Counseling Lessons

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    Counseling Lessons 

     

    April 26-30: In this lesson we will discuss the concept of differences, identity how people are alike and different, discuss the importance of allowing people to have differences, and understanding that you can still be firends with someone who has a different preference than you by reading the book Odd Velvet by Mary Whitcomb.

    April 19-23: Kagan Cooperative Learning Value Lines

    April 12-16: Kagan Cooperative Learning game, If I Were... and Cooperative Project My T-Shirt.

    April 5-9: This week K-2 students will learn how their actions have consequences on others. They will learn to distingush between kind and unkind behavior (bucket fillers and bucket dippers), and learn that being kind will show others they care, but will alo make them feel good and fill thier own bucket (mental and empotional health reserves). We will read the book How Full Is Your Bucket for Kids by Tom Rath and Mary Reckmeyer. 

    Students 3-5 will learn test taking tips to control test anxiety. With PEAKS testing soon to begin this is a good time to review test taking tips, but testing will continue through our entire lives so it is best to learn how to deal with taking tests and with test anxiety. While some nervousness is good-helps one to know that the test is important and they want to do thier best, but too much anxiety can cause one to freeze up and not do well on the test. Students will be reminded that standardized tests are not graded but they can help show the teacher and the school know if a student may need extra help in different areas. 

    PEAKS testing dates:

    4th grade: April 12 (ELA) and 13 (Math)

    5th grade: April 14 (ELA), 15 (Math), 16 (Science)

    3rd grade: April 19 (ELA) and 20 (Math)

     

    March 29-April 2: Initial personal safety lesson will occur. Discussion will focus on identifying people who can be in their Trusted Triangle/Safety Network-someone they can talk to at school and/or home if a concern arises. We will discuss the importance of rules and tools to use when they may feel unsafe, such as the Safety Stop Sign and their I Mean Business Voice. Older grades also discuss their Safety Barometer and how to first Think about the issue, determine how it makes them Feel, and then Act accordingly (TFA). Fifth grades will look at making a Cyber PLAN (gain Permission when on-line; only go to safe Locations, only do Activities they are allowed, and never give their Name on-line. Fifth grades will look at finding the courage to resist peer pressure, how to utilize a problem-solution chart (what is the problem/issue, what are the effects, what are the causes, what is the solution), and making a Cyber PLAN (gain Permission when on-line; only go to safe Locations, only do Activities they are allowed, and never give your Name on-line. 

    March 22-26: This week the ALiCE lessons will be introduced to grades K-5th. These lessons teach students what to do if a dangerous person enters the school grounds. K-2nd grade students will be read the I’m Not Scared, I’m Prepared book with developmentally appropriate discussion of concepts, and 3rd to 5th grade students will be taught the information through discussion of a whole school concept using a PowerPoint. These lesson with be taught during the regularly scheduled counseling classes. We will do our best to introduce these lessons in a manner that children can understand without causing unnecessary fear.  However, each child will respond to and process this information in their own way. Please be prepared to help answer questions at home, and especially to reassure your child that by being prepared we are all safer. If you would like to preview the materials, we welcome you to check them out on the school district Webpage at: https://www.alicetraining.com/our-program/alice-training/k12-education/age-appropriate/

    March 15-19: Look at various viewpoints when it comes to bullying – how the target may feel and what they might do, reasons why someone might be a bully, and why people may be a bystander versus an upstander (someone who intervenes to stop bullying). Discussed speaking up for yourself or others and standing your ground. Reminded students that no matter what your friends might do, you should do the right thing and help others in need to stop bullying. Books include: Mele the Crab, Dare, and Just Kidding.

    March 1-5: Discuss how to respond to bullying if it occurs. Using confidence when talking to a bully (stand tall, shoulders back, head high, look others in the eye), speak clearly – ask them to stop, turn and walk away calmly when you don’t like what is happening, ignore, repeat your response over and over; and if the bullying does not stop then tell a trusted adult. Discussed the differences between tattling (telling someone to get someone else in trouble) and telling or reporting when someone has the potential of getting hurt (unsafe behaviors). Books include: Bullies Never Win, The Recess Queen, Tough, The Juice Box Bully, and Each Kindness.

    February 22-26: Learn the components of bullying – mean actions directed at a person or persons that are on purpose, one way, and repeated; the various people involved – bully, target, bystander (someone present, but does not act to help the target), and bystander (someone who intervenes in some way to help stop the bullying; and the different types – physical (e.g., shoving, hitting, kicking), verbal (e.g., teasing, insulting, threatening), or relational (affecting relationships by gossiping, excluding, etc.). Books/videos include: Harold B Wigglebottom Learns about Bullies, Weird, and Each Kindness, review the components of bullying in Betty Lou Blue.

    February 15-19: Kindergarten and first grades will take a peek at the world of work by practicing thier listening skills, and analyzing informtion as a police officer, dental hygenist, sales clerk or illisturator. Second, thrid and fourth grades will participate in an all time favorite Kagan teambuilding exercise "If I could..."

    February 8-12: Focus on the Yellow Zone (elevated emotions, but with more control than red) - emotions include worry, stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness.  Feeling focus is Worry/Anxiety. Discuss how someone might feel and how their body might respond when they are in the yellow zone. Answer might include: tummy hurts, heart is beating fast, breathing fast, and can’t stop thinking of consequences. Compare that to how their body feels when they are angry. Discuss what they might do to stay calm, such as talk to a family member or friend, take a break, get a drink, read, listen to music, take a walk, count, use deep breathing, use their inner coach, or a grounding technique. Books read include: Wemberly WorriedA Bad Case of the Stripes, and Wilma Jean the Worry Machine.

    February 1-5: Focus on the Red Zone (extreme or intense emotions such as terror, rage, aggression, elation). Continued looking at what makes us angry and how where we feel it in our bodies to help recognize our triggers and use techniques to calm down, such as take deep breaths, noting the size of the problem, exercising (take a run), take a break, count to 10, etc. Books read include Harold B. Wiggle bottom Learns It's Okay to Back AwayThe Berenstain Bears Get in a Fight, and The Very Angry Day that Amy Didn't Have.

    Janurary 25-29: Discuss the Zones of Regulation and recognizing one’s feelings in various zones to help students learn self-regulation. There are 4 Zones:

    • The Red Zone is extreme or intense emotions such as terror, rage, aggression, elation.
    • The Yellow Zone is also elevated emotions, but has more control such as stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness.  
    • The Green Zone is a calm state such as when happy, focused, content, or ready to learn.  
    • The Blue Zone is when one has down feelings such as when sad, tired, sick, or bored.  

    The Zones can be compared to traffic signs.  When given a green light or in the Green Zone, one is “good to go”.  A yellow sign means be aware or take caution, which applies to the Yellow Zone.  A red light or stop sign means stop, and when one is the Red Zone this often is the case.  The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize.

    Focused on the Red Zone. It is important to find out what makes us angry and how where we feel it in our bodies when we are angry, to help recognize our triggers and use techniques to calm down, such as take deep breaths, noting the size of the problem, exercising (take a run), take a break, count to 10, etc. Book/Materials include: I Was So MadLily's Purple Plastic Purse, the Anger Thermometer.

    Janurary 19-22: Welcome back and introductions to the counselor, Ms. Naylor. We will discuss the role of citizenship in our school by touching on the topics of uniqueness and trustworthiness with the books Betty Lou Blue by Nancy Crocker and Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin. 

    Janurary 6-15: As we return to school and begin a new semester now is a great time to set new goals and get a fresh start. This activity will help you to make new goals for the new year. Sometimes goals that start at the new year are called a New Year's Resolution. Some New Year's resolutions or goals are: eating healthier, doing your school work on time, keeping your room clean, treating others well or playing an instrument. Setting a goal is a chance to be a better person to yourself and to other people. Somethings you already do well and that's geat! A goal is made and worked on for something that you would like to improve upon. Is there anything you could improve upon? If so, you'll find this activity helpful! You can find the Intermediate Lesson here: Goals 

    First Aid for Feelings by Scholastic is a workbook to help children develop coping skills to encourage their expression of thoughts, feelings and answer common question they have regarding the continuing pandemic. These skills will help reduce and help to manage their stress and worry, and help them to build some sense of control within their changing lives, not only now but also with everyday challenges of growing up and it will help them develop some emotional tools to have a happy healthy life! First Aid for Feelings

    November 30- December 11: Resilience is how we bounce back from hard times. How we bounce back with the tools and skills we use are called our coping skills. One of the many coping skills we use is called optimistic thinking. Optimistic thinking helps us to be confident, say good things about ourselves, speak kindly and say good things about our friends. Using this way of thinkinging helps us to stay confident when we try new things, face new challenges and it keeps us staying positive. What we think effects what we do (our choices).

    You can find our lesson on Optimistic Thinking here: Optimistic Thinking

    Be well my friends! 

    November 23-27: Many of us have expectations for the holidays, but sometimes they will not go the way we originally thought. Think about your expectations, or what you think will happen this Thanksgiving. Think about your family’s traditions, and the traditions of others - we can definitely appreciate different types of foods and activities that we will participate in. We all have different traditions and it is okay!  Be open to new experiences because sometimes life, or in this case Thanksgiving doesnt always happen the way we plan. Be mindful of your thinking and your behavior. Know what you feel and think effects your behavior. This weeks activity can be found here: Thanksgiving.

    Be well my friends!

     

    November 9-20: Students will revisit the concept of teamwork and why it's important for us all to do our part in staying healthy. It can be difficult to not visit friends or family in person, but right now we have to work together! The activity on Teamwork can be found here:Teamwork.

     

    November 2-6: This week's activity will focus on mindfulness- like mindful breathing and fun self-reflection questions.  These activities are a great way to review what we have previously learned and will help us to develop our daily mindfulness routine. Practice, practice practice some midfulness, have some fun and be well my friends! 

    The Mindfulness Activity Sheet can be found here: SEL Activity

     

    October 19-30: Our community has been dealing with a situation caused by the Corona Virus, which has been very difficult for some people. But dealing with difficulties is not new; we have all faced tough times and need to remind ourselves how we might stay positive and be resilient. People who are resilient are able to bounce back after dealing with difficult situations or circumstance. To be resilient you have to teach your brain to be strong and you have to practice your coping skills like taking deep breaths, listening to calming music, exercising, or creating something like when you bake or paint or build Legos. To help you practice and think about being resilient, you can complete some of the attached activities that can be found here: Resilience

    Even though we can’t come together at school, we are still a Ticasuk community, and we too will bounce back stronger than ever!

    Think good, feel good, so you can do good! Be well my friends! 

     

    October 5-16: This activity targets more social emotional learning! Two important skills to develop are gratitude and mindfulness. We can use mindfulness to help us clam down, lower our stress, or help us to improve our attention.The primary mindfulness lesson can be found here: Primary Mindfulness and Intermediate Mindfulness.

    Gratitude, as we learned in September, is the ability to recognize the good things, people, and places in our lives. Gratitude is especially helpful to keep us thinking and feeling positively. The Gratitude lesson can be found here: Primary Gratitude and Intermediate Gratitude.   

    Think good, feel good, so you can do good! Be well my friends!

    September 21-October 2: This activity is a 25 day challenge of social emotional activities! I encourgae you to try as many of these activitites as you can over the next few weeks. Notice how you feel when you finish your chosen activity before moving on to the try the next. Ask yourself 'do I feel proud, happy, helpful, grateful'? Or maybe you felt frustrated because it didnt turn out the way you expected. These activities are for your enjoyment, for you to have fun as we continue to do remote learning. 

    25 At Home Social Emotional Learning Activities can be found here: Activity

    Think good, feel good so you can do good! Be well my friends!

     

    September 8-18: Most of us are missing our friends and we may be struggling with not knowing what will come next. So, we will begin to talk about gratitude. Gratitude is being able to be thankful for the good things, people, and places in our lives. The primary lesson can be found here: Primary Gratitude, the intermediate lesson can be found here: Intermediate Lesson.

    Find the good in your life! We may not be able to share the same space or give out grateful hugs, but we still can connect with others through a phone call, text, video chat, or even the old fashioned way of sending a card through the mail.

    Think good, feel good, do good. Be well my friends!

     

    August 31- September 4: Intrduction to the counselor and the role of the counselor. Review how to meet with the counselor when needed and the Request to See the Counselor form.

    Parents, please review the Parent Welcome Back to School Newsletter.

     

     

Last Modified on March 17, 2021