using Julia Cook’s book Baditude!, we explored how our thoughts are like a remote control for our feelings—we can choose to stay on the "grumpy channel" or switch to a more positive one.
The "Baditude" Bug: How complaining can be contagious and make us feel more tired and frustrated.
Positive Self-Talk: Using our "inner voice" to encourage ourselves when things get tough.
The Power of Gratitude: Finding one "bright spot" even when a situation isn't perfect.
1. The "I Get To" Challenge
When you hear your child complaining about a chore or a task, gently encourage them to flip the script. If they say, "I have to set the table," ask them to try, "I get to set the table because we have a yummy dinner to eat." 2. Model "Cleaning Your Glasses"
When you have a minor frustration (like heavy traffic or a broken appliance), narrate your thought process out loud for your child: "I'm frustrated the dishwasher is broken, but I'm glad we have a sink and water to wash these by hand together."
3. The High/Low/Buffalo Check-in
At dinner or bedtime, ask for:
The High: The best part of the day.
The Low: Something that was hard.
The Buffalo: Something random, funny, or a "Pivot" (how they turned a Low into a High).
4. Name the "Baditude"
Sometimes, giving the mood a name helps a child separate it from their identity. You might say, "It sounds like the Baditude Bug is visiting right now. What can we do to shoo it away? Maybe a quick dance party or a glass of water?"
Learning to manage our attitude is a lifelong skill. By catching these "Baditude" moments early in 2nd grade, we are helping our students build the resilience they need to handle the ups and downs of school and life with a smile.
This week, our 2nd graders explored how to manage the "Big Weather" of their emotions. Instead of just saying we are "mad" or "sad," we looked at how our bodies give us clues—like a racing heart or a hot face—that our Internal Thermometer is starting to rise.
Identifying Body Signals: Learning to "listen" to our bodies before a small feeling becomes a giant one.
Internal Temperature: Recognizing when we are "Cool and Steady" versus when we are "Running Hot."
The Reset Button: Learning that we have the power to "lower our temperature" using simple breathing and muscle-relaxation tools.
1. Be a "Body Signal" Detective When you notice your child becoming upset, help them notice their body: "I see your fists are clenched and your face looks a little red. It looks like your thermometer is running hot. Should we try a Reset Button?"
2. Practice "Starfish Breathing" This is a great tool because children always have their "equipment" (their hands) with them. Have them show you how to do it! It’s a perfect transition tool before homework or after a high-energy activity.
3. The "Reset" Space Instead of a "Time Out," try a "Time-In" or a "Reset Corner." This is a comfortable spot with a few books or a soft pillow where your child can go voluntarily to lower their internal temperature. Ask them: "What's one thing in your Reset Corner that helps you feel steady?"
4. Model the "Reset" Out Loud The best way for 2nd graders to learn is by watching you. When you feel your own thermometer rising (maybe while cooking or stuck in traffic), say: "Whew, my internal thermometer is getting hot! I’m going to do the 'Lemon Squeeze' to help my muscles relax."
5. Name the Feeling to Tame the Feeling Simply putting a name to the emotion can lower the temperature. "It sounds like you’re feeling frustrated that the tower fell over. That’s a big 'warm' feeling." Validation helps the "Reset" happen much faster.
By teaching 2nd graders that they have "Reset Buttons" built right into their own bodies, we are helping them feel powerful and in control. These tools help them stay focused in class and kind on the playground!
March: Digital Citizenship
This month, our 1st and 2nd graders are becoming Digital Citizens! Using the NetSmartz program, we are teaching our youngest students that the internet is like a big, exciting park—it’s fun to play in, but we have to follow the safety rules and know when it’s time to head home.
The "Safe Grown-Up" Rule: We discussed that just like we hold a grown-up’s hand when crossing the street, we should always have a grown-up nearby when we are using a tablet, phone, or computer.
Keep Your "Secret" Secrets: We taught students that things like their name, their school, and their age are "Secret Secrets." We never tell them to a screen or a game character.
The "Uh-Oh" Feeling: If a pop-up appears or a video gets "weird" or scary, we practiced the "Tell a Grown-Up Right Away" rule. We don't have to click anything; we just go get help.
Screen Time Balance: We talked about how our brains and bodies are like batteries. Screens can drain our batteries, but playing outside, reading, and talking to friends recharges them!
Parents, at this age, your child is developing the habits they will carry for years. You can help them find the joy in the "Real World" with these activities:
1. Create a "Charging Station" for the Family Designate a spot in the house (like a basket in the kitchen) where all devices "go to sleep" during mealtimes or an hour before bed. This models that family time is the priority.
2. The "I Spy" Digital Check When your child is on an app, sit with them for five minutes and play "I Spy." Ask: "I spy a button that looks like a house. What does that do?" or "I spy a place to type words. Is it safe to type your name there?" This makes safety a conversation, not a lecture.
3. Make a "Boredom Buster" Jar Together, write down 10 fun things to do OFFLINE on slips of paper and put them in a jar. When they ask for a screen, have them pull a slip instead!
Ideas: Build a blanket fort, have a 2-minute dance party, draw a picture for a neighbor, or play a quick game of Hide-and-Seek.
4. Practice "One-on-One" Minutes Set a timer for just 10 minutes of "Special Time" where all phones are put away and you follow your child’s lead in play. This reinforces that no app is as fun as 1-on-1 time with you.
5. The "Golden Rule" Online Remind your child that there is a real person behind every screen. If they are playing a game with others, we use the same kind words we use on the playground.
Our goal is to help our 1st and 2nd graders see technology as just one small part of their big, wonderful world. By encouraging "Green Time" (outside/nature) over "Screen Time," we are helping their social and emotional brains grow strong!