On November 8th, performers from Puppets in Education will be visiting MES to teach our students about anxiety, what it is and how to manage it. Lessons will occur during health classes: grades K-4 will watch an interactive puppet show, grades 5-6 will participate in a workshop. For more information, check out the links below. Thank you Vermont Agency of Education for fully funding this important learning experience for our students.
In Wellness students were introduced to the "Me Bag" project. Each student received one paper bag to bring home and fill with 3 items that represent who they are. For example, a picture of a younger brother may represent being a supportive big sister, a ski pass may represent a snowboarding prowess. Unlike the picture above, all objects should fit inside the bag. Next week students will share the contents. This is a great way for students to celebrate their abilities, learn about each other, and practice their listening and public speaking skills.
Please take a moment to assist your child in completing their Me Bag. Encourage them to think about which items they will share if they are unable to share them all. Talk with them about what they plan on saying and how the item represents their ability. Students learn and practice mindfulness in wellness classes. One practice we use most often is referred to as "core practice." It begins with a chime. We focus on the sound until we can hear it no longer. From there we focus on our breathing, taking deep breaths in through the nose and out through the mouth. The chime sounds again to end the practice. I have found that after these mindful moments students are more focused and engaged in their learning. I will be sharing mindful resources in future posts, including practices you can do with your child at home.
In wellness, 1st and 2nd graders have been working on a collaborative project: jitterbug robots. The first step was building their base using a CD, paperclips and a motor. For some, this was their first time using a hot glue gun (and the first time seeing a CD!). Above is the completed first step for both classes. The second step was to design how they would like their robot to look. They will share their design with their partner who will complete the final step.
I am incorporating restorative practices into wellness classes, so I wanted to take a moment to explain what that means. The primary focus of restorative practices is on building relationships, student-student and student-teacher, and repairing harm. Circles are an integral part of restorative practices. In a restorative circle, there is a sense of equality, shared responsibility, ownership, safety, trust and connections. In wellness, our circles will consist of the following:
First and second graders are learning how to solve small problems, or problems they can solve on their own without help from another student or an adult. The Kelso's Choice conflict management wheel provides them with a variety of options to choose from:
In wellness we are using LEGO WeDo to learn about robots. We explored how robots are used to solve real-world problems, such as building cars, vacuuming floors and even collecting samples on another planet. We began by building our robots, called Milo the Science Rover. We learned how to tell our robots what to do, how to give it instructions, through code. Next, we are going to add sensors that will enable our robots to detect nearby objects (motion sensor) and where it is in space (tilt sensor). For more information, check out the following YouTube videos:
In wellness we are learning how to solve problems. This begins by identifying the size of the problem, as our response should match the problem size. Small problems are the most common, those we can fix on our own. Medium-size problems require some help from someone else - another student or an adult - but the need is not immediate. Large problems require help from an adult and right away. These problems usually involve unsafe situations. Next, students will learn and practice strategies for solving small problems.
In wellness, we explored kindness and caring for others by reading How Full is Your Bucket? For Kids. We learned how everyone has an "invisible bucket." When our bucket is full, we feel great. When our bucket is empty, we feel awful. We learned how our actions can make us bucket fillers or bucket dippers and how being kind, being a bucket filler, fills our bucket, too; that the way we treat others can make them happy and can change how good we feel about ourselves.
We will continue to brainstorm ways to be bucket fillers at school and home. For more information, check out:
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Jason StevensonSchool Counselor - Avid Hiker - Reader - Lego Enthusiast Archives
January 2024
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