Guidance Lesson: Self-Worth

Lesson Plan for 6^th Grade: Self-Worth!                                  

(Created for students with a musical intelligence)

Students with a strong musical intelligence have a tendency to show sensitivity to rhythm, melody and sound. They may study or focus best with music in the background, and they often notice non-verbal sounds in their environment. These students learn best through rhythm, melody and music.  

Rationale and clear purpose for the unit or lesson (it’s a summary of your group planning):

This lesson will focus on defining and building self-worth for students, particularly those students who learn through a musical intelligence. The topic of self-worth will be explored through discussion, questions, a video, a group activity, independent time, partner time, and a final closing discussion. As a result of the lesson, we hope that students have better understanding of self-worth and feel that they are able to recognize their own self-worth. We also hope that students will understand that self-worth can change, and that they will begin to develop tools in which they can change their own. Through the use of discussion and questions, we will grasp whether or not students have met the objectives and have enjoyed the lesson.  

ASCA Standards:

B-LS 2: Demonstrate creativity

B-SS 2: Create positive and supportive relationships with other students

D- SMS 3: Demonstrate ability to work independently

Introduction

• Overview: The purpose of today’s guidance lesson is to explore the concept of self-worth, have students apply it to themselves, and do so through a musical intelligence lens. Various activities will be presented in order to explore this topic.

• Activate previous knowledge: Does anyone know what self-worth is? How do you describe self-worth? Do you think it is important, how so?

• Create anticipation: Today, we are going to learn more about self-worth and how it is important in your lives! Be prepared to have fun, participate, and leave with a stronger sense of self-worth and love for yourself!

Developmental Learning Activities designed to meet the objective(s)

What are the activities?

• Introduction to self-worth through lecture, conversation, and a video.

• Ask questions to sense previous knowledge
• Provide definition of self-worth: The way you think and feel about yourself.
• Kids with high self-worth… Feel good about themselves

• Feel proud of what they can do
• Believe in themselves, even when they don’t succeed at first
• See their own good qualities
• Feel liked, loved, and respected
• Accept themselves

·         High Self-worth helps you have the courage to do new things. What new things have you tried lately?

·         Self-worth can grow and change! Focus on the things you are good at, always try your best, and spend time with those that make you happy. What is something you are good at?  Who makes you happy?    

·         On a scale of 1 to 5 with your fingers, please show us how well you understand self-worth at this point (1 being still confused, 5 being totally understand!)

·         Play Video about self-worth   

  

Acknowledgement of own self-worth through rhythm clapping game.

§  We will sit in a circle on the floor and set a beat with a clap, asking each student to say a word about their own self-worth as the beat falls on them. Once we go through a few times, ask students if there are any other versions of this game they would like to play that relate to self-worth. (Examples: words that describe your friends self-worth or words that aren’t good for your self-worth)

• Individual time to write a poem, rap, or song about their self-worth.

·         Emphasis on rhyming when possible, with a provided example presented from Evan beforehand. Once time is up for creative writing, students will be assigned partners in which they will share their written work. After that, we will ask for people to share with the whole group, but won’t expect that everyone do so.

·         Pairs will be assigned through pieces of paper that have a first name or a last name of a musical artist and they will need to find their match.

·         Music will be played in the background as students work on their written assignment

·         Once everyone has a chance to share that wants to, ask the following: please show a thumbs up, sideways, or down about whether or not this assignment helped you recognize your own self-worth.

• Wrap up the guidance lesson through discussion, questions, and a check for understanding.
• Reminder of the definition of self-worth: the way you think and feel about yourself.
• Questions to ask:
•  What did you learn today?
• How has your view of self-worth changed?
• Can everyone please provide one word they are feeling after participating in this assignment (go around the circle and share).
• Close with homework for next week and reminder to visit us anytime!  

Bloom’s Taxonomy:

·         Students will be remembering past information about self-worth, understand the concept through activities and discussion, apply self-worth through their participation in groups activities and sharing with others, analyze the concept by addressing it in their own lives, and create a poem about their own self-worth. However, we could not think of a situation in this lesson when a student would feel the need to evaluate regarding self-worth.

Assessment/Evaluation

·         We will summarize the lesson by restating the the definition of self worth. We will reflect back the good examples of self-worth we heard from the students throughout the lesson.  

·         We will check for understanding throughout via the examples written in this lesson plan.

Closing and Follow up

·         We will be back in your classroom next week for a follow up guidance lesson. Your homework is to find a song that either describes your self-worth or increases your self-worth as you listen to it. Please have the song name when you come to class next week and we will listen to a brief portion of everyone’s song!

• Please remember that we are your school counselors and love to spend time getting to know you. Please stop by our office, near the front doors, anytime, we’d love to see you!

Resources

·       Whiteboard and markers, access to music to play in the background, access to technology for video and powerpoint 

Guidance Lesson: Teamwork

Teamwork Guidance Lesson

“Egg Drop” Activity

Kyle Johnson & Katalina Chacon

Topic: Teamwork (using interpersonal intelligence)

Grade level: Elementary to High School

Rationale and clear purpose for the unit or lesson (it’s a summary of your group planning):

·         The purpose of this lesson is to encourage team building, and understand the value of teamwork cooperation and communication.

·         Students will understand the importance of working in teams. The lesson will show the importance of teamwork and building on each other’s strengths for best team outcomes.

·         Students will experience the forming process of a group, and learn to communicate their thoughts, feelings, and skills.

·         The goal is to have students use interpersonal skills to work with others, build on each others strengths, compromise, and use resources.

·         We will provide material and purpose of activity, however, it will be up to them to find solutions.

·         We will know the students have met the objective when they cooperate with each other, share ideas, ask for help, and reach out for more resources using interpersonal intelligence.

Introduction

●       Overview: To teach the value of communicating and cooperating in a team environment. 

●        Activate previous knowledge: Ask students about teamwork.

○       What is teamwork?

○       What are characteristics of good teamwork?

●       Create anticipation – Encourage learning

○       Before starting activity, have students split up into two teams. Encourage using interpersonal communication to create a team name.

Developmental Learning Activities designed to meet the objective(s)

●       What are the activities? Activities for the counselor? Activities for the student?

“Egg Drop” activity

○       Divide students into groups of 4-6. They will use material provided to design a structure that will support an egg from breaking from a 10 to 20-foot drop. The activity will prompt active interaction and communication.

○       School counselors will explain rules and give directions but will leave it up to students to communicate and collaborate with each other.

○       Each team will be given their own materials.  Students will have 12 minutes to use the materials provided to protect their egg.  Continue to encourage students to use communication and collaboration as they work together.  After the 12 minutes is up, use a ladder (or another appropriate place to drop the protected eggs from) and have one student from each team drop their protected eggs.  After the drop, check to see if the eggs are still intact.

●       How do these activities meet the objectives of the lesson?

○       The “Egg Drop” activity will invite students to engage and collaborate with team members. It will encourage teamwork for planning and developing a method that will protect the egg. The activity will encourage social interaction and an understanding of each team member's strengths. It will also encourage students to interact with students outside of their team.

●       Do the activities maintain the activity level of the students (keep them engaged)?

○       The “Egg Drop” will keep students engaged for 15-20 minutes. Students will be engaged in planning, problem solving, and building a structure as a team. The activity will also encourage critical thinking.

●       Considerations: Make sure there are enough students to form groups of 4-6. 

Assessment/Evaluation

●       Summarize: 2-5 minutes before you close – Restate the objectives – “Tell them what you taught them”

○       Review the importance of teamwork

○       How teamwork impacted their activity

○       Review the importance of communication and an individual’s role in a team

●       How will you assess/measure/know that you’ve reached the objectives? How will you know that the students have learned and met the objectives?

○       Revisit the question - What is teamwork? What was your role in the team?

○       How did communication and collaboration contribute to the team outcome?

○       Why is it important to use interpersonal skills in teamwork?

○       How does this apply to situations outside of this activity?

●       Check for understanding throughout the lesson.

Closing and Follow up

●       Independent practice and homework - Have students identify how they use interpersonal intelligence in everyday activities.

○       How do you use interpersonal intelligence in social interactions? Pay attention to your interaction with friends and family members. Try to pick up on their emotions, facial expressions, and body posture.

Resources

●       Eggs

●       Newspaper

●       Tape

●       Cotton balls

●       String

●       Scissors

●       Glue

●       Pipe cleaners

●       Cardboard

●       Popsicle sticks

●       Bubble wrap

●       Other additional material

Guidance Lesson: Behavior Management at the High School Level

Behavior Management: High School

Evan Kruschke & Lindsey Earl

Typical High School Classroom Behaviors

     ●            Socializing (note passing, chatting)

     ●            Grouping (Cliques)

     ●            Cell phone use (texting, social media)

     ●            Interruption

     ●            Not prepared for class (reading, materials, etc)

     ●            Excessive movement

     ●            Lack of concentration (daydreaming)

     ●            Disrespecting you or other classmates

     ●            Sleeping in class

     ●            Cheating

Warning Signs and High-Risk Behaviors*

     ●            Persistent and excessive disruption

     ●            Violent and aggressive behavior towards peers or   teacher

     ●            Excessive sleeping in class

     ●            Consistent failure to complete homework

     ●            Any drastic change to usual behavior

     ●            Testing difficulties

*When you see these behaviors, call in the school counselor!

Developmentally Typical Behaviors For High School Students

     ●            Socializing with peers

     ●            Attention to and dependence to social media and technology

     ●            Experimentation with “off limit” boundaries

     ●            Discovering who they want to be - curiosity & turmoil

     ●            Changing from concrete to formal operational thinking can cause differences in coping skills

     ●            Growing and developing moral reasoning

     ●            Engaging in power struggles

 Strategies we can use now!

●        Personalization of Homework

○         Integrate the interests of the student into homework assignments and tasks.

○        Make simple changes to math problems, such as the adding of personal names or community activities and locations.

●        Group Contingency to Manage Disruptive Behavior

○        Create a class wide behavior goal.

○        Find a way to track this for the whole class to see

○        Classmates must work together, holding each other accountable for their behavior.

○        Examples we have seen: adding points to the white board, make it a competition between classes, using a jar and marbles or another small object (when the jar is full or students have met the set amount of points they get a reward). This works best if you let the students in on the planning of the reward.

●        Self-Assessment and Goal Setting

○        At midterms, students complete a self-assessment in which they rate themselves on aspects of their performance (i.e. attendance, homework completion, attention in class).

○        Students then rate how important each of the aspects are, and create steps they think will help them score higher on the next assessment.

○        Teachers then check in with students a week later.

●        Managed Goal and Contingency Plans

○        Identify students struggling, and work with them to create personalized goals, with weekly check ins.

○        Contingencies may also be used, in which the student is rewarded for the meeting of a goal.

●        Adjusting of Task Difficulty

○        If a student is continually causing disruption before or after work in cass, there may be a chance the task was too hard or too easy.

○        Find activities or intentionally difficult, interesting worksheets that will challenge the student.

How can WE encourage a healthy school climate?

Teachers, administration, and staff can work together to improve management and support students.

     ●            Multiple Intelligence

                               ○            Create engaging classrooms where all students can be successful

     ●            Connecting with students

                               ○            In classrooms, hallways, at lunch, during extracurricular activities

     ●            System Support

                               ○            Make changes visible and collaborate.

                               ○            Have discussions about what we see working. How can we keep using what works?

School Counselors are here to support you!

     ●            Communication! If we have any insight that we think would be beneficial to a student's learning, we will share!

     ●            Guidance Lessons (i.e.“How to be a Successful High School Student”)

     ●            Offer observation opportunities

     ●            Resources are our thing, and our door is always open. If you are having difficulty with a particular student in the classroom, let us know and we will do some brainstorming to find a solution together!

What is Our Behavior Management Philosophy?

     ●            BUILD RELATIONSHIPS!

     ●            Be Consistent

     ●            Be Positive & Acknowledge Good Behavior (be specific!)

     ●            Don’t engage in power struggles

     ●            Use Humor

     ●            Give individual attention

     ●            Give students freedom to be themselves (it’s not all about business)

Why Behavior Management is Important for School Counselors

     ●            Relationship building increases your awareness of your student’s needs.

     ●            Good management skills allows for a smoother and more effective presentation of information.

     ●            When a classroom is on task, learning is taking place!

We are here to help you support your students