I love Pinterest. It has been a never-ending supply of ideas and lessons when planning for classroom visits and small groups! Recently, I was looking for an activity for introducing basic conversation skills to second graders. I found a pin for a game called the Bean Bag Conversation Game, found on the Social Communication Services with Mrs. Cardenas. 

I modified the game slightly due to resources on hand and group members' needs. I used 12 pieces of brightly colored construction paper, but taped cards from the (highly recommended) Bright Spots' Thoughts and Feelings Cards and used a weighted stuffed dragon. We followed Mrs. Cardenas's instructions regarding the flow of conversation, emphasizing the use of eye contact and turning statements into questions. I found this to be highly engaging and helpful to students in our group. Thanks, Mrs. Cardenas!

Students in grades 2-3 are passionate about fairness and following the rules! When asked, they know exactly the right answers about good sportsmanship. Yet, these passionate feelings rarely translate into recess games and activities that run like well-oiled machinery. In fact, the vast majority of hurt feelings and problem solving concerns seem to center around the arguments arising from these games. Thus, a lesson about sportsmanship was needed.

The lesson began with a discussion about what a good sport looks and acts like. We made a list and the students had all the right "pat" answers (i.e., agree on the rules before you play, pick equal teams, congratulate the winner, don't brag if you win, etc). We also discussed what to do when someone seems to be cheating or not following the rules; students were genuinely surprised at the concept that others may not KNOW the rules and  need to be taught, as opposed to automatically accusing them of cheating.

Then I announced that the class would be playing a game with absolutely no interference from the adults in the room (caveat: I would step in if things became too hurtful, which is not always true when they play games at recess or in their neighborhoods). I chose Heads Up Seven Up because most students were familiar with it, but other group games could work as well. Then I stepped back and let them work it out on their own for about 15 minutes. It was interesting to watch the differences between classes. Some classes had a natural leader or two, others worked together to talk it out, and still others consistently argued and struggled for control. I really appreciated how students tried to consider the concepts we had discussed at the beginning of the lesson as they played. 

For the last 5-7 minutes, we discussed how the game had gone. I asked if they thought the game was fair, then fun, and why. Many said that they wished a teacher would step in and fix things, so we talked about how they can be empowered to solve the issues on their own. Students came up with some areas they could still improve in, such as how to pick teams fairly and how to deal with students who seemed to be cheating, which we can address in future lessons. I really enjoyed this lesson because I felt that students were fully engaged and appreciated such practical, "real life" learning, and I learned a great deal about the interpersonal dynamics of students when they are not in the classroom setting. Fascinating stuff!

Students in grades K-2 will often find themselves wrapped up in the emotions of a given situation. Happy play turns to impulsive frustration… and the anger becomes their entire world for the moment. Or a brief accident in front of the class brings about embarrassment that seems like it will never end. It can be important for students to realize that feelings change… sometimes in a flash (much like Santa??)! 

One way to teach this concept is to read the book, Are You Grumpy, Santa? by Gregg and Evan Spiridellis. As I read the book aloud, I paused to allow students to predict the feeling that Santa would have at various events in the book (kinder students made the face of the feeling they predicted). I made sure to point out how Santa's feelings changed from one event to another. By the time we reached the end, students could clearly see how Santa experienced a wide range of emotions, and eventually ended up happy. I asked them if this meant Santa would then remain "happy ever after," and was actually pleased to hear them all say no! They seemed to grasp the idea that it is okay to have a range of feelings and that none will last forever.