Building Everyday Leadership in All Kids
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!
(This post can also be found on the ASC blog.)
Here are a few favorites:
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!
(This post can also be found on the ASC blog.)
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 like: country or city? art or science? leader or follower? 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 they switched roles. There were some other steps (but you'll have to buy the book! :) Such great discussions came out of this activity! Students really understood 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! It also led nicely into the values worlds we created later, which I will post 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:
Building Everyday Leadership in All Teens
Teambuilding with Teens
(And, no, I am not getting paid to say this. I'm just that enthusiastic! :)
- state standards for lessons!
- a link to print activities online!
- suggestions on setting the tone (great for new counselors)!
Building Everyday Leadership in All Teens
Teambuilding with Teens
(And, no, I am not getting paid to say this. I'm just that enthusiastic! :)
Operation: Breaking the Boy Code
During my school counseling internship in graduate school, I used the book Operation: Breaking the Boy Code by Poppy Moon with a group of fifth grade boys. Even with only 6 weeks and half hour sessions, I felt that the boys grew tremendously after engaging with this curriculum! The book focuses on development of character through an exploration of masculinity and brotherhood.
Some of the activities included:
The boys particularly loved the sacred oath that included sign language that they all memorized and used as a secret code together. I created badges they could earn for each letter; they were proud to display their badges and the shield they had created. Teachers and parents said that they saw a real difference in the boys' self worth and attitudes after completing the group. I would recommend this book for 4th and 5th grade boys, and I am looking forward to trying out the companion book for girls by the same author: Operation: Breaking the Girl Code.
Some of the activities included:
- A study of the characteristics of the Knights of the Round Table. We made shields that represented each boy's unique qualities and values.
- Creating superheroes that helped others in some way.
- Studying Native American totem animals and creating a totem pole to represent the group.
- Learning about and practicing the peaceful ways of samurai masters.
The boys particularly loved the sacred oath that included sign language that they all memorized and used as a secret code together. I created badges they could earn for each letter; they were proud to display their badges and the shield they had created. Teachers and parents said that they saw a real difference in the boys' self worth and attitudes after completing the group. I would recommend this book for 4th and 5th grade boys, and I am looking forward to trying out the companion book for girls by the same author: Operation: Breaking the Girl Code.
Hunter and His Amazing Remote Control
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 coping with overstimulation for Kinder and first graders. We have carefully selected the students and sent out permission forms. I had also been (somewhat frantically) 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 the ASC blog.)
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 other hand
slow motion: slowly point index finger into crease of elbow (and take deep breaths)
rewind: drag index finger up other arm, from fingers to shoulder, chant "go back and fix!"
fast forward: point index fingers and roll like wheels, chant "what will happen next?"
coach: tipping the cap motion
zapper: snap of the fingers
way to go: thumbs up
channel changer: tapping on temples
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 are feeling frustrated.
rewind: Use finger puppets to act out scenarios with mistakes then rewind and fix your mistake (because everyone makes mistakes!). It was fun to match scenarios to the individual's specific challenging behaviors (i.e., one student struggles to keep hands and body to self, so the scenario acted out related to how to apologize and offer help after touching others).
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!
(This post can also be found on the ASC blog.)
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 other hand
slow motion: slowly point index finger into crease of elbow (and take deep breaths)
rewind: drag index finger up other arm, from fingers to shoulder, chant "go back and fix!"
fast forward: point index fingers and roll like wheels, chant "what will happen next?"
coach: tipping the cap motion
zapper: snap of the fingers
way to go: thumbs up
channel changer: tapping on temples
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 are feeling frustrated.
rewind: Use finger puppets to act out scenarios with mistakes then rewind and fix your mistake (because everyone makes mistakes!). It was fun to match scenarios to the individual's specific challenging behaviors (i.e., one student struggles to keep hands and body to self, so the scenario acted out related to how to apologize and offer help after touching others).
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!
| remotecontrolletterpg.doc.pdf |
