Thursday, September 29, 2022
TOPIC: CONFLICT RESOLUTION
What is conflict resolution? What does that mean to you?
What does conflict mean?
How does conflict resolution apply to students?
What makes it important for us to discuss?
Please watch this video with your students.
Video: www.youtube.com/watch?v=O8478i_YQKw
After the video please discuss the following questions:
If you have any further questions, please see Mrs. Wright or Mrs. Woods
TOPIC: CONFLICT RESOLUTION
What is conflict resolution? What does that mean to you?
What does conflict mean?
How does conflict resolution apply to students?
What makes it important for us to discuss?
Please watch this video with your students.
Video: www.youtube.com/watch?v=O8478i_YQKw
After the video please discuss the following questions:
- What can happen if students do not handle conflicts positively?
- How can you maintain your own emotions?
- What are some steps you can take to resolve conflict?
- What is empathy and how does that play a role in conflict?
- What are some things that escalate conflict and how can we avoid those things?
If you have any further questions, please see Mrs. Wright or Mrs. Woods
Thursday, September 22, 2022
TOPIC: TEAMWORK
Effective Teamwork requires clear communication, listening skills, and defined roles and responsibilities.
Watch this video on Effective Teamwork.
https://youtu.be/S02D9QzDe4s
Discussion Questions:
TOPIC: TEAMWORK
Effective Teamwork requires clear communication, listening skills, and defined roles and responsibilities.
Watch this video on Effective Teamwork.
https://youtu.be/S02D9QzDe4s
Discussion Questions:
- What made the titans a good team?
- Think of a team that you've previously worked with and discuss what was the team's goal? How was that goal communicated? Did people have specific roles and responsibilities?
- What role does listening skills play in effective teamwork?
- How can we effectively work as teams in our house systems?
https://www.youtube.com/watch?v=S02D9QzDe4s
Friday, December 17, 2021
Dealing with digital drama is the topic this week. Teachers click here for the full google document for today's lesson and activity.
The video and handout is linked within the google document. The words are highlighted in different colors. Just click on the words and it will take you directly to the video and/or handout.
If you need to log-in, check your email for the log-in information from Mrs. Wright.
If you have further questions, please email Mrs. Wright!
Dealing with digital drama is the topic this week. Teachers click here for the full google document for today's lesson and activity.
The video and handout is linked within the google document. The words are highlighted in different colors. Just click on the words and it will take you directly to the video and/or handout.
If you need to log-in, check your email for the log-in information from Mrs. Wright.
If you have further questions, please email Mrs. Wright!
Friday, December 10, 2021
We are focusing on resilience again this week. Have the students define Resilience.
(Resilience is the capacity to recover quickly from difficulties and/or the capacity to successfully manage high levels of change.)
Please remind the students to check out my school counseling website:
Under the tab "managing worry", there is a list of coping skills if students need some suggestions.
We are focusing on resilience again this week. Have the students define Resilience.
(Resilience is the capacity to recover quickly from difficulties and/or the capacity to successfully manage high levels of change.)
- Watch the video: https://www.youtube.com/watch?v=GLAdRgft7pU
- After the video, discuss the following questions as a class:
- How does resilience help us?
- What does Jennifer do to help her cope with hard times?
- True or False. It is never too early or too late to start practicing resilience. (answer: True)
- How can you build and maintain resilience?
- What are other ways you can build and maintain resilience that is not mentioned on the video?Have the students write down or discuss the things that they have done to help them in challenging times. If they are comfortable, allow them to share a few as a class.
- What are new things that could help students with challenging situations that they have thought about, but not used before? Have the students make a list.
Please remind the students to check out my school counseling website:
Under the tab "managing worry", there is a list of coping skills if students need some suggestions.
Friday, December 3, 2021
Please check this month's character word of the month here and review.
Please check this month's character word of the month here and review.
- Watch the video: https://gpb.pbslearningmedia.org/resource/resiliency-one-step-at-a-time-video/hope-givers/
- Discussion questions:
- Focus on Brandon Todd’s mental health spotlight and his drive to make it acceptable to ask for help when help is needed. What is mental health?
- Ask students to think about how Brandon is helping others while helping himself.
- Brandon needed his clothing line, but others needed Brandon too. What is Brandon doing to help other people that may be going through a rough time in their own life?
- Ask for examples of how Brandon’s advocacy for mental health awareness can help others in the community.
- What is one of the self-care techniques shared on the video? What are some other self-care techniques that we have previously discussed?
- What is resiliency and how did the golfer apply it to her life?
Friday, November 19, 2021
This time of year can be very stressful and we want to utilize tools of mindfulness. Mindfulness is about paying attention to the world around us and to the thoughts and feelings going on inside of us. It sounds simple, but many times we go through our day reacting to situations and people and not really understanding why we just behaved or said the things we did. Sometimes, we can get caught in negative thoughts and not even realize we are trapped in them. These lessons are designed to help us tune into our feelings in a non-judgmental way so that we can help ourselves through whatever situations may come our way. It is a life-long practice and skill and will serve us well for our whole lives.
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It—Episode 1”
2. After watching the video, discuss the following questions:
This time of year can be very stressful and we want to utilize tools of mindfulness. Mindfulness is about paying attention to the world around us and to the thoughts and feelings going on inside of us. It sounds simple, but many times we go through our day reacting to situations and people and not really understanding why we just behaved or said the things we did. Sometimes, we can get caught in negative thoughts and not even realize we are trapped in them. These lessons are designed to help us tune into our feelings in a non-judgmental way so that we can help ourselves through whatever situations may come our way. It is a life-long practice and skill and will serve us well for our whole lives.
- Watch video: click here
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It—Episode 1”
2. After watching the video, discuss the following questions:
- What is self care? What are ways we engage in self care every day without even realizing it?
- What is all or nothing thinking? Invite the class to give examples (e.g. I don’t have time to do all of my homework, so I’m not going to do any of it. I’ve already eaten three donuts today, I might as well eat junk the rest of the day).
- What is the problem with all or nothing thinking? Invite the class to change some of the examples given earlier to more constructive thoughts (e.g. Well, I can’t get all my homework done, but maybe I can finish this one assignment and work on the rest later. I’ve had three donuts today, maybe I should eat some fruits and vegetables also).
- Review the four different “buckets” of self care (Chill, Flex, Create, Connect) Draw a big grid on the whiteboard with the different labels or utilize the handout. See the file below to download.
- Ask the class which of the four is most important to them (no right or wrong answers)
- Invite the class to give examples of each (write them on the grid. It may be helpful for them to have during the follow-up lesson if you are able to keep it up).
- Allow student to personalize their own buckets. Invite students to write and/or draw different ways that they enjoy filling each bucket. If time allows, let students color or decorate their buckets as they’d like. (Utilize Kami for this if you want!)
- Encourage students if they are not filling up their buckets daily to start over thanksgiving break and continue! If you as an adult are not utilizing self-care, take the time to complete your buckets and start working on incorporating self-care in your daily lives. I know it's tough, but baby steps!!! You can do it!
self-care_essentials__smiling_mind_episode_1_.docx | |
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Friday, November 5, 2021
The Character word of the month: CITIZENSHIP: the way you act as a responsible member of the community. Click here for the word of the month flyers.
How to Manage Conflict!
Watch the video: www.youtube.com/watch?v=O8478i_YQKw
The Character word of the month: CITIZENSHIP: the way you act as a responsible member of the community. Click here for the word of the month flyers.
How to Manage Conflict!
Watch the video: www.youtube.com/watch?v=O8478i_YQKw
- Discussion questions:
- What is the definition of conflict?
- What is empathy? How can you use that in conflict?
- What are appropriate ways to handle conflict?
- If a friend or classmate is having a conflict with someone, how could you help them work through it?
Friday, October 29, 2021
Happy Red Ribbon Week! This week's lesson is about drugs and its effects on our bodies. Nearpod Lesson: HERE
Complete Slides 1-21 on the Nearpod Lesson and allow for discussion. Remember to type in the first two words "drug use" in the search bar of the nearpod library and click on preview lesson. You can choose to use the interactive version of the lesson.
Complete Slides 1-21 on the Nearpod Lesson and allow for discussion. Remember to type in the first two words "drug use" in the search bar of the nearpod library and click on preview lesson. You can choose to use the interactive version of the lesson.
Thursday, May 20, 2021
Please make sure you following along with the correct order of the lesson. Scroll below for Monday's SEL lesson.
Please make sure you following along with the correct order of the lesson. Scroll below for Monday's SEL lesson.
- Re-watch Episode 6 and discuss any questions that you may not have discussed on Monday.
- Review the different values that students named then, posting them back on the board if possible.
- Ask students to identify their top four values and ask them to add them to their compass page and decorate as they’d like. They may complete this activity using Kami. Download the document below.
- Allow students who would like to to share their value compasses and share why those particular values mean the most to them.
- Ask students to hold onto their compasses as a reminder to let their values help them when circumstances get tough.
- I hope students can take these lessons that were taught to them through ILT and apply it to their every day lives. My website will be available to them all summer. I hope they have a wonderful summer break!
mindfulness_sel_compass_copy.docx | |
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File Type: | docx |
Monday, May 17, 2021
Final SEL Lesson of the School Year: VCE=Very Complex Emotions
Share with students that this video is talking to high school seniors in Australia, so some of the things they mention may sound foreign (she mentions different options they may have after graduation). However, the concepts can be applied to everyone because this is a time of uncertainty for all of us.
Watch Episode 6 (“Very Complex Emotions”) at: www.smilingmind.com/au/seconday-school-program-feeling-it(If you are unable to use the link, go to www.smilingmind.com/au, click on “In Schools” and then “Feeling It—Secondary Students)
After watching the video, discuss the following questions:
Final SEL Lesson of the School Year: VCE=Very Complex Emotions
Share with students that this video is talking to high school seniors in Australia, so some of the things they mention may sound foreign (she mentions different options they may have after graduation). However, the concepts can be applied to everyone because this is a time of uncertainty for all of us.
Watch Episode 6 (“Very Complex Emotions”) at: www.smilingmind.com/au/seconday-school-program-feeling-it(If you are unable to use the link, go to www.smilingmind.com/au, click on “In Schools” and then “Feeling It—Secondary Students)
After watching the video, discuss the following questions:
- What are some uncertain things that this year (and last year) have brought?
- How has your life changed because of COVID?
- What are some things that some people may be worried about for what next year may bring? How do you feel thinking about and talking about these uncertainties?
- Ask students to share different values that are important to them. Help them to not overthink this, but to simply think about what is really important to them. List these on the board.
- How do you think that focusing on your values may help you through difficult situations? Ask students to think about what four values are most important to them over the next few days. They will be identifying them and using them for Thursday’s activity.
Friday, May 13, 2021
Morning announcement: Good morning, Rangers! Today is our final day of mental wealth week. We hope you learned at least one thing to utilize daily to improve your mental health and we encourage you to continue using it daily. At 2 pm today, we will have a community wide brain break. We will make an announcement and everyone will stop and have a 10-20 minute brain break. You will also review over coping skills in ILT.
Please watch this video during ILT:
https://www.youtube.com/watch?app=desktop&v=3Nf2Pzcketg&t=13s
Teachers you may also review over the (simple) coping skill cards and discuss (see below). Please Use the Coping Skills Cards for students to identify which coping skill they use the most and which one they can work on using more often.
Morning announcement: Good morning, Rangers! Today is our final day of mental wealth week. We hope you learned at least one thing to utilize daily to improve your mental health and we encourage you to continue using it daily. At 2 pm today, we will have a community wide brain break. We will make an announcement and everyone will stop and have a 10-20 minute brain break. You will also review over coping skills in ILT.
Please watch this video during ILT:
https://www.youtube.com/watch?app=desktop&v=3Nf2Pzcketg&t=13s
Teachers you may also review over the (simple) coping skill cards and discuss (see below). Please Use the Coping Skills Cards for students to identify which coping skill they use the most and which one they can work on using more often.
coping-skills-chart.pdf | |
File Size: | 134 kb |
File Type: |
Thursday, May 13, 2021
Morning announcement: Good morning, rangers! This is day 4 of our mental wealth week. Today you will review over the ways to practice mindfulness by using your sight, sound, smell, taste, and touch in your ILT.
Teachers will review over the document (see below) with your students. Encourage them to practice.
**If you did not complete the "My Well-Being" pledge cards yesterday, please complete them today. The students will keep them.
Morning announcement: Good morning, rangers! This is day 4 of our mental wealth week. Today you will review over the ways to practice mindfulness by using your sight, sound, smell, taste, and touch in your ILT.
Teachers will review over the document (see below) with your students. Encourage them to practice.
**If you did not complete the "My Well-Being" pledge cards yesterday, please complete them today. The students will keep them.
mindfulness_flyer_2021.pdf | |
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Wednesday, May 12, 2021
Morning announcement: Good morning, rangers! This is day 3 of our mental wealth week. Today, you will complete a “my-well-being” pledge card. This card represents your commitment to working on staying well both mentally and physically.
Pass out "My well-being- pledge" day cards to all students and complete. (These cards were placed in your boxes yesterday afternoon).
See the document below labeled, "Express Yourself," for examples of activities they can include on their cards. You may also view my Coping Skills page for more examples on activities.
Once students have completed the pledge card, they will keep them.
Morning announcement: Good morning, rangers! This is day 3 of our mental wealth week. Today, you will complete a “my-well-being” pledge card. This card represents your commitment to working on staying well both mentally and physically.
Pass out "My well-being- pledge" day cards to all students and complete. (These cards were placed in your boxes yesterday afternoon).
See the document below labeled, "Express Yourself," for examples of activities they can include on their cards. You may also view my Coping Skills page for more examples on activities.
Once students have completed the pledge card, they will keep them.
express_yourself_-_secondary_group_activities-_be_well_pledge_cards.pdf | |
File Size: | 123 kb |
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Tuesday, May 11, 2021
Morning announcement: Good morning, Rangers! This is day 2 of our mental wealth week. You will watch a video during ILT about self-worth presented to you by Velocity/Teen Advisors.
Video: https://www.youtube.com/watch?v=wkSnmo8m8Cs
Please ignore the end where they ask you to complete a google form. You may discuss the video if time permits.
Morning announcement: Good morning, Rangers! This is day 2 of our mental wealth week. You will watch a video during ILT about self-worth presented to you by Velocity/Teen Advisors.
Video: https://www.youtube.com/watch?v=wkSnmo8m8Cs
Please ignore the end where they ask you to complete a google form. You may discuss the video if time permits.
Monday, May 10, 2021
Monday, May 10th- Morning announcement – Good morning, this is day 1 of our mental "wealth" week. Every day we are going to spread awareness of ways to work on our mental health. In ILT today, you will watch a video about mindfulness.
ILT- watch Pastoral video: https://www.youtube.com/watch?v=THyV90thiwI
After the video, discuss the following questions:
May Character word of the month, click here.
Mental Wealth Week
Monday, May 10th- Morning announcement – Good morning, this is day 1 of our mental "wealth" week. Every day we are going to spread awareness of ways to work on our mental health. In ILT today, you will watch a video about mindfulness.
ILT- watch Pastoral video: https://www.youtube.com/watch?v=THyV90thiwI
After the video, discuss the following questions:
- What is mindfulness?
- What is the acronym PRESENT stand for? (E=engage) (E=exercise) (S=senses) (R=rest) (n= non judgemental attitude) (P=practice) (T= time)
- What are other ways you can be more present?
May Character word of the month, click here.
Mental Wealth Week
vmms_2021_mental_wealth_week.pdf | |
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File Type: |
Monday, May 3, 2021
Check out this week's Monday's motivational quote! Also, check out previous weeks' quotes.
Check out this week's Monday's motivational quote! Also, check out previous weeks' quotes.
Monday, April 26, 2021
You will need blank sheets of paper and preferably markers, colored pencils and/or crayons OR You may utilize KAMI for the activity.
Go to: https://www.smilingmind.com.au/secondary-school-program-feeling-it
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It Episode 6: Find Your Inner Mentor”
After watching the video discuss the following questions:
You will need blank sheets of paper and preferably markers, colored pencils and/or crayons OR You may utilize KAMI for the activity.
Go to: https://www.smilingmind.com.au/secondary-school-program-feeling-it
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It Episode 6: Find Your Inner Mentor”
After watching the video discuss the following questions:
- What does the quote “You are your own biggest critic” mean?
- What are some negative things that we can tend to tell ourselves? What positive things could we say instead?
- Invite students to begin creating their own inner critic. Ask them who are some people in their lives who offer them compassion or wisdom (this could be family members, friends, heroes, teachers, even their dog, etc.) Ask them what these individuals do for them that demonstrates compassion or wisdom. Try to get them to be specific in their answers, such as sharing specifically what these individuals might say to them, etc. The clearer the picture they can get in their heads, the better they can create their inner critic.
- Hand out paper (or utilize KAMI) and invite students to draw a picture of their inner critic. They can be creative and allow it to take any kind of form they want (human, animal, imaginary creature, robot, etc).
- At the end of class, collect their papers (or have them save their KAMI document); they will finish them on Thursday.
Thursday, April 29. 2021
- Re-watch the video from Monday.
- Ask students ways that they have been able to “hear” their new positive inner critic since Monday. Ask if they’ve had any difficulties listening to their new inner critic. What has been the biggest challenge? How might they overcome these challenges moving forward?
- Pass out their critic papers from Monday. Invite them to finish drawing and decorating their critics.
- Ask them to give their critic a name and to add to their papers some quotes that their critic might “say” to them
- Allow students to share with the class if they wish.
- Ask students to put their drawing in a place that will be a helpful reminder to be kind to themselves and listen to this new positive voice.
Monday, April 19, 2021
This week's lesson: Create Your Oasis!
Watch Episode 4 (“Create Your Oasis”) at: www.smilingmind.com/au/seconday-school-program-feeling-it (If you are unable to use the link, go to www.smilingmind.com/au, click on “In Schools” and then “Feeling It—Secondary Students) and click on the video labeled "Create Your Oasis" or click Here.
After watching the video, discuss the following questions:
This week's lesson: Create Your Oasis!
Watch Episode 4 (“Create Your Oasis”) at: www.smilingmind.com/au/seconday-school-program-feeling-it (If you are unable to use the link, go to www.smilingmind.com/au, click on “In Schools” and then “Feeling It—Secondary Students) and click on the video labeled "Create Your Oasis" or click Here.
After watching the video, discuss the following questions:
- According to Jazz, what are the three main parts of creating your oasis? (Stress, study, sleep)
- Why do you think Jazz calls these three things an “oasis”? (Possible answer: when they work together well, you can be your most productive self)
- What is good about stress?
- When is stress not a good thing? (When trying to sleep, if it keeps you from being able to concentrate, etc.)
- What are some things that you find stressful in life?
- What are some things that you do to help cope with stress?
- Why is “25” the magic number? (Jazz talks about studying in small amounts—25 minutes at a time with 5 minute breaks). Ask students what they think of this study plan (this can apply to doing homework too, not just studying).
Thursday, April 22, 2021
- Review the concept of the dog mind and the lion mind (re-watch the video if you’d like)
- Ask students if they would like to share any situations that have come up since Monday when they chose to have a lion mind over a dog mind.
- Pass out scraps of paper and have students write down a scenario in which they could think like a dog or a lion (provide examples if needed). Fold up the papers and allow students to draw from a container, one at a time, and read them allowed. As a class, provide examples of dog thinking and lion thinking.
- End with another minute of mindful meditation, reviewing the instructions from Monday. Remind them to notice when their thoughts wander off and to bring themselves back to the present.
Monday, April 12 , 2021
After watching the video, discuss the following questions:
- Watch Episode 3 (“The Power of Presence”) at: www.smilingmind.com/au/seconday-school-program-feeling-it (If you are unable to use the link, go to www.smilingmind.com/au, click on “In Schools” and then “the power of presence—Secondary Students)
After watching the video, discuss the following questions:
- What is the difference between a lion mind and a dog mind?
- What are some examples of a dog mind? A lion mind?
- The video talks about being fully present. What are some things that keep us from being in the moment?
- How can we try to be more present as we go through our day?
- What would having a “Lion Mind” look like in each of the following scenarios:
- You make a bad grade on a test (possible answer: thinking, “I’ll have to study more and do better next time”)
- You see two of your friends huddled together and whispering (possible answer, instead of jumping to conclusions, maybe talk to your friends about it later)
- Your dad yells at you for making him late for work—again (possible answer: “it is no fun being yelled at, but I can turn this day around”)
- You feel overwhelmed with school work (possible answers: take a break, develop a plan, remind yourself that you will get through it)
- Tell your students that you are going to engage them in 1 minute (just one!) of mindfulness meditation. Explain to students that meditation is not some complicated thing that requires the supervision of a guru. All it is is being aware of what is going on in your senses—what do you hear? Smell? What do you feel in your body? Are your shoulders heavy? Can you feel yourself sitting in the chair? If your mind wonders to other things—school, friends, what you will eat for lunch, gently bring your mind back to the present and observe. Ask them to close their eyes so they won’t get distracted by each other and set a timer for 1 minute.
- Ask the class if they found that challenging or easy. What was challenging about it? Ask them what they noticed that they don’t normally notice.
Thursday, April 15, 2021
Re-watch the video from Monday (“Episode 4: Create Your Oasis”)
Remind students that Monday, you discussed stress and study. Ask them if they remember the third part of the oasis (sleep). Today’s focus is on sleep.
Ask and discuss the following:
Re-watch the video from Monday (“Episode 4: Create Your Oasis”)
Remind students that Monday, you discussed stress and study. Ask them if they remember the third part of the oasis (sleep). Today’s focus is on sleep.
Ask and discuss the following:
- On a scale of 1 to 10 ( 1 being least important to 10 being most important), how important do you think sleep is? Why?
- Invite students to share their reactions to the following facts:
- Studies show that students who get more sleep get better grades. In fact, studies show that students who don’t study, but get a good night’s sleep do better than students who do study, but don’t get a good night’s sleep.
- Sleep is essential to your immune system. Lack of sleep can cause many kinds of illness.
- Lack of sleep can lead to moodiness, irritability, and depression
- Teens need an average of 9 hours of sleep a night.
- What are things that keep you from getting a good night’s sleep? Discuss.
- What are some things you could do to try to get more sleep than you do now? What would you be giving up? What would you be gaining?
- Tell students about The School Counselor’s Challenge: This week, Mrs. Wright (and her intern, Mrs. Mitchell) challenge you to try to get 8-9 hours of sleep a night. We are asking you to just try it for 7 days and observe any changes in yourself. Are you generally happier? Are you able to focus better? Do you have more energy through the day? Do you feel better? You may find you really like this well-rested version of yourself! If you do the challenge, please write us a note and let us know how it went for you and what you noticed!
Monday, April 5, 2021
After watching the video, discuss the following questions:
- Check out this month's Character word of the month (revisit this throughout the month): click here.
- Watch Episode 2 titled “Respect Your Vibe” Here.
After watching the video, discuss the following questions:
- What is Jazz talking about when she says, “Know your vibe”?
- What are the four different colors of vibes and what do each of them mean? Do you think that using colors is a helpful way to categorize emotions?
- Why is it important to be in tune with our “vibe” at any given moment?
- What happens if we ignore our feelings? Discuss specific examples of what can happen if we continue to ignore feelings of anger? Sadness? Anxiety?(Some examples for possible discussion: Anger can come out in “blowing up” at someone who may or may not deserve it; sometimes if we ignore anger, we can turn it inwards towards ourselves and it can make us sad; anger can even turn into physical ailments such as stomach issues, headaches, or physical pain. If we ignore sadness—continue to push it down and pretend it’s not there--it can turn into depression or physical ailments as well.)
- What are some things we can do to help us move through feelings of anger? (possible answers: journal, go for a run or something else physical to get out the energy (anger is a lot of energy), tear up a piece of paper, talk to someone, practice deep breathing, listen to music.)
- What are some things we can do to help us move through feelings of sadness? (possible answers: journal, talk to someone, cry, create something artistic to express the feeling, listen to music)
- What are some things we can do to help us move through feelings of anxiety/being overwhelmed?
Thursday, April 8 2021
1)Review the different “color vibes” from Monday and invite students to try to place the specific feelings into the right color category. Review the document below to complete this activity.
2)Re-watch the video to check answers and to allow another chance for students to absorb the information
3)Invite students to “check in” with themselves to identify their “vibe” (tell them to notice their energy level, whether they feel up or down, to notice their body language, etc., for clues to help them tune in to their vibes). Give a few moments of silence to allow students to focus within for a minute.
4)Quickly go round robin and allow each student to voice which “color” they are feeling at the moment.
5)If there is time, allow students to discuss how it felt to take a moment to tune in to their vibes.
1)Review the different “color vibes” from Monday and invite students to try to place the specific feelings into the right color category. Review the document below to complete this activity.
2)Re-watch the video to check answers and to allow another chance for students to absorb the information
3)Invite students to “check in” with themselves to identify their “vibe” (tell them to notice their energy level, whether they feel up or down, to notice their body language, etc., for clues to help them tune in to their vibes). Give a few moments of silence to allow students to focus within for a minute.
4)Quickly go round robin and allow each student to voice which “color” they are feeling at the moment.
5)If there is time, allow students to discuss how it felt to take a moment to tune in to their vibes.
whats_your_vibe_activity.docx | |
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Monday, March 22, 2021
Self Care Essentials (Day 1)
Share with the class that for the next few weeks, we will be focusing on MINDFULNESS. This has been a very difficult year (it has been a full year since COVID-19 fell upon us). This time of the school year can also be particularly stressful as we reach GMAS testing. Mindfulness is about paying attention to the world around us and to the thoughts and feelings going on inside of us. It sounds simple, but many times we go through our day reacting to situations and people and not really understanding why we just behaved or said the things we did. Sometimes, we can get caught in negative thoughts and not even realize we are trapped in them. These lessons are designed to help us tune in to our feelings in a non-judgmental way so that we can help ourselves through whatever situations may come our way. It is a life-long practice and skill and will serve us well for our whole lives.
Watch video: click here
Go to: https://www.smilingmind.com.au/secondary-school-program-feeling-it
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It—Episode 1”
After watching, discuss the following questions:
Self Care Essentials (Day 1)
Share with the class that for the next few weeks, we will be focusing on MINDFULNESS. This has been a very difficult year (it has been a full year since COVID-19 fell upon us). This time of the school year can also be particularly stressful as we reach GMAS testing. Mindfulness is about paying attention to the world around us and to the thoughts and feelings going on inside of us. It sounds simple, but many times we go through our day reacting to situations and people and not really understanding why we just behaved or said the things we did. Sometimes, we can get caught in negative thoughts and not even realize we are trapped in them. These lessons are designed to help us tune in to our feelings in a non-judgmental way so that we can help ourselves through whatever situations may come our way. It is a life-long practice and skill and will serve us well for our whole lives.
Watch video: click here
Go to: https://www.smilingmind.com.au/secondary-school-program-feeling-it
(If you are unable to reach it this way, go to www.smiling mind.com.au, click on “In Schools” and choose “Feeling It: Secondary”)
Click on “Feeling It—Episode 1”
After watching, discuss the following questions:
- What is self care? What are ways we engage in self care every day without even realizing it?
- What is all or nothing thinking? Invite the class to give examples (e.g. I don’t have time to do all of my homework, so I’m not going to do any of it. I’ve already eaten three donuts today, I might as well eat junk the rest of the day).
- What is the problem with all or nothing thinking? Invite the class to change some of the examples given earlier to more constructive thoughts (e.g. Well, I can’t get all my homework done, but maybe I can finish this one assignment and work on the rest later. I’ve had three donuts today, maybe I should eat some fruits and vegetables also).
- Review the four different “buckets” of self care (Chill, Flex, Create, Connect) Draw a big grid on the whiteboard with the different labels or utilize the handout. See the file below to download.
- Ask the class which of the four is most important to them (no right or wrong answers)
- Invite the class to give examples of each (write them on the grid. It may be helpful for them to have during the follow-up lesson if you are able to keep it up).
self-care_essentials__smiling_mind_episode_1_.docx | |
File Size: | 53 kb |
File Type: | docx |
Thursday, March 25, 2021
- Review the video (you may re-watch it if you’d like) and review the four “buckets” of self-care.
- Pass out copies of the handout or ask students to section a piece of blank paper into quarters, labeling them “Chill, Flex, Create, and Connect.”
- Review some of the examples for each category that you discussed on Monday.
- Explain to students today that they will personalize their own buckets. Invite students to write and/or draw different ways that they enjoy filling each bucket. If time allows, let students color or decorate their buckets as they’d like. (Utilize Kami for this if you want!)
- Encourage students if they are not filling up their buckets daily to start over spring break and continue! If you as an adult are not utilizing self-care, take the time to complete your buckets and start working on incorporating self-care in your daily lives. I know it's tough, but baby steps!!! You can do it.
self-care_essentials__smiling_mind_episode_1_.docx | |
File Size: | 53 kb |
File Type: | docx |
Monday, March 15, 2021
Before watching the video, review the last two week’s lessons on self-acceptance and forgiveness. Share with students that forgiveness begins with ourselves. If we are unable to accept ourselves and forgive our mistakes, we will not be able to forgive others either. Self-acceptance means that we realize that we are not perfect, but we are trying our best. Realizing that we are not perfect, we can accept that others are not perfect either and sometimes we all make mistakes.
Remind students that forgiveness means:
Introduce the video as one person’s point of view on how to forgive others:
Watch “School of Life: How to Forgive”:
https://www.youtube.com/watch?v=d-K5btaxEFY
Discussion Questions:
1) What is the video’s suggestion about how we can forgive others? (Talk about how having a wider perspective of why people may have behaved the way they did may help to forgive).
2) Why is it important to understand why people have hurt us in some way? What happens in a person’s mind and heart if they don’t forgive?
3) What is the most difficult thing that you have done that you would like forgiveness for? (You may invite students to just think about this question, as it may be very personal) How would it feel to know that you are forgiven for this thing?
4) What is the most difficult thing that you have ever forgiven someone else for? How were you able to forgive them?
Before watching the video, review the last two week’s lessons on self-acceptance and forgiveness. Share with students that forgiveness begins with ourselves. If we are unable to accept ourselves and forgive our mistakes, we will not be able to forgive others either. Self-acceptance means that we realize that we are not perfect, but we are trying our best. Realizing that we are not perfect, we can accept that others are not perfect either and sometimes we all make mistakes.
Remind students that forgiveness means:
- Letting go of the negative feelings you harbor to live more freely
- Moving forward and leaving the incident in the past
- Stopping negative thoughts about the hurt that was caused
- Living without anger and choosing peace
- Starting over
- Accepting what someone did to you as being OK just because they tell you they're sorry
- Forgetting that the wrong ever happened in the first place
- Forgetting about how you feel about what happened
- Allowing the person who wronged you back into your life
Introduce the video as one person’s point of view on how to forgive others:
Watch “School of Life: How to Forgive”:
https://www.youtube.com/watch?v=d-K5btaxEFY
Discussion Questions:
1) What is the video’s suggestion about how we can forgive others? (Talk about how having a wider perspective of why people may have behaved the way they did may help to forgive).
2) Why is it important to understand why people have hurt us in some way? What happens in a person’s mind and heart if they don’t forgive?
3) What is the most difficult thing that you have done that you would like forgiveness for? (You may invite students to just think about this question, as it may be very personal) How would it feel to know that you are forgiven for this thing?
4) What is the most difficult thing that you have ever forgiven someone else for? How were you able to forgive them?
Thursday, March 18, 2021Review this week’s lesson on forgiveness. Remind students that you have been talking about how to forgive others, but sometimes we are the ones who must be forgiven. Share that today, you will talk about how to ask for forgiveness in a way that shows genuine remorse.
- Role Play a situation with a student: Ask for a student volunteer to come to the board and draw with you. Tell the student ahead of time that you are going to mess up their picture so that they are prepared. Act out a situation where you ask the student to draw a dog/cat/etc. and as they start drawing, shout, “No! Not like that!” and erase or scribble over their drawing.
- Ask students what they think you should say to the student volunteer now that you’ve hurt their feelings and messed up their picture. Most likely, students will tell you to apologize.
- Explain the definition of an apology and explain that an apology has two parts. The first part is that you acknowledge and realize that you have done something wrong. In this example, you hurt someone’s feelings about their picture and then ruined their hard work. Next, an apology includes an honest statement to the person in which you accept responsibility for what you did. Just saying, “I’m sorry” doesn’t take the blame or responsibility for what you did. Sometimes, just saying “I’m sorry” isn’t honest or sincere either. A sincere apology labels why you are sorry and takes the blame or responsibility for it.
- To follow up the example, ask students to share ways you can apologize to the other student. Make sure the apology includes a statement of why you are sorry and a statement of responsibility. For example, “I’m sorry I yelled at you and erased your picture. I shouldn’t have yelled. Next time, I’ll just explain why I wanted you to draw it differently.”
- Next, be sure to follow-up with the accepting of an apology, as that is a key skill as well. Ask the class how the volunteer (from the example) might act differently towards the teacher if they don’t accept her apology. Will they be happy to listen and follow directions? Will they want to participate again? Remind students that accepting apologies is just as important and giving apologies.
- If time allows, have students come up with other scenarios and role play asking for and accepting apologies. Have the rest of the class critique what they did well in the scenarios and if there is more they could have done.
Monday, March 8, 2021
This week we are focusing on self acceptance.
Teachers please read this before teaching this lesson: Self-acceptance is one of the hardest tasks for adolescents. Pulled in opposite directions by the desire to conform and the drive to uncover their individuality, adolescents struggle to strike the right balance. They may become uncommunicative, uncooperative, or rebellious at home as they go through the process of figuring out who they are, where they fit in, and what their likes, dislikes, values, and interests are as compared to their family’s. At school, some students may become extremely opinionated, and others may become confused or hesitant to speak up as they sort out their ideas. As students learn to accept themselves, however, their growing sense of confidence and identity enables them not only to learn and process new information, but to get beyond their own personal concerns and contribute to the world around them. Answer the following discussions questions:
This week we are focusing on self acceptance.
Teachers please read this before teaching this lesson: Self-acceptance is one of the hardest tasks for adolescents. Pulled in opposite directions by the desire to conform and the drive to uncover their individuality, adolescents struggle to strike the right balance. They may become uncommunicative, uncooperative, or rebellious at home as they go through the process of figuring out who they are, where they fit in, and what their likes, dislikes, values, and interests are as compared to their family’s. At school, some students may become extremely opinionated, and others may become confused or hesitant to speak up as they sort out their ideas. As students learn to accept themselves, however, their growing sense of confidence and identity enables them not only to learn and process new information, but to get beyond their own personal concerns and contribute to the world around them. Answer the following discussions questions:
- What does the term self- acceptance mean? Why is it important? Take a survey of the class and ask: “Who feels that they know themselves and have accepted who they are?” (You may prefer to keep the survey anonymous.) Share the results with the class. Ask: “Why is self-acceptance often such a difficult task, especially for young people?” Jot down students’ comments on the board. You may want to return to the comments afterward to see if students want to add or revise their ideas.
- Explore students’ reaction to the video. Ask: “What was the most memorable moment in the video? Why did it have an impact on you?” Give students an opportunity to share a personal experience with self-acceptance, in class or in their journal writing.
- The video opens with a quote from the Dalai Lama: “We can never obtain peace in the outer world until we make peace with ourselves.” A student in the video comments: “I need to understand that who I am matters, and as soon as I accept who I am, I can change the world.” Post both quotes on the board and invite a class discussion. What do the statements mean? Do students agree or disagree? What might “peace with ourselves” look like or feel like? How could self-acceptance enable or motivate someone to “change the world”?
- Who or what do you need to forgive in order to make peace with yourself?
- How will making peace with yourself help you to move on?
- How do you think self-acceptance is related to forgiveness?
Thursday, March 11, 2021
- Rewatch the video if needed.
- Review over the meaning of self-acceptance. What does it mean? How does it apply to your life?
- Understanding oneself can lead to self-acceptance. What factors form our identity? Have students draw a “Who Am I?” graph. In the middle, have them label a box or circle “me.” Around it, have students write down facts about themselves (such as age, birthplace, number of siblings, home language, and so on) and descriptive words or phrases about themselves (for example: good drummer, funny, loves nature). Now have students think about how others might describe them. Would the two graphs look the same? Why or why not?
- In the video, another student says: “You can accept yourself for who you are. You don’t have to base yourself on society’s norms on how you should act, what you should wear, and how you should look.” How does believing in yourself, despite societal pressures, affect you? Have students write (or share) about a person (from history) or a character (from literature) who stood up, stood out, or otherwise defied society. What barriers did he or she face? How did self-acceptance help this person achieve his or her goals?
Monday, March 1st 2021
Happy 1st Day of March. Check out this month's Character words of the month: click here!
This week we are focusing on FORGIVENESS.
Please watch the video: click here
Answer the following discussion questions:
1.) What is forgiveness? What does it mean?
2.) What are ways people forgive one another?
3. ) Why is forgiveness important?
4.) What does Gandhi mean when he says, “The weak can never forgive. Forgiveness is the attribute of the strong”? Do you agree or disagree and why?
Happy 1st Day of March. Check out this month's Character words of the month: click here!
This week we are focusing on FORGIVENESS.
Please watch the video: click here
Answer the following discussion questions:
1.) What is forgiveness? What does it mean?
2.) What are ways people forgive one another?
3. ) Why is forgiveness important?
4.) What does Gandhi mean when he says, “The weak can never forgive. Forgiveness is the attribute of the strong”? Do you agree or disagree and why?
Thursday, March 4, 2021
Teachers please read over this before discussing today's lesson with your class: Forgiveness is a powerful and important quality. It lays the foundation for coping with trauma and allows people to move past difficult situations and circumstances. Middle school students often struggle with the social and emotional changes of adolescence. Learning about forgiveness can help them with a wide range of personal and social problems. As seen in the context of curriculum topics, such as social studies and literature, exploring the quality of forgiveness can also allow for a deeper understanding of the power of forgiveness throughout human history. It also helps students appreciate how forgiveness can help create and inspire young people to become leaders.
Teachers please read over this before discussing today's lesson with your class: Forgiveness is a powerful and important quality. It lays the foundation for coping with trauma and allows people to move past difficult situations and circumstances. Middle school students often struggle with the social and emotional changes of adolescence. Learning about forgiveness can help them with a wide range of personal and social problems. As seen in the context of curriculum topics, such as social studies and literature, exploring the quality of forgiveness can also allow for a deeper understanding of the power of forgiveness throughout human history. It also helps students appreciate how forgiveness can help create and inspire young people to become leaders.
- Rewatch the video if needed. See above for the link.
- Ask students to define forgiveness again.
- What happens when you cannot forgive? Jot down students’ comments on the board. You may want to return to the comments afterward to see if students want to add or revise their ideas.
- Ask: “What was the most memorable moment in the video? Why did it have an impact on you?” Give students an opportunity to share a personal experience about the need or desire to offer forgiveness, in class or in their journal writing.
- The students in the video experience the burden, or weight, we carry when we cannot or will not forgive others by using stones that they label and then discard. Invite students to represent this type of burden in another way: in a drawing, a poem, or as a dance. Ask for volunteers to share their creation. Invite the class to brainstorm ways that students can “discard” their symbolic burden.
Monday, February 8, 2021
Please remember for the entire month of February during ILT everyday you will utilize the Black History month presentation created by Mrs. Ellis. Click the link below and follow the instructions outlined in the presentation. Contact Mrs. Ellis if you have questions, comments or concerns. Link: Black History Month Presentation
Please remember for the entire month of February during ILT everyday you will utilize the Black History month presentation created by Mrs. Ellis. Click the link below and follow the instructions outlined in the presentation. Contact Mrs. Ellis if you have questions, comments or concerns. Link: Black History Month Presentation
Monday, February 1 , 2021
Thank you SO MUCH to everyone who participated in our Kindness week last week. In order to gather some feedback, I would like for everyone to complete this reflection sheet: KINDNESS REFLECTION SHEET
Since it is February 1st, please check out this month's Character word of the month flyer, too. Please click here. Also, it's national school counseling week!
Also, Mrs. Ellis put together a Black History Month presentation to go over in ILT each day during the month of February. Click the link below and follow the instructions outlined in the presentation. Contact Mrs. Ellis if you have questions, comments or concerns. Link: Black History Month Presentation
Thank you SO MUCH to everyone who participated in our Kindness week last week. In order to gather some feedback, I would like for everyone to complete this reflection sheet: KINDNESS REFLECTION SHEET
Since it is February 1st, please check out this month's Character word of the month flyer, too. Please click here. Also, it's national school counseling week!
Also, Mrs. Ellis put together a Black History Month presentation to go over in ILT each day during the month of February. Click the link below and follow the instructions outlined in the presentation. Contact Mrs. Ellis if you have questions, comments or concerns. Link: Black History Month Presentation
Monday, January 25, 2021
Kindness is the word we are focusing on for our KINDNESS WEEK. Please make sure you review over the kindness week details. Distribute the Great Kindness Challenge Checklist and review over instructions.
Please review the email about student participation and dismiss those at this time who do not have permission to participate in today's lesson.
Explain to the students that the video they are about to watch is about bullying with a focus on kindness.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Scroll down and click on the video, labeled, "kindness."
After the video, discuss the following questions:
• What were the strategies for dealing with bullying that came up in the video?
• Responses to listen for: telling a teacher, telling parents, threatening the bully, suicide.
• Which of these strategies have you been told to try, or been told is a solution for dealing with
bullying?
• Record responses or just discuss as a class.
• What else have you been told is a possible solution?
• Record responses or discuss as a class.
• Responses to listen for/solicit: just ignore it, stay away from that person
5. Explain that students will work with a partner and choose one of these solutions to analyze. Each
pair must determine about their selected “solution”:
• Why might this solution work? What could be positive about it?
• Why might it not work? Are there possible consequences to this solution?
6. After partners develop their arguments, gather the group to share:
• What strategy did you discuss?
• What were the potential benefits?
• What were the potential consequences?
Kindness is the word we are focusing on for our KINDNESS WEEK. Please make sure you review over the kindness week details. Distribute the Great Kindness Challenge Checklist and review over instructions.
Please review the email about student participation and dismiss those at this time who do not have permission to participate in today's lesson.
Explain to the students that the video they are about to watch is about bullying with a focus on kindness.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Scroll down and click on the video, labeled, "kindness."
After the video, discuss the following questions:
• What were the strategies for dealing with bullying that came up in the video?
• Responses to listen for: telling a teacher, telling parents, threatening the bully, suicide.
• Which of these strategies have you been told to try, or been told is a solution for dealing with
bullying?
• Record responses or just discuss as a class.
• What else have you been told is a possible solution?
• Record responses or discuss as a class.
• Responses to listen for/solicit: just ignore it, stay away from that person
5. Explain that students will work with a partner and choose one of these solutions to analyze. Each
pair must determine about their selected “solution”:
• Why might this solution work? What could be positive about it?
• Why might it not work? Are there possible consequences to this solution?
6. After partners develop their arguments, gather the group to share:
• What strategy did you discuss?
• What were the potential benefits?
• What were the potential consequences?
Thursday, January 28, 2021
Review over Kindness week details.
Recap from Monday's video:
"Young people are often lectured about bullying, and have come to know that there are ‘correct’ answers:
tell an adult, just ignore it, etc. They know that real world circumstances are complex and rarely have
straightforward solutions. This lesson is designed to acknowledge and bring into the open potential positive
ramifications as well as potential consequences to the various strategies around dealing with bullying
in order to foster open and honest discussion. Ultimately, the goal is to get students to think about ways
bystanders can kindly intervene when witnessing bullying to be more likely to work to prevent bullying and
protect victims of bullying through their actions."
Discuss the Agree/Disagree activity using the following questions:
• Which statement did you feel the most strongly about, whether you agreed or disagreed?
• Was there a statement where you had a hard time deciding if you agreed or disagreed?
Allow students to write down responses to the following questions and share:
How can a bystander help in a bullying situation? How does kindness help in a bullying situation?
What strategy for dealing with bullying do you think works better than others?
Review over Kindness week details.
Recap from Monday's video:
"Young people are often lectured about bullying, and have come to know that there are ‘correct’ answers:
tell an adult, just ignore it, etc. They know that real world circumstances are complex and rarely have
straightforward solutions. This lesson is designed to acknowledge and bring into the open potential positive
ramifications as well as potential consequences to the various strategies around dealing with bullying
in order to foster open and honest discussion. Ultimately, the goal is to get students to think about ways
bystanders can kindly intervene when witnessing bullying to be more likely to work to prevent bullying and
protect victims of bullying through their actions."
- Complete an "agree/disagree" exercise- using the board or visual aid for virtual instruction. For each statement, students can either write down or by show of hands whether they agree or disagree with the following statements:
- A lot of bullying is invisible to adults.
- The most painful kind of bullying isn’t physical.
- Bullying gets worse in middle school.
- You can make someone miserable without saying anything.
- In my life, I have seen someone physically hurt at school.
- In my life, I have seen someone made fun of at school.
- Telling a teacher stops bullying.
- Standing up to a bully makes them stop.
- If someone is a witness to bullying and doesn’t do anything, they are just as much at fault as
Discuss the Agree/Disagree activity using the following questions:
• Which statement did you feel the most strongly about, whether you agreed or disagreed?
• Was there a statement where you had a hard time deciding if you agreed or disagreed?
Allow students to write down responses to the following questions and share:
How can a bystander help in a bullying situation? How does kindness help in a bullying situation?
What strategy for dealing with bullying do you think works better than others?
Tuesday, January 19, 2021
Please review the Kindness Week Schedule to all students. You can refer to this page for details.
The word of the week (under our KINDNESS character word of the month) is courtesy.
Discuss and ask your students what does courtesy mean?
Courtesy means polite, civil, and courteous behavior towards others in words and action.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Scroll down until you find the video labeled "courtesy" and click on it.
After the video, discuss the following questions:
What stood out from this video?
Why do you think this video is called Courtesy? What does courtesy have to do with sportsmanship?
When is it appropriate but difficult to be courteous? Why is it difficult?
Please review the Kindness Week Schedule to all students. You can refer to this page for details.
The word of the week (under our KINDNESS character word of the month) is courtesy.
Discuss and ask your students what does courtesy mean?
Courtesy means polite, civil, and courteous behavior towards others in words and action.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Scroll down until you find the video labeled "courtesy" and click on it.
After the video, discuss the following questions:
What stood out from this video?
Why do you think this video is called Courtesy? What does courtesy have to do with sportsmanship?
When is it appropriate but difficult to be courteous? Why is it difficult?
Thursday, January 21, 2021
Rewatch the video if needed. See above for the video link.
Review over the word courtesy and what it means.
Ask students how they can apply this word in their lives and give an example of it.
Answer the following questions from the video:
Rewatch the video if needed. See above for the video link.
Review over the word courtesy and what it means.
Ask students how they can apply this word in their lives and give an example of it.
Answer the following questions from the video:
- One of the students says, referring to the behavior of the adults, “Even kids don’t do that.” Is thattrue? When do young people behave this way?
- The phrase “It’s just a game” comes up several times. Why might someone feel it’s not ‘just’ a game? Why might they feel it’s very important?
- Do you think people behave more poorly in crowds than they do one on one? Why?
Monday, January 11, 2021
If you missed Thursday's Lesson (1/7), please start with that lesson before this one.
The topic this week is Generosity and follows along with our KINDNESS month. Please have students discuss the definition of generosity.
Generosity is the unselfish willingness to give and share your time and talents at home, school, and community.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Click on the video titled "Generosity."
Discussion Questions: After watching the video...
1. What stood out to you from this video?
2. Was there a point of view you agreed with? Disagreed with? Why?
3. Did anyone change your mind about your agree/disagree stances from earlier? Did anyone reinforce
your opinions?
4. Do you think generosity is something that has to be felt inside or just shown on the outside?
5. What are the benefits to volunteering?
If you missed Thursday's Lesson (1/7), please start with that lesson before this one.
The topic this week is Generosity and follows along with our KINDNESS month. Please have students discuss the definition of generosity.
Generosity is the unselfish willingness to give and share your time and talents at home, school, and community.
Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
Click on the video titled "Generosity."
Discussion Questions: After watching the video...
1. What stood out to you from this video?
2. Was there a point of view you agreed with? Disagreed with? Why?
3. Did anyone change your mind about your agree/disagree stances from earlier? Did anyone reinforce
your opinions?
4. Do you think generosity is something that has to be felt inside or just shown on the outside?
5. What are the benefits to volunteering?
Thursday, January 14, 2021
Rewatch the video from Monday if needed.
Review over the definition of Generosity.
Explain that in this lesson students will analyze effective slogans and create an original slogan that connects with the video Generosity.
2. Post or project the slogan: “Eat Fresh” and ask students to identify the company that uses this slogan. [Subway]
3. Ask: What does this slogan promise? How is it trying to convince you to eat at Subway?
4. Post or project the slogan: “I’m Lovin’ It” and ask students to identify the company that uses it.[McDonald’s]
5. Ask: What does this slogan promise? How is it trying to convince you to eat at McDonald’s?
6. Post or project the slogan: “Because You’re Worth It” and ask students to identify the company that uses this slogan. [L’oreal]
7. Ask: What does this slogan promise? How is it trying to convince you to use this brand?
8. If possible, provide other familiar slogans and analyze each.
9. Ask: What’s effective (or not effective) about these slogans? Why? If you remembered the product for each, do you think the slogan has been effective with you? Why?
10. Either through discussion or presentation, help students create a list of the qualities of a good slogan. A good slogan does the following:
• It brings to light a benefit or something special about the product.
• It makes the product stand out from competitors who might have a similar product.
• It has something to do with the company’s mission. (A mission is a simple statement that briefly
tells the goals and values of a company or an organization.)
• It is short — sometimes only two words. (see earlier examples)
• The words are often set to a rhythm or made to rhyme.
11. In partners or small breakout rooms, have students create a slogan they think would convince someone their age to be generous with their time and talents and volunteer. They will share their slogans with the class or as an added assignment. Students might consider:
• Addressing reasons volunteering is positive.
• Addressing and countering reasons someone might not want to volunteer.
• Using color and text design to make their slogan eye catching.
Rewatch the video from Monday if needed.
Review over the definition of Generosity.
Explain that in this lesson students will analyze effective slogans and create an original slogan that connects with the video Generosity.
2. Post or project the slogan: “Eat Fresh” and ask students to identify the company that uses this slogan. [Subway]
3. Ask: What does this slogan promise? How is it trying to convince you to eat at Subway?
4. Post or project the slogan: “I’m Lovin’ It” and ask students to identify the company that uses it.[McDonald’s]
5. Ask: What does this slogan promise? How is it trying to convince you to eat at McDonald’s?
6. Post or project the slogan: “Because You’re Worth It” and ask students to identify the company that uses this slogan. [L’oreal]
7. Ask: What does this slogan promise? How is it trying to convince you to use this brand?
8. If possible, provide other familiar slogans and analyze each.
9. Ask: What’s effective (or not effective) about these slogans? Why? If you remembered the product for each, do you think the slogan has been effective with you? Why?
10. Either through discussion or presentation, help students create a list of the qualities of a good slogan. A good slogan does the following:
• It brings to light a benefit or something special about the product.
• It makes the product stand out from competitors who might have a similar product.
• It has something to do with the company’s mission. (A mission is a simple statement that briefly
tells the goals and values of a company or an organization.)
• It is short — sometimes only two words. (see earlier examples)
• The words are often set to a rhythm or made to rhyme.
11. In partners or small breakout rooms, have students create a slogan they think would convince someone their age to be generous with their time and talents and volunteer. They will share their slogans with the class or as an added assignment. Students might consider:
• Addressing reasons volunteering is positive.
• Addressing and countering reasons someone might not want to volunteer.
• Using color and text design to make their slogan eye catching.
Thursday, January 7, 2021
The character word this month is kindness. Click here for the flyer for this month. Also, please mark your calendars for our Kindness week which is January 25-29th. This week we are focusing on what it means to be polite online. Allow your class to share what the word polite means and then ask how it applies to their online behavior. Watch the video about digital etiquette: https://youtu.be/rx1fRMAwsIQ
Discuss the following:
What is digital etiquette?
How can you apply digital etiquette to your everyday digital use?
What is flaming? Does that term still apply?
What are some tips discussed that will help you follow digital etiquette?
The character word this month is kindness. Click here for the flyer for this month. Also, please mark your calendars for our Kindness week which is January 25-29th. This week we are focusing on what it means to be polite online. Allow your class to share what the word polite means and then ask how it applies to their online behavior. Watch the video about digital etiquette: https://youtu.be/rx1fRMAwsIQ
Discuss the following:
What is digital etiquette?
How can you apply digital etiquette to your everyday digital use?
What is flaming? Does that term still apply?
What are some tips discussed that will help you follow digital etiquette?
Monday, December 21st, 2020
This is our Second CIPA LESSON. Refresh the students on what CIPA means. It stands for Children's Internet Protection Act. This means schools are required to educate students on how to be safe online. This week we are focusing on how to chat safely with people online.
This is our Second CIPA LESSON. Refresh the students on what CIPA means. It stands for Children's Internet Protection Act. This means schools are required to educate students on how to be safe online. This week we are focusing on how to chat safely with people online.
- Introduce the video topic to students by saying: Today we're going to watch a video exploring how to chat safely with people you meet online.
- Show the video Teen Voices: Who You're Talking to Online (3:27 minutes). Video is here. If you need a log-in to view the video, check your email for that information.
- Lead a class discussion exploring the questions below.
- What are some of the benefits -- and risks -- of talking with people online that you don't know face-to-face? Sample responses: Benefits : In online communities, you can connect with people who have similar interests. It can be easier to share and be more open about hardships you're going through in a way that may not be possible with your face-to-face friends. Risks: You don't fully know who you are talking to, and therefore you can't completely trust them. You don't know if they have bad motivations or intentions.
- What's one comment in the video that you agree with, and why?
- What do you share with others online?
- What can you do to be safe online?
Thursday, December 17th, 2020
Rewatch the video if needed about resilience.
Answer the following questions as a class:
Under the tab "managing worry", there is a list of coping skills if students need some suggestions.
Rewatch the video if needed about resilience.
Answer the following questions as a class:
- What is resilience?
- Refresh with the students and discuss ways you can build and maintain resilience.
- What are other ways you can build and maintain resilience that is not mentioned on the video?
- Have the students write down or discuss the things that they have done to help them in challenging times. If they are comfortable, allow them to share a few as a class.
- Ask the students, What are new things that you can do with challenging situations that you have not used before? Have the students make a list. If they are willing, allow them to share.
- Encourage the students to try at list one thing on their list to help them to build and maintain resilience this week.
Under the tab "managing worry", there is a list of coping skills if students need some suggestions.
Monday, December 14th, 2020
The word of the week is Resilience.
Have the students define Resilience.
Resilience is the capacity to recover quickly from difficulties and/or the capacity to successfully manage high levels of change.
Watch the video: https://www.youtube.com/watch?v=GLAdRgft7pU
After the video, discuss the following questions as a class:
The word of the week is Resilience.
Have the students define Resilience.
Resilience is the capacity to recover quickly from difficulties and/or the capacity to successfully manage high levels of change.
Watch the video: https://www.youtube.com/watch?v=GLAdRgft7pU
After the video, discuss the following questions as a class:
- How does resilience help us?
- What does Jennifer do to cope with hard times? What does the word cope mean?
- True or False. It is never too early or too late to start practicing resilience.
- How can you build and maintain resilience?
Thursday, December 10, 2020
Rewatch the video if needed about perseverance.
Answer the following questions as a class:
Rewatch the video if needed about perseverance.
Answer the following questions as a class:
- Define perseverance. Write the definition on the board.
- Would your view of the world, your life's ambitions or goals change if you suddenly became disabled?
- How does Hunter handle conflict and harassment stemming from his disability?
- Has there been a particular event in your life that has caused you to strengthen your character and persevere? Explain.
Monday, December 7, 2020
The Character word of the month is Diligence. Click here for the Character word of the month flyer. Perseverance is part of our character words this month. Perseverance means the persistence in doing something despite difficulty or delay in achieving success.
of him, he continues to remain active and sociable. Hunter has persevered through hard and sometimes awkward times in order to have a fulfilling, adventurous life.
The Character word of the month is Diligence. Click here for the Character word of the month flyer. Perseverance is part of our character words this month. Perseverance means the persistence in doing something despite difficulty or delay in achieving success.
- Watch the video labeled, Perseverance: https://mcsd.connectwithkids.com/character-life-skills/
of him, he continues to remain active and sociable. Hunter has persevered through hard and sometimes awkward times in order to have a fulfilling, adventurous life.
- Answer the following questions as a class:
- What type of perseverance does Hunter demonstrate?
- Whom do you know personally who has persevered in spite of difficulties?
- Do you think that Hunter's disability forced him to have perseverance? If so , how?
Thursday, December 3, 2020
Review the video if needed about diligence.
Have each student choose a well-known person (living or dead) who is a model of diligence and then create a basic fact sheet about the person. Students should address the following questions in their fact sheet:
Have the students share their chosen person and discuss the similar qualities. If you need more discussion, discuss the following questions:
Review the video if needed about diligence.
Have each student choose a well-known person (living or dead) who is a model of diligence and then create a basic fact sheet about the person. Students should address the following questions in their fact sheet:
- Why did you choose this particular person? Is he or she ambitious?
- In what ways has this person demonstrated diligence and determination?
- How has the trait of diligence assisted this person in his or her field?
- What can be learned from the example set forth by this person?
Have the students share their chosen person and discuss the similar qualities. If you need more discussion, discuss the following questions:
- Is diligence an important characteristic? Why or why not?
- Must you be ambitious to be diligent? Explain.
- Do you feel that you exemplify the characteristic of diligence? If yes, in what ways? If no, do you wish to possess this characteristic?
- Are you consistent in your diligence? Explain.
- What are ways in which diligence can enhance your life?
- What are ways that you can demonstrate diligence on a daily basis?
Monday, November 30, 2020
The Character word of the month is Diligence. Click here for the Character word of the month flyer.
The Character word of the month is Diligence. Click here for the Character word of the month flyer.
- Discuss what diligence means and discuss it as a class.
- Watch the video here: https://mcsd.connectwithkids.com/character-life-skills/
- Scroll down and find the video titled, "Diligence."
- After watching the video, discuss the following questions:
- What character traits can you identify in Greg?
- Do you think Greg is more diligent than most teens you know? Support your answer.
- What qualities do you look for in a leader? How many of these qualities does Greg possess?
- Why is diligence important for people in the military?
- How does setting a goal relate to diligence?
- What are some ways in which you can demonstrate diligence at school, at home or in your community?
- Think about a talent or ability you are proud to possess. How diligent are you about developing this area of your life? Would you be a positive example for other students in this area?
Thursday, November 19, 2020
Also, there are lots of great activities to practice showing gratitude. You can use this Padlet as a visual sticky note wall to allow students to share what they are grateful for! Here is the link: https://padlet.com/wrightlenniec/l2534bbna65wrr2p
- Review over what gratitude means.
- Complete slides 9-12.
Also, there are lots of great activities to practice showing gratitude. You can use this Padlet as a visual sticky note wall to allow students to share what they are grateful for! Here is the link: https://padlet.com/wrightlenniec/l2534bbna65wrr2p
Monday, November 16, 2020
Gratitude is our word to focus on this week. What does it mean?
Allow students to share their definitions of gratitude first and then discuss as a class the definition of gratitude. Gratitude means a feeling of appreciation for what one has. The quality of being thankful; readiness to show appreciation for and to return kindness.
Gratitude is our word to focus on this week. What does it mean?
Allow students to share their definitions of gratitude first and then discuss as a class the definition of gratitude. Gratitude means a feeling of appreciation for what one has. The quality of being thankful; readiness to show appreciation for and to return kindness.
- Go over the nearpod lesson here. https://share.nearpod.com/e/eABHLYqTnbb
- Go over slides 1-8 on the nearpod lesson.
Thursday, November 12, 2020
- Rewatch the video if needed. Video segment summary: Chioma Oteh tries not to tell lies, but sometimes she does and feels remorse. After going to see a movie that her mother didn’t want her to see, she couldn’t sleep and had to tell the truth. This is called a conscience and it’s the key to ethical and honorable behavior. Chioma Oteh tries not to lie, but like many teens and adults, she sometimes does. Surveys indicate 90% of students admit to lying. Experts report that while some lying is common among adolescents, the critical aspect is if they have and a conscience. Chioma has such strong regrets that she woke up one night because she couldn’t sleep over a lie she told her mother. Her mother was not happy about the lying, but she feels good that her daughter can talk to her and admit her failings. Experts believe that in the long run, students like Chioma who do have a conscience, will learn the true meaning of being an honorable person.
- Discuss the following questions:
- What is the relationship between telling the truth and trustworthiness?
- What does it mean to be an honorable person? What are the long-term benefits of being honorable? Is it hard to be honorable?
- What does it mean to be an honorable person? What are the long-term benefits of being honorable? Is it hard to be honorable?
- What are the different ways that you can be an honorable person?
Monday, November 9, 2020
Last week we discussed citizenship and how you can behave as a responsible member of the community. This week we are focusing on "Honor"- the respect that someone or something receives from other people.
Last week we discussed citizenship and how you can behave as a responsible member of the community. This week we are focusing on "Honor"- the respect that someone or something receives from other people.
- Watch the video: https://mcsd.connectwithkids.com/character-life-skills/
- Click on the video labeled: "Honor"
- Answer the following discussion questions:
- Chioma’s mom feels her daughter has a conscience, because she regrets her actions when she lies. How does someone develop a conscience?
- What happens when someone does not have a conscience or his or her conscience is weak?
- What happens when you find out someone has lied to you?
- Can you tell a friend about lies you have told to them? Parents? Teachers? What is difficult about admitting to lying?
Monday, November 2, 2020
The Character word of the month is Citizenship. Click here for the attachment.
Before watching the video...
1. Hold a quick popcorn discussion of the following: When you hear the word citizenship, what do you
think of? What comes to mind? Solicit a handful of responses.
2. Watch the video: https://mcsd.connectwithkids.com/character-life-skills/ click on the citizenship video and watch.
Discussion Questions: After watching the video...
1. Ben — and the other students in the video — never use the word ‘citizenship.’ But that is the title of
the video. Why?
2. What do you think are the most important components or elements of citizenship? (Note: Recording
these responses on the board might be useful for the activity.)
3. What can be difficult about behaving Ben’s way?
The Character word of the month is Citizenship. Click here for the attachment.
Before watching the video...
1. Hold a quick popcorn discussion of the following: When you hear the word citizenship, what do you
think of? What comes to mind? Solicit a handful of responses.
2. Watch the video: https://mcsd.connectwithkids.com/character-life-skills/ click on the citizenship video and watch.
Discussion Questions: After watching the video...
1. Ben — and the other students in the video — never use the word ‘citizenship.’ But that is the title of
the video. Why?
2. What do you think are the most important components or elements of citizenship? (Note: Recording
these responses on the board might be useful for the activity.)
3. What can be difficult about behaving Ben’s way?
Thursday, November 5, 2020
Review the character word of the month info sheet and discuss the other character words.
- Rewatch the video about citizenship if needed as a refresher.
- What is citizenship?
- What are the essential elements of citizenship?
- What are some ways you can give back to your community?
Review the character word of the month info sheet and discuss the other character words.
Monday, October 26, 2020
Happy Red Ribbon Week! This week's lesson is about drugs and its effects on our bodies.
Nearpod Lesson: HERE
If time permits, please participate in the Red Ribbon Kick-Off Scavenger Hunt! Click here to access.
Happy Red Ribbon Week! This week's lesson is about drugs and its effects on our bodies.
Nearpod Lesson: HERE
- Complete Slides 1-15 and allow time for discussion.
- Review over details about Red Ribbon Week and encourage participation. Virtual students may participate by uploading a photo and tagging us on Instagram (@vmms_rangers or FB).
If time permits, please participate in the Red Ribbon Kick-Off Scavenger Hunt! Click here to access.
Thursday, October 29, 2020
- Review over previous slides as needed.
- Complete slides 16-21 on the Nearpod Lesson. Remember to type in the first two words "drug use" in the search bar of the nearpod library and click on preview lesson.
- If time permits, play a Kahoot game with your class! Choose the game most fitting for your class. Click here for the games.
Monday, October 19, 2020
This week is DIGITAL CITIZENSHIP WEEK and our focus is on empathy and how we can apply our knowledge about empathy to CYBERBULLYING.
Nearpod Lesson: CYBERBULLYING
This week is DIGITAL CITIZENSHIP WEEK and our focus is on empathy and how we can apply our knowledge about empathy to CYBERBULLYING.
Nearpod Lesson: CYBERBULLYING
- Go over slides 1-21
- Slides 32-34 is a teacher guide for the lesson. Slide 35 is an information sheet that you may share with your parents.
Thursday, October 22, 2020
- Review over the previous slides if needed.
- Go over slides 22-31 (or where you left off from Monday).
- Please remember slides 32-34 is a teacher guide for the lesson. Slide 35 is an information sheet that you may share with your parents.
- Remind students how to report incidents of bullying.
- If you need extra help, please reach out to Mrs. Wright!
Tuesday, October 13, 2020
Last week we focused on showing compassion and concern towards others. This week we are focusing on showing compassion toward ourselves. Lesson: SELF-COMPASSION
Review Slides 1-10
You can choose to just preview or add the lesson to your library and make it interactive with your students. Use what works for you!
Last week we focused on showing compassion and concern towards others. This week we are focusing on showing compassion toward ourselves. Lesson: SELF-COMPASSION
Review Slides 1-10
You can choose to just preview or add the lesson to your library and make it interactive with your students. Use what works for you!
Thursday, October 15, 2020:
Review slides 11-19 on the Nearpod Lesson. Review previous slides if needed.
Review slides 11-19 on the Nearpod Lesson. Review previous slides if needed.
Monday, October 5, 2020: Character word of the month is Empathy. To show empathy you must understand how to be caring towards others and show compassion.
Discuss the following questions:
1. What does it mean to be caring?
2. What does compassion mean?
Review the definitions with students. Caring (adj.) Definition: thinking about what other people need or would like and trying to help them. Context: Kendrick is such a caring man that he brought dinner to his sick grandmother last night. Compassion (n.) Definition: a strong feeling of sympathy for people who are suffering, and a desire to help them Context: We have a great deal of compassion for the tornado victims, whose possessions were destroyed.
Watch the video: mcsd.connectwithkids.com/character-life-skills/
Discuss the following questions:
1. What does it mean to be caring?
2. What does compassion mean?
Review the definitions with students. Caring (adj.) Definition: thinking about what other people need or would like and trying to help them. Context: Kendrick is such a caring man that he brought dinner to his sick grandmother last night. Compassion (n.) Definition: a strong feeling of sympathy for people who are suffering, and a desire to help them Context: We have a great deal of compassion for the tornado victims, whose possessions were destroyed.
Watch the video: mcsd.connectwithkids.com/character-life-skills/
- Click on the video titled: Caring & Compassion
- Discuss the questions:
- What character traits do Brandi and Marcus display?
- How do Brandi and Marcus display their caring and compassionate natures?
Thursday, October 8, 2020:
Review the video if needed. Discuss what the words caring and compassion mean again. Also, discuss how empathy ties in to those character traits.
Discuss the following questions:
Review the video if needed. Discuss what the words caring and compassion mean again. Also, discuss how empathy ties in to those character traits.
Discuss the following questions:
- How would you handle living with so many adults who were all giving you directions?
- Brandi says showing compassion for her grandmothers’ makes her feel special. What do you think she means by this comment?
- Have you ever lived with or cared for an elderly person? What was that experience like for you?
- Is it possible to show care without being compassionate? Explain your answer.
- What are ways in which you could show compassion at school, in your neighborhood, in your home, etc.?
Monday, September 28, 2020: Empathy
The character word of the month for October is Empathy.
Here is the Nearpod lesson for this week: EMPATHY LESSON
Review slides 1-16 on Day 1.
The character word of the month for October is Empathy.
Here is the Nearpod lesson for this week: EMPATHY LESSON
Review slides 1-16 on Day 1.
Thursday, October 1st, 2020
- Review slides 17-27 on the Nearpod Lesson.
Monday, September 21, 2020 :Managing Stress
The adolescent years are often referred to “The Stress-Filled World of Teens.” Each person tends to handle and manage stress differently. Learning to deal with stress in a positive manner is important no matter the age or time of life.
As we continue on with this month's theme of respect, we need to learn how to respect our bodies by appropriately handling our emotions. Last week we focused on recognizing what your stressors are and how you deal with them. This week we are going to take a deeper look at stress and healthy ways to manage your stress.
The adolescent years are often referred to “The Stress-Filled World of Teens.” Each person tends to handle and manage stress differently. Learning to deal with stress in a positive manner is important no matter the age or time of life.
As we continue on with this month's theme of respect, we need to learn how to respect our bodies by appropriately handling our emotions. Last week we focused on recognizing what your stressors are and how you deal with them. This week we are going to take a deeper look at stress and healthy ways to manage your stress.
- Watch the video : https://mcsd.connectwithkids.com/middle-high-health-wellnesshealth-wellness/.
- Scroll to the bottom and look for the managing stress video
- Answer the following discussion questions:
- In the video, the narrator explained that stress is a normal part of a teenager’s life. What are some causes of stress (stressors) that were shown in the video?
- Are there times when you feel that “everything is a competition”? Where does this pressure come from?
Thursday, September 24, 2020:
1. Rewatch the video above as a refresher.
2. Answer the following discussion questions:
1. Rewatch the video above as a refresher.
2. Answer the following discussion questions:
- Stress management is a person’s ability to use certain strategies or activities to keep from getting “too stressed out.” What are some ways that you have found helpful in managing stress?
- There are four components of health: social, emotional, mental, and physical. Review the 4 components below to determine what each component means. How does stress affect each of the four components?
****Please remember if you need additional help with managing your stress and working on the different components of your health. Please do not hesitate to reach out to your school counselor, Mrs. Wright. You can email her at [email protected] to schedule an appointment.
Monday, September 14, 2020: Respect for oneself
This week's focus is respecting yourself and your emotions by evaluating your emotional "backpack."
Download the PPT File to access this week's lesson.
Emotional Backpack PPT
- Respect for oneself means to have pride and belief in one's own worth.
- It means to hold yourself to a high standard and recognize your self-worth.
- Respect for oneself also means taking care of yourself and respecting your feelings.
This week's focus is respecting yourself and your emotions by evaluating your emotional "backpack."
Download the PPT File to access this week's lesson.
Emotional Backpack PPT
Thursday, September 17, 2020:
- Review over respect and what it means to have respect for oneself and your emotions.
- Review over the Emotional Backpack Powerpoint (listed above).
- Write down a list of coping skills you utilize daily. Share with the class what those are if you feel comfortable.
- What are some other ways you can respect yourself? Discuss as a class.
- If you need extra help and/or a trusted adult to talk to, please reach out to your school counselor, Mrs. Wright.
Tuesday, September 8: RESPECT
The character word of the month for September is respect. Before watching the video, discuss "what does respect mean to you?"
Click on the video title to watch the video: Respect in the Classroom
After watching the video, please discuss the following questions:
The character word of the month for September is respect. Before watching the video, discuss "what does respect mean to you?"
Click on the video title to watch the video: Respect in the Classroom
After watching the video, please discuss the following questions:
- Kid President says "Before you say something about the barbecue sauce on somebody else's shirt, take a look at the barbecue sauce on your own shirt." What does he mean by this? (Hint: It has NOTHING to do with barbecue sauce!)
- What are some ways you can show respect in the classroom/virtual setting?
Thursday, September 10
Rewatch the video if needed. Review over the discussion questions again and then answer the following additional questions.
Rewatch the video if needed. Review over the discussion questions again and then answer the following additional questions.
- Kid President's video is all about showing RESPECT to others (except for the screaming part, of course...okay, and maybe the fart noise too). Sometimes we show respect to others by what we say or, as Kid President said, by saying "nothing". Other times, we show respect by how we conduct ourselves. No matter how we show it, we must show respect to our classmates, our teacher, our classroom/virtual setting, and ourselves. Write down some ways students can show respect in the classroom/virtual setting. Then narrow it down to your top THREE ways students show respect to your classmates, your teacher, your classroom, and yourself.
- Are you currently showing respect in the classroom/virtual setting? If not, what can you change to show your respect in the virtual setting?
Monday, August 31: Tolerance
The character word of the month of August is Tolerance. Before watching the video, discuss "what do you think of when you hear the word tolerance?"
Click on the link to watch the video: https://mcsd.connectwithkids.com/character-life-skills
Scroll down to the bottom left and click on the video labeled "Tolerance."
After watching the video, please discuss the following questions:
The character word of the month of August is Tolerance. Before watching the video, discuss "what do you think of when you hear the word tolerance?"
Click on the link to watch the video: https://mcsd.connectwithkids.com/character-life-skills
Scroll down to the bottom left and click on the video labeled "Tolerance."
After watching the video, please discuss the following questions:
- Does exposure to people who differ from you build tolerance? Explain.
- One of the young people in the film says that you need to be around people who are different than you to develop communication and relationship skills. If you don't, it will be "detrimental to you" and "stop your progress." What does her statements mean?
- Does tolerance help build communication and relationship skills, or do communication and relationship skills help build tolerance? Explain your answer.
Thursday, September 3rd
Rewatch the video if needed. Review over the discuss questions again and then answer the following additional questions.
Rewatch the video if needed. Review over the discuss questions again and then answer the following additional questions.
- What did you see that made you think about something in a different way?
- Is tolerance the same as acceptance? Explain your answer.
Monday, August 24th: Relationship Skills
Effective Teamwork requires clear communication, listening skills, and defined roles and responsibilities.
Watch this video on Effective Teamwork.
Effective Teamwork requires clear communication, listening skills, and defined roles and responsibilities.
Watch this video on Effective Teamwork.
Discussion Questions:
Lunch Bunch Sessions start this week! Click on my virtual school counseling page for more details!
Tuesdays: 6th grade
Wednesdays: 7th grade
Thursdays: 8th grade All sessions are 11:30 AM-12:00 PM!
- What made the titans a good team?
- Think of team that you've previously worked with and discuss what was the team's goal? How was that goal communicated? Did people have specific roles and responsibilities?
- What role does listening skills play in effective teamwork?
Lunch Bunch Sessions start this week! Click on my virtual school counseling page for more details!
Tuesdays: 6th grade
Wednesdays: 7th grade
Thursdays: 8th grade All sessions are 11:30 AM-12:00 PM!
Thursday, August 27th
Review over the discussion questions again. Talk with one another about your progress individually in working as a team. Discuss how you utilized the skills to work effectively as a class.
Are you struggling? Do you need a check-in with Mrs. Wright? Click here.
Don't forget about Lunch Bunch Sessions! Click on my virtual school counseling page for more details!
Tuesdays: 6th grade
Wednesdays: 7th grade
Thursdays: 8th grade All sessions are 11:30 AM-12:00 PM!
Review over the discussion questions again. Talk with one another about your progress individually in working as a team. Discuss how you utilized the skills to work effectively as a class.
Are you struggling? Do you need a check-in with Mrs. Wright? Click here.
Don't forget about Lunch Bunch Sessions! Click on my virtual school counseling page for more details!
Tuesdays: 6th grade
Wednesdays: 7th grade
Thursdays: 8th grade All sessions are 11:30 AM-12:00 PM!
Monday, August 17th: Relationship Skills
Relationship skills is built on listening and connection.
Watch this video on LISTENING SKILLS.
Discussion Questions:
1. What does it mean to be a good listener?
2. How can you be a good listener on Zoom?
3. What is one difficulty you may have with listening and why?
Thursday, August 20th
Review over Discussion Questions. Talk with one another about your progress in working on your listening skills this week.
Need a check-in with Mrs. Wright? Click here.
Relationship skills is built on listening and connection.
Watch this video on LISTENING SKILLS.
Discussion Questions:
1. What does it mean to be a good listener?
2. How can you be a good listener on Zoom?
3. What is one difficulty you may have with listening and why?
Thursday, August 20th
Review over Discussion Questions. Talk with one another about your progress in working on your listening skills this week.
Need a check-in with Mrs. Wright? Click here.