Problem Solving Using KC's Choices

Currently in guidance we are focused on problem solving and conflict resolution.  I have been making use of some resources from the program Kelso's Choice, which is a conflict management program for students in grades K-5.  We have been differentiating between small and big problems, and empowering students to make thoughtful choices to solve their own small problems.  Students will continue to hear that message that it is always okay to go to adults for support, especially when a student feels unsafe or the problem is ongoing.   You may want to encourage your child to use these strategies at home, as well!

Excerpt from the Kelso's Choice Program:

There are eight choices to solve “minor problems.”  There are “verbal choices” and “nonverbal choices” to solve “minor problems”:

verbal choices:

• Make a Deal
• Tell them to stop
• Apologize
• Talk it out

nonverbal choices:

• Wait and cool off
• Walk away
• Go to another game
• Ignore it

Buddy Bench Problems Solved!

During a 2nd grade guidance class, while we were discussing and evaluating how the buddy bench was working, a second grade student suggested that we make a new buddy bench video.  Aidan suggested that we make a video that clearly showed the problems and misuses of the buddy bench that we had identified in class.  His class and I thought that this was a fantastic idea!  

We showed this video to all Pond Cove classes.  After each skit we stopped the movie and discussed how the problem could be solved.  I am happy to say that this work has greatly improved the effectiveness of our bench!

Thanks to Mrs. Harrington's class for making this move with me!  

Reflecting, Evaluating, and Improving Our Buddy Bench Work

Because of it's connection to our Buddy Bench work, I have been sharing the book, The Invisible Boy, with all Pond Cove students.  Each grade level has had a slightly different discussion and has had different follow up activities to help us improve inclusion and connectedness at Pond Cove.  Some 2nd grade classes have used guidance time to discuss how they think the Buddy Bench is working thus far at Pond Cove School.  I asked students to identify what is working well, any problems they have seen, and ideas for how to improve the effectiveness of the bench.  Students had some great feedback and ideas for how to strengthen this important work.  Stay tuned for more!

A group of Mrs. Harrington's students takes notes from their group's Buddy Bench discussion.  

The Pond Cove Buddy Bench Movie!

I teamed up with Mrs. Tweedie's 4th grade class to make a movie about the Pond Cove Buddy Bench.  We are currently in the process of showing the movie to every classroom during Guidance.  Blogger wouldn't let me put the entire movie on my blog but I was able to put segments of the movie below for you to enjoy.  Thanks again to the Pond Cove Parents Association and last year's 4th grade class for this generous gift.  The Buddy Bench will be moved to our playground as soon as I finish up this round of guidance classes.  I can't wait!!!

A few of our students had Buddy Benches in their former schools.  They have been a huge help to me, as we work to train our school on how to use this awesome friendship tool.  Here is one of our resident Buddy Bench experts explaining more about how the bench works.  

In this skit a student who is new to Pond Cove is feeling overwhelmed on the playground.  She connects with classmates looking for more people to play tag.  

In this skit a student doesn't have anyone to play with because her friends are in chorus on Tuesdays.  The bench helps her connect with a new crew!  

In this skit a student doesn't feel like playing cards with the friends that he usually plays with.  He uses the Buddy Bench to connect with someone who is also looking for someone to play ball with.  

In this skit two classmates notice a classmate sitting on the Buddy Bench.  They decide to sit and join her for a chat!  

Expectations

To kick off classroom guidance for 3rd and 4th graders I decided to ask them about their expectations for guidance class this year and for me as their school counselor.  Each student wrote on a sticky note and attached it to my chart paper.

 Students expected to learn more strategies to solve small and big problems.   They expected to use role plays to practice new strategies.  Students thought that we would talk about feelings, friendship, and making kind choices.  They expected that we would play games, that I would bring puppets, and that we would read some good books.

I then asked students how I could best help them this school year.  Students encouraged me to come up with a system where students could sign up to see me or have lunch.  They asked me to ride the bus more, go out to recess more often, and try to come for guidance more frequently.  While finding more time to fulfill these requests will be difficult (1 school counselor to almost 600 kids is a challenge), this has given me a good indication of what my priorities should be.

I plan to use all of this information to help guide my work with students this year.  I still have more 3rd and 4th grade classes to see in this rotation.  I am looking forward to getting more feedback!

4th Graders Get the Real Deal About Middle School!

I have been arriving to 4th grade guidance classes with an entourage!  5th grade students from CEMS and Ms. Bouffard, CEMS School Counselor, have been joining me for my last round of guidance classes with my beloved 4th graders.  

 Ms. Bouffard introduces herself!

We have come with info!  

My old 5th grade friends provided lots of helpful information about homework, the schedule, teachers, allied arts, lunch, and being the youngest in the building.   4th graders had the opportunity to ask questions and learn about the 5th graders favorite things about life as a middle schooler.  

A day in the life of a CEMS student!  

Huge thanks to Ms. Bouffard and all the 5th grade students that made the time to come visit us!  

Supporting our 4th Graders in their Transition to the Middle School

Today began my first 4th grade guidance lesson focused on transitioning to the middle school.

We started by figuring out what we already know about the middle school and what information we are missing.  

After passing out last years Middle School yearbooks and copies of the staff pages of this year's yearbook, students participated in a scavenger hunt of the people and activities of the Cape Elizabeth Middle School.

For our next lesson, we will be welcoming special guests from the Middle School!

Growth Mindset Challenge!

4th graders struggled through frustration and failed attempts during our "design this structure" challenge.  Later we identified our self-talk before and during the challenge, especially after many confusing minutes and strategies tried.  We distinguished self-talk and thinking that was positive and helpful to our success from thinking that limited and blocked us from reaching our goals.  One 4th grader said it best, "You can think you can or you can think you can't, either way you are right".  Developing a growth mindset is an ongoing process!

Leadership Class!!!!

Mrs. Whitaker's 4th grade class has invited me to join them in an adventure in student leadership!  Mrs. Whitaker and I have been setting aside time to allow students to discuss ideas they have that may help improve our school.  We created quite a long list of ideas but were able to narrow it down to a few topics that students are invested in and feel are realistic for us to tackle this year.  Currently we are creating to do lists for each idea/topic.  Stay tuned to see student leadership and ideas put into action!

Here Mrs. Whitaker writes student ideas about 

how to encourage more outdoor learning at Pond Cove!

Problem Solving With Movement Mixed In!

Students have been recording their own small problems and identifying the strategies that they used to find a resolution.  We are using real life Pond Cove problems in our activity during this round of guidance.

Each student gave some basic information about their problem. 

While the students are giving information about their recent small problem, I have been sneaking around the room and hanging up each of the strategies that we have learned about in KC's Choices. 

After hearing an example of a classmate's small problem, students are moving around the room to find the strategy that they would try first if that scenario happened to them.  

Students are then asked what that strategy would look like or sound like.  We are even breaking out into role-plays to bring these strategies to action!  

Using Role Plays to Practice Problem Solving

A group of students in Mrs. Whitaker's class was given the picture below and the following directions:

Image is from the 2nd Steps Program.  

1.  As a group, decide what problem is depicted in the picture.

2.  Discuss strategies from KC's Choices that may help solve this problem.

3. Create a short and simple role play that shows the problem and strategies. 

Here is what they came up with:

Can you identify which strategies were used to attempt to solve the problem?  Would you have solved it differently?  These are the questions that we are asking this week in guidance!

Problem Solving, KC Style!

The current round of guidance classes is focused on problem solving and conflict resolution.  I will be making use of some resources from the program Kelso's Choice, which is a conflict management program for students in grades K-5.  We will be differentiating between small and big problems, and empowering students to make thoughtful choices to solve their own small problems.  Students will continue to hear that message that it is always okay to go to adults for support, especially when a student feels unsafe or the problem is ongoing.   The next 2-4 classroom guidance lessons will be focused on practicing the strategies listed below.  You may want to encourage your child to use these strategies at home, as well!

Excerpt from the Kelso's Choice Program:

There are eight choices to solve “minor problems.”  There are “verbal choices” and “nonverbal choices” to solve “minor problems”:

verbal choices:

• Make a Deal
• Tell them to stop
• Apologize
• Talk it out

nonverbal choices:

• Wait and cool off
• Walk away
• Go to another game
• Ignore it

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Skills addressed from the Guidance Roadmap:

3rd Grade:

Strong Community Member 2.I can define the word compromise.  Faced with a disagreement, I can suggest multiple compromises. I am able to respond to small problems with a friendly tone of voice.  I know when it is appropriate to use a firmer tone of voice and be more assertive.  I am able to  verbalize what I need and will go seek adult help if needed.
show expected behavior.
Caring Classmate 4.If someone hurts my feelings or body I am able to identify several possible choices that I can make.  I can identify those actions that have the best chance of making the problem better.

4th Grade:

Strong Community Member 2.Faced with a disagreement, I am able to calmly and effectively state my perspective (using a script), and make every effort to listen openly to others involved. I understand that my reputation in my school community is based upon my actions and being able to identify and and being able to identify and show expected behavior.
Caring Classmate 4.If someone hurts my feelings or body I am able to follow steps to solve a conflict without a script or an adult reminder.

Coping Strategies in Action!

 Curl up with a book that connects with how you are feeling!

 Imagine yourself in your favorite happy place.
These friends are drawing themselves at school, a place that makes them feel safe and happy!

 Make a feelings monster!  This is an angry monster before he was smushed! 

 Clear your mind and take a deep breath!  

Reflect Before Responding- 4th Grade

Lesson Outline:

Skills addressed from the Guidance Roadmap:

4th Grade:

Hardworking Student 1.When a difficult situation occurs, I am able to stop and identify the problem and my feelings, as well as think about the perspective of others involved,  before making a choice about how to respond.  I know what it means to have coping strategies and can name at least 3 that I know work for me.

Review the last lesson about responding to bullying behavior at school.  Ask students to think about ways that we can reduce the chances that we do or say things that hurt others?

Write on the board: What is emotional intelligence?  Allow time for students to come up with a definition in small groups. 

Reflect before responding- what does this mean?  How do we practice this?

Step 1: Accept your feelings.
Step 2: Relax and take time out before you act.
Step 3: Think about ways to help yourself.
Step 4: Do something to help yourself.  

Go over steps as a group.  Each student will walk through the process with their own unique situation and feelings.  

Say Something- Bullying Prevention & UPstander Training!

Lesson Outline:

Skills addressed from the Guidance Roadmap:

3rd Grade:
Caring Classmate 4.If someone hurts my feelings or body I am able to identify several possible choices that I can make.  I can identify those actions that have the best chance of making the problem better.

Caring Classmate 6.  I know how powerful and important it is to be a involved bystander.  Given an incident of peer aggression, I am able to identify the three ways that I can be helpful and show that I care.  

4th Grade:

Caring Classmate 4. If someone hurts my feelings or body I am able to follow steps to solve a conflict without a script or an adult reminder.

Caring Classmate 6.  I know how powerful and important it is to be a involved bystander.  Given an incident of peer aggression, I am able to identify the three ways that I can be helpful and show that I care.  I can give examples of when I have used these strategies or others have used them to help me.

Review previous lesson about what works when we are working and playing with peers.  Ask the question: What can we do when a peer is doing something that makes us feel unsafe? What is the person is our friend? What if we see it happening but are not involved?

Read the book Say Something by Peggy Moss

Turn and talk about the following:
Were the situations described in the book bullying? Why or why not?
What would you suggest the people in the book who were being treated badly do?
Did the main character do the right thing?

3 Strategy Activity
Students will use role-plays and writing to explore the three ways to be an UPstander.
1. Be a friend
2. Speak up
3. Get help

Saving Fred and Showing Off Our Teamwork Skills!

Our 4th graders have been identifying essential skills when working with others and using those skills to complete the Save Fred Challenge (see previous post).  The video illustrates what can happen when we are able to compromise, be flexible, include everyone, participate, and listen. Hurray for Fred!

Can you save Fred and work well with your team?

Our 4th graders will need to come together, problem solve, and compromise to save Fred the worm from the rough waters of the Atlantic Ocean.  Will we be successful and what will we learn in the process?  Stay tuned!

Lesson Outline:

Skills addressed from the Guidance Roadmap:

Caring Classmate 1.  I can initiate positive peer interactions and am able to follow steps to solve a conflict without a script or an adult reminder.

Review previous lesson about asking for adult help when needed.  Ask the question: Are there things that each of us can do that will increase the chances that we will get along well with our peers even when we disagree?  

Give the example of playing a game at recess and having different ideas about how to play.  How would you handle this problem?  Write a list of positive strategies to work through disagreements.

Introduce the “Can You Save Fred? Challenge”.  Ask students to use the strategies listed to work with your group and come up with a plan to save poor Fred.

Time will be given to reflect and report out.  

Format of 4th Grade Guidance & Plans for the 1st Lesson

The goal of classroom guidance is to teach and build skills that will help students to have a positive school experience.  In order to ensure that the skills that are taught are utilized beyond the lesson, I plan to be more consistent with my format this year.   Classes will begin with a hook used to engage students and get them thinking about the topic.  The hook may be in the form of a question posed on the Smartboard, a video, or a skit.  Students will then dig deeper into the topic or skill by working in small groups or doing some individual processing.  The last part of the lesson will allow students to use and practice the skill using role plays or group games/challenges.   At times lessons will take more than one session to complete.  

Here is the plan for my first lesson 4th grade lesson:

1. Hook- Question on the board- Asking for help is a sign of weakness. Do you think this statement is true or false and why? Second question: It is important to have a support system.
2. Stand in the room based on your answer. Students discuss their responses.
3. The class is given a series of problems that a fourth grader may encounter. In pairs of two, students will role-play how they would go about seeking help and support and who they would seek it from.
   
   Skills addressed on the Guidance Roadmap:
   
   Hardworking Student Skill #2- I know what it means to have a support system.  I am connected to adults and peers in school and outside of school that support me. If not, I know the adults whom I can go to for help to make supportive connections.

Fourth Grade Classroom Guidance

I am looking forward to beginning my classroom guidance work with 4th graders.  Lessons will take place approximately every other week and will be 30 minutes in duration.  Please check out the K-4 Guidance Roadmap for more info about the skills we will be focused on this school year.  I will also be using my blog to update parents and teachers on the work we are doing in class.