Friday, October 28, 2016

Guidance Lesson: Soda Pop Head

                                                Soda Pop Head By: Katy Koelzer

Within every school, there are students who need accommodations and assistance to meet grade level expectations.  Students may not meet grade level expectations due to a decline in academic, behavioral or social/emotional areas.  As a school counselor, I intend to meet the needs of all students, no matter where they are at developmentally.  One of the best ways to reach and teach many students at once is through the use of guidance lessons.  One guidance lesson that is aimed towards students who need special services is, Soda Pop Head.  Soda Pop Head is a guidance lesson that will teach all students developmentally appropriate strategies to control their anger or frustration. Continue reading for the guidance lesson steps!


·             Soda Pop Head by Julia Cook
·             Self-Regulation Handouts
·             Whiteboard and markers
·             Writing utensils and color crayons

1.     The counselor will begin the lesson by asking the students, “Have you every been so angry you feel like you might explode?  What do you do when you experience anger or frustration?” 
2.     The counselor will write all responses on the whiteboard, while explaining that anger and frustration are emotions that everyone experiences.  Anger and frustration are emotional responses that we need to learn how to identify and control. 
3.     Following this introduction, the counselor will read the picture book, Soda Pop Head by Julia Cook, aloud.    

4.  Once the book is completed, the counselor will ask the students what self-regulation strategies they could use in their daily lives. 
5.  The counselor will then pass out student worksheets.  In order to meet the developmental needs of every student, the worksheet includes both writing and drawing sections.  The writing section includes three slots to list strategies one can use when angry or frustrated.  The drawing section includes space for the student to draw themselves using a self-regulation strategy. 
6.  Once the students have completed the handout, they will respond to a variety of scenarios.  The scenarios either present an individual using their self-regulation strategies or forgetting their strategies and negatively responding to their emotions. 
7. The counselor will present the scenarios and ask the class if the individual was or was not under control. In order to meet the developmental needs of every student, there are visual aids to accompany the scenarios.   

              The guidance lesson exposes self-regulation strategies to students in a non-threatening, relatable manner. The students are exposed to the self-regulation strategies in a variety of manners, which increases their knowledge and understanding.  

Helpful Hints:

·             Challenge students to think of creative and innovative self-regulation strategies.
·             Remember to always validate student responses and ideas.
·             Remind students of the school day’s schedule by posting a schedule.   

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