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Saturday, March 30, 2013

Be Kind; Self Esteem 11

Be Kind
The simple act of being kind or compassionate toward another person can make their day special.  Helping someone out is not only special to the receiver, but it makes us feel good to give an act of kindness, no matter how small.   


Heart Activity
Make the heart to remind you to do acts of kindness, or give your heart to someone to brighten up their day.  Out of a cereal box, cut out a heart.  Cut small squares of tissue paper.  One at a time, place a square of tissue paper over your index finger and dot on a drop of glue.  Press your finger onto the cardboard heart and release.  Continue until all of the heart is covered.

Story Suggestions:
Kindness I Cooler, Mrs. Ruler, By Margery Culyler; Younger
When Mrs. Ruler asks five of her kindergarteners to miss recess, she's got a special plan up her sleeve.  She's about to teach a new golden rule:  Soon the entire class is doing so many good deeds that their kindness bulletin board barely fits their classroom! 

It Was Nothing, by Deborah Shouse   Chicken Soup For The Soul; Find Your Happiness
During the day there are times people may help us out and say, "Oh, it was nothing."  These small acts of kindness brighten a persons day.
(Story can be found at http://www.chickensoup.com/newsletter.asp?newsid=article-daily 120123&utm_source=CSS_Email&utm_medium=Bulletin&utm_term=20111122&utm_content=1&utm_campaign=daily)



Saturday, March 23, 2013

Compliment Circle & Friendship Candy; Friendship 9


True Friendship
There are many people that we come in contact with, but there is a difference between acquaintances and true friends; it is often difficult for children to be aware of the difference.  A friend is someone who helps build you up and who shows over time that they want to be with you.  A true friend is loyal and supportive.  It is important to be a true friend yourself, to have true friends in return.

Compliment Circle
Knowing how to give compliments encourages friendship.  Below are two different ways to practice giving compliments to others.

1. Have children sit in a circle.  One child starts and gives a compliment or states something positive about the child on their left.  Continue around the circle until everyone has given and received a compliment.  Reverse and go the other direction if desired.  This game can be done many times with people in different positions in the circle.

2. Have children sit in a circle or horseshoe shape U.  Select one child to sit in the center of the circle or U.  One at a time have each child give a compliment, or express something positive about the child sitting in the middle.  Continue until every child has had a turn receiving praise.

Fairness Candy
What should someone do if they do not have enough candy for everyone?  Is it all right to give candy to only some children and not others?  People who have good friendship qualities would not leave anyone out.

Pass out a piece of candy to all but the last two to five children/people in your family or group. It is good to position the children you know can handle the situation, who will not receive a piece of candy.  When you run out of candy say, "Whoops, I'm sorry we're out of candy; too bad."  Wait a short time and then ask the following.

1. How does it feel to be someone who received a piece of candy?
2. How does it feel for the people who did not receive a piece of candy?
3. What would be the fair solution to the problem

(Another way to do this activity is to put the candy in a bag, and pass the bag around until the candy runs out.  Instruct children to take 1 piece of candy from the bag.)

Suggested Story:

The Gift of Lost Friendship, by Rachael Joyce   Chicken Soup for the Soul Teens Talk Middle School
A friend is someone who treats us in a manner we deserve.  Rachael lets go of a friendship that she realizes is not really a good one for her.

Saturday, March 16, 2013

Role Play Conflict Resolution 7

Role Play
Role play supports cooperation and negotiation skills.  It helps children to have an understanding of different situations, and promotes empathy when children identify and see the world through another persons perspective.

Bongo Role Play; Younger
(You will need a small stuffed animal or a puppet to play Bongo)
The parent or teacher is the voice of Bongo.  The children take turns role playing with Bongo.  The parent/teacher acts out the scenario and the child use their own words or follows the, I Message-Asking for Change format, to work out a solution with Bongo.  Bongo answers back in his own words or in the Response-Active Listening format.  If the children have difficulty, you can brainstorm solutions to the scenarios, then have the children chose one of the solutions to use with Bongo.

Role Play Rules: Adult decides skit.  Absolutely NO negative comments or inappropriate laughter from the audience.  After skit is over, others clap.  


Role Play Scenairo:
·         Bongo grabs a toy out of your hands because he wants to play with it.
Response Examples:
·        I am playing with the toy, but will give it to you when I’m done.
·        I feel mad that you grabbed the toy.  Please ask me, then you can play.

Role Play Scenairo:
·         Bongo cuts in front of you in the lunch line.
Response Examples:
·         Please do not cut in front of me.  This is my place.
·         I feel sad that you cut in front of me.  Will you please go to the back, and then it will be fair.

Role Play Scenairo:
·         Bongo runs up, knocks over your blocks and tells you he’s the wind.
Response Examples:
·         Please do not knock over my blocks.  Next time ask me if I’m done.
·         I feel mad that you knocked over my blocks.  Next time ask me, if I'm done.

 Role Play; Older
(The parent/teacher plays the bully and the students play themselves)
The children take turns role playing, with the teacher playing the bully.  The parent/teacher act out the scenario, and the child uses their own words or follows the, I Message-Asking for Change format, to work out a solution with the Bully.  The bully answers back in his own words, or in the Response-Active Listening format.  With older children you can take the role play a little further.  The bully might not always be as cooperative, at first.

Role Play Rules: Adult decides skit.  Absolutely NO negative comments or inappropriate laughter from the audience.  After skit is over, others clap. 

Before starting, brainstorm responses to the scenarios

            Role Play Scenario:
      ·    Boy cuts in line and says: “This is going to be my spot now.”   

            Response Examples:

·         Wow, are you that hungry?  I am too (as you move in front of the bully).

·         I feel mad that you cut in front of me.  Can you please go to the back, and then we can  all get lunch.



            Role Play Scenario:

·         Bully knocks over your math book on the ground and laughs.

            Response Examples:

·         Hey dude, please don’t knock my books over.

·         I feel angry that you knocked over my books.  Can you please stop, and then both of us can respect each other.



            Role Play Scenario:

·         The bully is mocking you.

            Response Examples:
·         You sound just like me.  That’s good, because there is never enough of me!  
·         I feel angry when you mock me.  Can you please stop, and then we can get along.

Saturday, March 9, 2013

Weaving (Native American) and Flowers of Mexico; Same and Different 10

Cultures
Learning about other cultures help children to feel more integrated and able to cooperate with others.  When children learn about a wide variety of people in the world, it influences the way they grow up and what kind of adult they will become.  Understanding is the key in accepting diversity; we fear what we do not understand.  


Mexican Flower
In Post Independence times most of the activities and social life in Mexican villages were Church based in its celebrations.  Tissue Paper flowers were a good way for peasants to make an extra income.  The flowers were used to decorate the churches during times in the year when natural flowers were not blooming.  Paper flowers are still used for decorations and sold to tourists visiting the cities.

Paper Flower: Scroll down to the bottom of the post for outline of flowers.  Use nine or ten layers of tissue paper.  For the 3 outlines, trace the flower pattern on the tissue paper and cut out the layers of tissue paper.  Place the groups of tissue paper with the largest pedals on the outside to the smallest on the inside.  Poke two holes in the center of the pedal layers.  From behind work a pipe cleaner or florist wire up one hole, bend it, and feed it down through the other hole.  Pull the pipe cleaner/wire so it is even and then twist the two ends together for a stem.  Separate each layers of tissue paper slightly scrunching the peddle forward.


Native American Weaving  
Weaving was invented around 6000 BC in West Asia, and is now practiced around the world.  At first people wove with there fingers making narrow bands, and later looms were used.  Native Americans are known for their weaving skills both in artistic means and practical skill.  They wove blankets, rugs, baskets and clothing from a numerous number of materials.   

Weaving Kit: Buy a weaving kit in children crafts such as Cra-Z-Art weaving loom, or make your own out of cardboard.

Cardboard Loom: With a piece of heavy cardboard 6-inch by 6-inch, cut notches evenly on two opposite sides (closer the notches, tighter the weave).  Wrap yarn through all of the notches which will create a base for weaving; tie the end to secure.   Thick yarn is the easiest to use.  With a good amount of yarn, weave alternately over and under every other anchor yarn piece.  When you reach the end of a row, go back the opposite way.  

Using Fabric Loops: Stretch fabric loops across the loom one direction.  Attache fabric loop to notch (starting at one end), and feed it alternately over and under the anchor strips, and attach working fabric loop on the corresponding notch at the end.  Continue until all notches are filled.  To finish starting at the end of one row, unhook loop one, place second loop through loop one, and hook loop 2 back on notch; continue until finished.

Mexican Flower

Saturday, March 2, 2013

The Web & Rumors Role Play; Bully 9

Getting Along
When we cooperate with each other, we work together and then connect with each other. We are then far less likely to engage in hurtful behavior such as spreading rumors.  When we cooperate, we support our peers and often find support in return.




The Web (adapted from Debbie Gilbert Taylor)
(Need a ball of yarn or string; this is a small to large group activity)
Have children sit in a circle.  Tell the children to make sure they hold on to the yarn when it comes to them, and not to let go of the yarn.  Give the ball of yarn to one child and instruct the child to hold on to the end of the yarn.  Have the child roll the ball of yarn to another child on the other side of the circle.  The recipient of the ball of yarn holds onto the yarn so that it is stretched out.  While keeping the yarn stretched, the child rolls the yarn to another child on the opposite side.  Continue this process until everyone is holding a piece of the yarn.   


In the center of the circle a web has been formed.   Tell the children to keep holding on to their yarn while the parent/teacher steps toward the center of the web, and then one at a time, tugs on a part of the yarn.  Ask which student felt the pull.  Repeat this process until everyone has felt a tug.  Explain that if one person did not hold on to the yarn, the web wouldn’t be complete; we are working and connected together.

Rumors
What is a rumor?  A rumor is gossip; saying something about someone that you do not for sure know is true.
1. Never start a false rumor; saying something that you do not know is true.
2. Do not listen to rumors.
3. Do not repeat or spread rumors
4. Walk away.

Role Play:
A. Sheri stole my pencils
B. Did you see Sheri steal them?
A. No, but she sits next to me.
B. That doesn't mean she took them, you are making up a rumor (walk away).

Role Play:
A. Debbie said Tamara was the most talkative girl in her classroom.
B. I sit next to Tamara and she rarely ever talks.  That is not true.

Role Play:
A. Do you know what Malcolm said happened to Nathan?
B. I don't think it's true.
A. I think it's true.
B. Do you know for sure?
A. No
B. Then it's a rumor, and I don't listen to rumors.