Multiple Intelligence: Upper Elementary School Edition

Topic: Multiple Intelligences

Grade Level: 4^th grade

Resources:

• MI worksheet, graph, and review (see attached)
• MI Prezi
• Markers
• Classical/ quiet music

Rationale:

The multiple intelligence guidance lesson intends to teach students what multiple intelligence (MI) are, which MI is their strongest/most prevalent, what learning strategies best assist them, and the similarities and differences between peer MI.  Students will understand how they learn best and can use this knowledge in their current and future classes.  The pretest will include the students defining and clarifying the phrase multiple intelligence.  The post-test will assess how well the students can apply this lesson to their learning style.  This guidance lesson will include a pretest, post-test, multiple intelligence quiz, analysis graph, Prezi presentation and a personalized multiple intelligence worksheet. 

Applicable standards:

Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

Introduction:

1. Pretest: Discuss the terms “multiple intelligence” and “learning style” with the students – write answers on the board.
2. Define each of the terms for the students.
3. Present MI quiz, guidelines, and expectations.

Learning activities:

1. Students will complete a MI quiz, rating their most prevalent MI.  During this point, counselors will play quiet classical music to help students focus on their own work.  After the students finish their quiz, we will pass out colored markers.  The students will color in their graphs, displaying which MI are the most prevalent.
2. Students will share their graphs with peers and point out which MI is the most prevalent.
3. Counselors will present a short Prezi teaching the differences in the eight MI, giving examples of how each MI learns best, and occupations relating to each MI. 

This activity will help the students find their most prevalent MI and identify strategies that will help them learn in the classroom setting.  The activity will maintain student engagement by students completing their quiz and graph, presenting their outcomes to their peers, and then filling out a final worksheet following the presentation.

Assessment/ Evaluation:

1. After the presentation, students will fill out a personal MI review worksheet that they can take home to share with family and friends (post-test).
2. Restate objectives to the class: Discuss why MI is important to understand, how it relates to learning styles, and demonstrate differences and similarities between peers.
3. The personal worksheet will give us an idea of how well the students understand and are applying the concepts discussed during the guidance lesson.

Closing:

Encourage students to share their MI worksheet and practice the different learning strategies they came up with in their classes and at home. 

Please see attachment pictures for examples: 

Classroom Management: High School Edition

One of the most difficult parts of creating a successful learning environment at the high school level is the implementation of effective classroom management. A person would be remiss to assume classroom management is a skill only teachers need to possess. Rather, school counselors can be advocates for both teachers and students through knowing a variety of strategies for helping students in the classroom. Teachers can benefit from fresh ideas, and students can benefit from strategies which tailor discipline to that student’s specific needs. Below you will find a Prezi presentation which further elaborates on potential problems teachers and students might face in the learning environment as well as tips and techniques for alleviating those problems and helping students thrive.

Of particular note is the solution-focus of this presentation. We believe that when too much time and effort is exerted focusing on the “problem” behaviors of students, no one wins. By contrast, concentrating on and capitalizing on a student’s strengths helps students, teachers, administrators, and school counselors alike.  

Please enjoy!

Behavior Management High School Edition Prezi

Behavior Management Strategies: Middle School

Overview: The following information includes strategies and suggestions for managing at-risk and disruptive behaviors in the middle school classroom.

As school counselors, we believe in:

•  Implementing solution-focused approaches
• Proactively meeting the needs of all students
• Empowering students to take responsibility for their success
• Reinforcing and modeling appropriate behavior

 At-risk behaviors in the classroom include:

• Aggression and violence
•  Stealing and dishonesty
• Harassment, intimidation, and bullying (HIB)
• Inappropriate language and conversation
• Antagonism and hostility towards individuals
•  Lack of attendance, participation and motivation

Low-risk behavior is inappropriate, infrequent behavior that does not put any student in danger. Low-risk behavior management strategies:

• Provide structured time for journaling in order for students to process, recognize, and identify cognitions, behaviors, and emotions.
• Implement a monetary rewards system to create incentives for exemplifying positive behavior and affirming existing appropriate behaviors.
• Offer tactile stimulation to redirect disruptive behavior through - a fidget ring
• An exercise ball
• A stress ball 

Sample rewards program: 

High-risk behavior is inappropriate, frequent behavior that has the potential to place a student in danger. High-risk behavior management strategies include:

• Cue cards – a system where students can excuse themselves from class if they begin to notice signals of dis regulation. Teachers can also give students a cue card when they notice the same signals in the student. Teachers and students are mutually responsible for making alternative plans.
• Emotion cards – a nonverbal alternative solution to identifying how emotions are linked to behavior. Teachers and students should
• Partner with supports available within the school to provide a community of support for the students. For example:
• Behavior interventionial
•  Mental health therapist
• Administration
• Teachers

Sample Emotion Cards:

Other strategies:

•  Introduce school-wide language between students and staff to break down barriers in communication regarding behavioral issues.
• Encourage healthy hobbies and extracurricular activities which highlight students’ innate strengths and skills.
• Provide structure and routine so expectations are clear and there is a consistent routine.
• The CHAMPS model (conversation, help, activity, movement, participation, success) provides teachers with a classroom tool for setting daily expectations.
• The CHAMPS model can be implemented school wide to create consistency among classrooms.

CHAMPS model in practice:

The model below describes an approach to behavior assessment that is specific, measurable, and observable. It provides evidence to create an appropriate plan for behavior management.

In terms of behavior management, school counselors are responsible for promoting solution-focused approaches to addressing behavioral issues school wide through:

• Guidance lessons
• Supporting all members of the school community
• Modeling positive and professional behavior
• Awareness and utilization of available resources
• Individual and group counseling
• Implementing evidence based approaches
• Staying current and connected to the American School Counseling Association