This Week in Guidance...

Fri, 09/29/2017 - 10:11am

This week in classroom guidance... from Mrs. Tasch

First Grade: Students explored the concept of empathy and "standing in someone else's shoes" by watching the 31 second cartoon video clip titled, "Sesame Street - Empathy." Students learned that having empathy means to feel what others are feeling. Additionally, to help identify empathetic feelings, one can look at the situation another person is in and ask, "How would I feel if that was happening to me?" Hence the phrase, "standing in someone else's shoes." Students then took some time to generate how they can extend kindness once they have stood in someone else's shoes.

Second Grade: Students reviewed the school-wide conflict resolution program called Kelso's Choices. Kelso, a friendly cartoon frog identifies problems as either small or BIG. A BIG problem occurs when:

  • someone is physically hurt

  • someone could get physically hurt

  • the situation is dangerous or law breaking

  • strangers are involved*

When faced with a BIG problem, students should go to their Nearest Trusted Adult (NTA). We also discussed the fact that sometimes in life one might need to seek the help of a stranger (i.e., when separated from their trusted adult at a store, restaurant, stadium, etc.). In those situations, students have been instructed to go to the "working stranger" at the cash register, as cashier employees will NOT be leaving the money and can call the correct employee who helps reunite lost kids with their parents.

When faced with a small problem (basically anything that does not meet the criteria for a BIG problem), students are encouraged to use two choices from Kelso's Wheel before getting an adult for help. Small problem solution choices found on the wheel are:

  • Wait and Cool Off - Variety of: go somewhere else that is peaceful, listen to calming music, do something else that makes you happy, visualize a happy place, deep breathing, counting etc.

  • Go to Another Game

  • Talk It Out - Anything can be said that is respectful, but a go to is an I-Message: "I feel ___ when/because ___. I need ___"

  • Share and Take Turns

  • Ignore It

  • Walk Away

  • Tell Them to Stop - "Please Stop"

  • Apologize - "I am sorry for _______." Response: "Thank you for your apology. Please don't do that again."

  • Make A Deal - "If you ___, I will ____." OR "I will ____, if you ____"


3rd – Students reviewed the school-wide problem solving/conflict resolution program Kelso’s Choices. This program identifies problems as BIG or small. BIG problems have four different identifiers:

1.     Someone IS physically hurt

2.     Someone COULD GET physically hurt

3.     Dangerous/Law Breaking

4.     Strangers

In these situations, one must get the NEAREST TRUSTED ADULT. Students also explored the idea of going to a “working stranger,” if they get separated from their adult. Of “working strangers,” students were encouraged to find an employee at the cash register, as those employees will not be leaving the money and will call for the correct person in the store or stadium to help reunite the lost child and the adult. (Aranguren: 10/16; Bow: 10/19; Holden: 11/3; Steinberg: 11/6; Reinhard: 11/8)

Students reviewed the verbal and non-verbal ways on the solutions wheel to solve small problems (8 total). When a small problem arises, students should try to solve it by using 2 of the 8 solutions from the solution wheel. If the problem persists, students should not try a third solutions, they need to go to a trusted adult for more help in solving the problem. 

 4th - Students continued listening to the read aloud, “Our Friendship Rules” and discussed keeping a secret; unless someone shares s/he is going to hurt oneself, going to hurt someone else, or someone is hurting him/her. Then, secrets will be broken to keep everyone safe. In those cases, secrets should be shared with trusted adults.

Also, students identified how one’s words influence others. Those influences are called peer pressure. There is both positive and negative peer pressure. When faced with negative peer pressure, students learned they can use the Refusal Strategy:

1.     Stand Up Straight & Tall.

2.     Look the Person in the Eyes.

3.     Say what you mean in a firm voice, while remaining kind.

4.     Repeat Step 3 (if needed).

(Nix: 10/16; McQueen 10/17; Irving 10/19; Kirley: 11/3; Sutcliff: 11/8)