Ever wonder what we talk about in Guidance Class?
Check out the lessons topics below!
(**CLASSES MEET ONCE DURING THE 6 DAY ROTATION ON DAYS 4,5, or 6**)
8/21 - 8/23: As a building, we are implementing our new PBIS program, "PAX". As we build the foundation of this program, all students and teachers are collaborating to create our "PAX Visions". These are the things that we all want to "See More/Less, Hear More/Less, Do More/Less, and Feel More/Less" of. In Guidance this week, we created PAX Visions for Lunch and Recess! Next week: We begin building relationships!
8/24 - 9/30
: We have been having some fun getting to know a little about each other by doing this Getting to Know You Face Drawing
activity!! We have enjoyed seeing some REALLY silly artwork while learning some cool things about our classmates! We also completed a short Recess Survey
so that I may gauge how students feel and experience recess. We want to make sure we are doing what we can to make recess a fun and relaxing time for all of our students. Next couple of weeks
: We will discuss safety precautions while walking/biking around town...just in time for our Walk and Bike to School Day! We will also talk about my role as School Counselor and all students will be taking the Student Needs Assessment
. The information collected in this assessment will help me identify individual needs of students as well as help to inform my Guidance Class curriculum.
10/01 - 10/16: October is National Bullying Prevention Month! We spent the first Guidance class of this month learning about what "bullying" is. Sometimes we classify ANY unkind or hurtful behavior as "bullying", but according to "StopBullying.gov", true bullying is defined as: "Unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time."
"In order to be considered bullying, the behavior must be aggressive and include:
An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
Repetition: Bullying behaviors happen more than once or have the potential to happen more than once."
We also looked at some of the results of our recent Beginning of the Year Student Needs Assessment. We noticed that between 10% and 30% of students (depending on the grade level) indicated that they have seen a lot of bullying in this school. Then we noticed that 0% of CFIS students indicated that they "often choose bullying behavior". We discussed that, according to these numbers, there was bullying going on...but no one was doing it! We talked about where this discrepancy might be coming from....perhaps students were afraid that they would get into trouble if they admit that they choose bullying behaviors...perhaps they were embarassed...or maybe we just don't recognize when we are choosing bullying behaviors! Maybe we don't know that what we are doing is being percieved as bullying from others.
To help us determine what behaviors may be "bullying", we read the book "I Didn't Know I was a Bully" by Melissa Richards. We were able to see that some things we may do to get what we want or need in a situation, may actually be bullying behavior.
10/17 - 10/19: Verbal Bullying is the most commonly used form of bullying that we see. We used this PRESENTATION to learn about what verbal bullying is, how "joking" may hurt others, and about how to be "intentionally kind" to others. We also did an activity in which we "verbally bully" an apple to see that, just because we look OK on the outside, doesn't mean that we aren't being bruised and damaged on the inside.
10/25 - 10/29: Perception plays a key role in bullying behavior and how we feel in social situations. We used THESE ILLUSIONS to demonstrate how each of us has our own way of seeing the world (perception) and that we see things differently from one another. We may think that what we are doing or saying is OK, but our words and actions may be percieved by others as bullying behavior.
11/2 - 11/7: We discussed multiple "tools" or strategies that we can use if we find ourselves in a possible bullying situation, such as: talking it out, telling a trusted adult, ignoring, meeting with the counselor, standing up for others and ourselves, and "out-witting" ( by using humor, agreeing, compliments, or "weirding them out"). We role-played scenarios and discussed how sometimes conflict is like a tennis match...if we keep "hitting the ball" at each other (insulting or hurting each other), the conflict can escalate. We learned that if one of the participants "catches the ball", the game cannot continue. We learned how to give come-backs that were not hurtful or insulting in order to stop the conflict from continuing. We also discussed the difference between defending ourselves versus acting aggressively toward someone out of anger or frustration.
11/8 - 1/17: "S+R=O" This equation stands for Situation + Response = Outcome and has been the basis of our conversations for a few classes. In a nutshell, this simply means that in any given situation, how we respond determines what happens. We have talked about how we may not always have control over our situations, but we largely have control over how we respond to them...and those chosen responses have consequences. Consequences ("outcomes") can be good, bad, intended, or unintended...but are often a direct result of our chosen response. As an illustration of this process, we learned how to play Chess. We talked about the 'strengths and weaknesses' of the various pieces and how we all have to make the best choices we can with what we are given. Not only do we have to consider our own 'S+R=O', but we must consider OTHER'S S+R=O as well!! Chess shows us that our actions have consequences for us, and our opponent as well. We then need to PREDICT what our opponent will do as a result of the situation we place them into!
Within this topic, we discussed powerful influcences on our decision-making process, such as our self-image, social expecations, and social conformity. We also discussed that, since humans are social creatures, our brains are "wired" to look for, and strive to meet, social expecations in our various environments. The discomfort we feel when we are in unfamiliar territory, is our natural response to needing to know what is expected of us. This discomfort to conform is known as "peer pressure", and it is a natural, daily occurrence that is designed to allows us to live peacefully in our social environments....MOST of the time! We discussed that just because the crowd is doing something to which we feel driven to conform, doesn't mean that the crowd is right!! Though we may not be able to avoid the discomfort of going against the crowd, we are not "held captive" to what the crowd may be doing. We are able to think through to possible consequences of our behaviors and make the healthiest choices for ourselves!
We used this Google Slide to guide our discussion about how self image influences our response to situations: SELF IMAGE
We used this video to illustrate the power of social conformity: BRAIN GAMES - SOCIAL CONFORMITY