Are you teaching or counseling a group of students who seem shy or reluctant to respond to open ended questions, regardless of the topic? There are many books, blogs, and videos that address this, but I wanted to share one activity that was a big hit with one group of fifth graders: response cards.
Scroll down to read more!

Can I start by saying that I really, really love this book? It is called Building Everyday Leadership in All Kids: An Elementary Curriculum to Promote Attitudes and Actions for Respect and Success by Mariam G. MacGregor M.S. (click the link to see it on Amazon.com). I originally bought it for a small group about- surprise!- leadership, but soon found myself adapting for all kinds of lessons and small group topics!

The book is divided into many subtopics that could be small groups in themselves: communication, team building, problem solving, making a difference, and my personal favorite: "understanding power, value, and relationships." Ms. MacGregor provides hands-on activities that may involve some preparation on the part of the group leader, but the pay off was worth it every time! Students loved every lesson or activity we tried- really!

Here are a few favorites:

• Choosing Sides: Students had the chance to decide what was most important to them by physically walking from one end of the room or the other during a long list of polarized (or slightly gray) opposites. Afterward, we talked about whether the similarities or differences surprised us, and if it is okay if we have different tastes, styles, and values.
• Leadership Talk Show: Students sat in partners. One was given the role of asking a question picked from a list, then listening to the partner silently for a set period of time (for fifth graders, two minutes was more than enough). Then we did some other steps (but you'll have to buy the book!) Such great discussions came out of this activity. Students seemed to truly understand how important it can be to be an active, but not overwhelming listener!
• Values for Sale: This activity turned out to be several students' absolute favorite. It is a "values auction" that includes EDL (EveryDay Leadership) funny money and a long list of values. I gave group members the chance to look over the values list for about five minutes and gave each member EDL cash. We set ground rules. After the auction, each member had a definitive list of personal values. There were personal revelations and some great discussion! And it was a great lead in to our values world activity, which I will blog about soon.

I can't say enough about the activities I have tried thus far, and I cannot wait to try even more in the coming year! Added bonuses: 

•  state standards for lessons! 
• a link to print activities online!
• suggestions on setting the tone (great for new counselors)!

Clearly, I highly recommend this book to school counselors at the elementary level, and also suggest that counselors working with older grades check out the other books by the same author:
Building Everyday Leadership in All Teens
Teambuilding with Teens

(And, no, I am not getting paid to say this. I'm just that enthusiastic! :)

Classroom Closure Lesson
As I've been wrapping up lessons in classrooms (grades 3-5), I have been using the crumpled heart metaphor. It's been a powerful lesson to end with, though you could easily use it mid-year during a unit on kindness or anti-bullying.

I started by having students each cut out a heart from a small red rectangle. Then, each student was asked to write four things:
1. your name
2. the name of someone important to you
3. an activity you enjoy
4. one word that best describes you

I talked with them about the importance of protecting our heart and sharing our information with people we trust. I showed them my own heart and gave examples of statements that could be made that would hurt my feelings, crumpling my example as I spoke (ex: If someone walked up to me and said "You like to read? Only nerds like to read!" My feelings might be hurt *crumple that section of the heart* and I might not want to read anymore. Or I would read, but keep it a secret...)

Perhaps the most powerful part was when I asked students to then crumple their own hearts- some students cried out in protest, others simply could not bring themselves to do it! We talked about why it was so hard, and how much words can hurt what we hold dear in our hearts. I walked up to several students and asked them about my heart, and they rushed to compliment or reassure me (without even prompting them!), which helped to "uncrumple" my heart. Students were then invited to walk around and say kind words that would uncrumple each other hearts. They loved this part!

At the very end of the lesson, we felt the softness of the wrinkled construction paper and discussed the term "soft hearted." We discussed how empathy ties into a soft heart, and how we can choose to speak kindness into others' hearts after our own hearts have been crumpled. It was a powerful way to end the year.

Small Group Closure Activity
For small groups in upper elementary, try completing a compliments mandala! Each group member draws a large circle and divides it into the number of people in the group (including me). Then each person writes their own name and a word that describes them (in case another group member is stuck- they can basically copy or do a slight variation). Pass the circles around, so each member can write their name and a compliment in a section of the mandala. Time given per person depends on the maturity level of students and how detailed you'd like them to be.  Students can keep the mandala as a reminder of the group experience.

Individual Session Closure Activity
With individual students, use a modified version of the feelings map. There is a wonderful worksheet on the Social Work Helper blog that you can download for free (check out the site, too)! It's a way to create some closure with students.

For this activity, I ask the student to complete a map that describes me, and I complete one for them. We brainstorm a list of words that could describe others. We write down 6 words that fit the other, then we color the map and discuss the time(s) we have met together. Then we trade the maps and share what we created. Students have the opportunity to remember the time spent together, and especially that they get to hear some of the qualities others see and appreciate in them. It's been a nice little warm fuzzy to wrap up individual sessions.

Some students need a little help with setting boundaries (if you're unfamiliar with the term, I highly recommend the Cloud & Townsend classic, Boundaries). It can be helpful to create a visual representation of appropriate and safe boundaries, so that students can better process when and where to share about themselves.

STEP ONE
The first step as a group is to draw circles. Use string and paper clips to try to help draw circles, or use other methods (see a video here). Then chose a color for each circle and shade in each corresponding section. This makes it easy to identify each field clearly.

STEP TWO
<-- Using this example, students  can write the names of people they know that fit each circle. The categories (from the center outward):
1. family and/or people you trust with secrets
2. friends
3. classmates, neighbors, teammates, etc
4. acquaintances, relatives, people you don't know well or do not trust
5. strangers, workers in stores, etc
Depending on student issues and developmental levels, you may need to adjust the language and details accordingly. I suggest that you have students write in pencil at this point.

STEP THREE
Once students have filled in their circles with names, pose a series of scenarios. They must determine with whom it would be most appropriate to share. 

A few examples (that can be adjusted for your group's needs):
Scenario 1
You have just received your test back from your teacher and you did not do as well as you had hoped. With whom would your share your disappointment?
Scenario 2
You just bought a new shirt (toy, video game, etc) and you really like it! Who can know this information?
Scenario 3
You have been having a medical issue (like lice, an allergic rash, etc) and someone asks you how you are. Who should you talk to about the details?
Scenario 4
You are excited about going to a game, show, event, etc. Who would like to hear all about the details of your part in it?

Allow students to talk about people they know and how the scenario could fit in their own lives. Also, suggest they move names to other circles if they find it necessary (i.e., a student may find that a person they had in a middle circle may need to move to a circle with more or less private information shared, based on how safe they feel with that particularly person). When they feel good about their circles, they can go over the names in marker.

COMING FULL CIRCLE...
I believe this activity to be useful. The act of visually placing names and discussing what is safe and appropriate to share can help students to reflect on their current behaviors without any uncomfortable confrontation. After the group, discussions with individuals about behaviors or boundary issues can refer to the circles as a visual reference, too. 

During graduate school, I was both an intern at an elementary school and a clinical counselor at the university's counseling clinic. I was fortunate to be exposed to many different art therapy techniques; many of which I still use in my counseling practice at school. Since then, I have stumbled upon other activities I can recommend. Below are a few projects I have used, activities I would like to try, and links to art therapy blogs. 

The feelings map is one of my favorite techniques for students who have not yet mastered the identification of their own feelings. I fold a large sheet of white paper (12" x 18") so 1/4 of the sheet folds into the middle, leaving half. On the 1/4 flap, the student makes a list of 6-10 feelings words (I like to let them choose the feelings from an emotions poster). The student chooses a different color to represent each feeling and colors in a box next to the matching word. On the blank half, you have a choice: either the student can use the entire half to complete one large piece, or you can draw a grid of smaller squares (I like to make a 3x3 grid) and have students complete one square every time they visit for individual visits. If you choose to do the grid, students can visually see how their feelings have changed over time! You can also add the date for each square completed. On the inside flap- under the feelings "key"- I like to write some of the reasons students give for the bigger emotions they have experienced. Sometimes, students choose to draw pictures instead.  

When I was working with an adult client at the counseling clinic, I came to appreciate the art of mindful meditation. A supervisor shared a technique of observing one's feelings as clouds that you notice and observe floating or passing by. I have since used this with clients of all ages, and find that anxious students tend to find it the most useful. 

To add to this concept, students can make small 3-D clouds with string attached, write their feelings on the cloud, and watch the cloud float away (I hide it in a cupboard in my office, but you can always just walk away with the cloud for the student's visual memory). It can be helpful to hang the clouds in the office so students can "notice" the clouds whenever they visit (if your security alarm won't go off at night, of course!). Discussions can occur about how feelings can linger (i.e., storm clouds of anger that we feed, overcast clouds of enduring sadness), as well as what coping skills might be utilized to notice feelings without judgement and to encourage emotions to pass rather than linger.

The identity map is essentially a web with the student's name in the center, and various aspects of one's life radiating out: family, age, favorites, hobbies, friends, etc. 

I have read about identity maps as a tool that students can create completely on their own, but I have not done this yet. As I speak with a new student or one who may be seeing me individually, I either draw the map or have the student do it (depending on their age and ability). This helps me to get a better overall picture of the person with whom I am working. I also find that the visual focus and casual conversation centered on the student's every day life helps them to relax and build relationship with me as their counselor. Sometimes I ask what makes them most happy, sad, and frustrated, which can provide a great deal of information to me as the counselor. When I write the map, younger students often ask to add pictures to the map as we talk, which seems to bring further ownership to the process.

During my elementary internship, the first grade teacher team had students create self portraits of their face. Students were instructed to fold the page into eighths. The chin was drawn at the one quarter fold, the mouth at the half, and the eyes around the three quarter fold. Students could choose the colors and the background. As I walked past the results, I found some striking representations in the students' choices of color, sizes of features, and location of features. I have since used this with students in counseling sessions and continue to marvel at the conversations that ensue after completion of their art work.

Culled from the pages of Operation: Breaking the Boy Code, but can be used in individual counseling sessions, as well: create yourself as a superhero. Much like the miracle question ("If you woke up tomorrow and could change one thing about your life, what would you change?"), students love to answer what superhero power they would like to have. They like it even better when they can create an entire alter ego including costume, sidekick, evil they are fighting, transportation, and catch phrase! Given the chance to artistically render these ideas is all the more powerful for some students, and they are eager to consider how life would be were they to hold such power or control. In the end, some wonderful conversations can result about ways in which students can gain control over issues in which they were feeling powerless, where students might develop some of these desired traits in real life, and what it would feel like to help others who are less fortunate (especially for students who choose to fight bullies to help friends). Powerful stuff!

What can be truly underestimated? The opportunity to create art without directions, instructions, boundaries, etc. Some of the most profound moments with students have been when we have sat together at a table with art supplies of their choosing, creating and talking as we go. Students are often surprised at the stories that emerge through their drawings, and the pictures really can speak a thousand words to us as counselors... if we are only open to looking beneath the surface. 

My soapbox: we do not allow children nearly enough space, time, or opportunity to imagine and create. This may be one of the most therapeutic techniques we can offer as counselors.

I find it most successful when the counseling office has a wide variety of art materials readily on hand:
* crayons, colored pencils, markers, oil crayons
* a variety of magazines & print materials
* a variety of paper (weight, color, size, etc)
* a scrap bucket full of treasures
* yarn, string, beads
* glue, mod-podge, tape, 
* scissors (regular & craft styles)
* anything your crafty heart desires!

There are many more techniques I have yet to try, but am very much interested in (links attached):

• zentangles
• house/ tree/ person drawings
• mountains & valleys
• scribble drawings
• mandalas
• emotion color wheels
• map emotions on your body
• drawing friendships
• gratitude art/ journal

As I shared in my last post, we offered eleven small groups with five different topics for students in grades 3-5 this fall. It required a great deal of organization to keep everything running smoothly! Luckily, I had many school counseling blogs to use as reference for efficient methods and systems. Below are a few tools and systems that were implemented.

The check in scale (modeled after that of Tabitha's at Scrapbook of a School Counselor) proved to be extremely popular with group members! The scale is a simple piece of laminated cardboard with the numbers one through five, and is attached to the edge of a large whiteboard. Every week, I wrote two emotions/ states that could be considered along a range (satisfied/longing, extroverted/introverted, shy/outgoing, etc). Every group member had a clothespin with their name, and clipped their pin to the number that best suited their feelings at that moment. Each member then had the opportunity to share about their choice or pass. At the end of our groups, students reported this was one of their favorite parts of the group experience.

For my own organization, I have a groups binder with tabs that contain the list of group members by topic, permission form letters, lesson plans, and notes from each group. Each curriculum also has its own binder filled with clear plastic sleeves. As we completed projects, I placed extra worksheets and samples of group members' work to show in future groups. When I find ideas for supplemental projects or worksheets, I place these in the back of the binder as well.

This school year, I have had the opportunity to provide six week cycles of classroom lessons and small groups (see my blog post advocating for (a schedule) change for further details). This means I am scheduled into every classroom like music or P.E., but rotate every six weeks. I teach in grades K-2 while I run small groups for grades 3-5, and after 6 weeks I start small groups for Kinder through 2nd grade students and teach in grades 3-5. I really enjoy this schedule, because it allows me to run more small groups than I could if I taught all 24 classes weekly. For the past six weeks, I had the opportunity to run eleven groups with five different topics. Here are the topics, along with the accompanying curricula, and a sample lesson that went over well with group members: 

Topic: social thinking 
Curriculum: Superflex
Popular Lesson: Using the Superflex Distractor Shield against the Unthinkable the Brain Eater

Topic: friendship 
Curriculum: G.I.R.L.S.: Friendship
Popular Lesson: Creating artwork from random scraps to discuss perspective taking
Lesson Details: Group members selected 4-6 items from a random collection of scraps, then arranged the items into a work of art. They were then asked to think of a theme for their art. The group went around the circle guessing what each person's artwork was themed. Members were excited to guess the theme, or to "see" it once it was revealed by the artist. We then discussed as a group how gratifying it can be when someone sees our perspective from the start, or can learn to see it after talking for awhile. We then extended this to our experiences at recess and other common social interactions.

Topic: self esteem & social skills for boys 
Curriculum: Operation Breaking the Boy Code (see below)
Popular Lesson: Creating superhero characters
Lesson details: The book provides worksheets with prompts to help each group member to create their own superhero, with powers, costumes, sidekicks, vehicles and more. Group members were asked to think of heroes who could help our school, and were excited to draw pictures of their created heroes.

Topic: self esteem & social skills for girls 
Curriculum: Operation Breaking the Girl Code
Popular Lesson: Creating symbolic badges 
Lesson details: After discussing Juliette Gordon Low's life and the use of badges in Girl Scouts, group members chose three symbols and colors. They created a unified badge that represented their unique traits and individuality.

Topic: leadership 
Curriculum: Building Everyday Leadership in All Kids
Popular Lesson: Leadership Talk Show 
Lesson Details: Members split up into pairs and chose A and B. "A" was instructed to play talk show host and choose one question from a long list (i.e., what kind of furniture would you be and why? If you could only eat one food for the rest of your life, what would you choose and why?). "B" then played talk show guest and spoke for 1 minute while "A" listened without speaking. Then the two switched. "A"s then found new "B" partners and repeated the activity, but for 3 minutes. Afterward, the group discussed how it felt to talk and listen for a shorter and extended time. Group members reflected on how difficult it can be to be a good listener, but that when you stop and really listen you learn more about the speaker. They also discovered that body language impacts how much the "guest" could talk, especially during the three minute stretch. This activity was a favorite of the entire group, and they requested to play it again with their class.

* This group also created a video about solving problems with Kelso's Wheel. When it is completed, we will attempt to get permission to share it here!

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!

It has become abundantly clear that I will need to form small groups in order to reach even a small portion of the 580+ students at my school. One of the first needs to pop up has been a group focused on curbing impulsivity & coping with overstimulation for Kinder and first graders. We have carefully selected the students and sent out permission forms. I had also been attempting to pull together lessons and activities from a variety of sources, when I stumbled upon this book. Hunter and His Amazing Remote Control, by Lori Ann Copeland looks so promising! I will give it a go and let you know how it all turns out...

(This post can also be found on my website, on the "small groups" page.)

Update: February 2013
I have modified this curriculum for Kinder and first grade students, and it has gone well! One thing that we have added is the use of motions that correlate with the buttons of the remote control. It has allowed students to apply the concepts even when they are not in the classroom to see the remote control visual. It also seems to help students to practice "in the moment." 

Here are the motions we've created:
pause: press one finger to the back of the hand
slow motion: slowly drag one finger from the wrist to the shoulder (and take deep breaths)
rewind: spin both index fingers backward toward the chest (we added the diddly-doo sound like the Wayne's World sound effect!)
fast forward: point flat hands together to make wall, then move forward
coach: tipping the cap motion
zapper: snap of the fingers
way to go: thumbs up
channel changer: pressing buttons of remote with thumb

We made paper remotes and have been coloring the button that we focus on that week. However, I have seen blogs that have made ones out of foam sheets, and we may give that a try for the 2nd grade group (check out the entirely elementary blog for this and other great ideas)! 

With younger students- and with only 30 minutes of meeting time- we have simplified the activities significantly. Generally, we start by reviewing our group's rules and the buttons we have already learned. We then introduce the next button, color the button on our paper remotes, and practice the corresponding motion. We then have time for one activity that helps to reinforce that day's button/ concept. Here are a few sample activities we have done:

pause: The book's suggestion to play Simon Says while using the pause button on their hand is fun but also effective.
slow motion: Play Jenga and have students play quickly and then slowly; discuss why going slowly and gently helps. You can then refer to playing Jenga when students are attempting to problem solve with others and feeling frustrated.
rewind: Use finger puppets to act out scenarios with mistakes then rewind and try again. It was fun to match scenarios to the individual's specific challenging behaviors (i.e., if a student struggles to keep hands and body to self, the scenario acted out relates to reacting to an accidental shove).

Throughout the week, I try to check in on students in the group to allow them to practice the concepts in the moment. I recommend creating a larger sized remote control visual to hang in the classrooms of students in the group, and letting teachers know about the lessons so they can reinforce the concepts. I wrote a letter for parents and guardians so they can support our work at home, as well. I will attach the letter below. Again, I highly recommend this book for students in grades K-3 (with some modifications for their developmental levels)!