March 23rd - 27th

How are we already starting spring break? This semester is flying by so quickly! This week, we studied accountability. The students learned what accountability is and explored some examples in the YESS Institute workbook. Then, I introduced the Accountability Ladder, which treats accountability as a spectrum. Take a look at the image below to see what it looks like. 

Once the kids had a basic understanding of the Accountability Ladder, they shared their own accountability stories with their mentors/mentees. Next, I provided each student with a handout on which they would draw a picture or tell a story about a time when they had an opportunity to be accountable. When they completed their handout, they placed it on the correct rung of our classroom accountability ladder.

To complete the conversation, I asked the students to analyze each handout to see if it was placed in the appropriate place on the ladder.

March 16th - 20th

Like last week, this one seemed short due to testing and a field trip. Happily, the students were mostly positive in class and accomplished much. Early in the week, they were tasked with finishing their Love Cup project and, as usual, I was impressed with their creativity. Take a look at some of my favorites below!

We also worked on a mini-project that involved what mentoring means to the kids. I had done something similar with the mentors prior to the mentees' arrival so I thought I knew what the kids would say, but it was really interesting to see how the mentors' opinions have changed since January. Getting the mentees' perspectives was enlightening, as well. As we discussed words that are associated with mentoring, some common themes like positivity, loyalty, kindness, and responsibility popped up.

March 9th - 13th

This week, we began our first round of PARCC tests, which meant we were on a weird schedule for several days. The kids worked hard on the test, but seemed to be out-of-sorts for their other classes. Because of this, we took it easy and focused on strengthening the bond between mentors and mentees by playing games and starting a project called "Love Cup." The love cup assignment is allowing the students to ponder what "fills them up" and what "drains" them. Once they've completed the artistic portion, I've asked them to write a paragraph. Take a look at some of the kids working below!

Martch 2nd - 6th

This week, we continued examining our emotions and how they affect our lives by identifying unhelpful thinking styles, which is a concept I borrowed from Cognitive Behavioral Therapy techniques. If you'd like to see the list, as well as useful descriptions, click here.

I created several games and activities that allowed the students to reflect on their own thinking and name which ones they use. The first activity was a simple matching game. The students found it rather difficult, but it led to insightful conversations about how the same thoughts could fall into several different thinking style categories.

 
The next activity built on the matching game and is based on an idea presented at one of SCMS's professional development days. I created three posters, each with one statement. The students were instructed to walk to each poster and guess which thinking style was being used.

I also created a quiz game so the students could strengthen their understanding of the thinking styles. The kids really enjoyed playing. Moreover, they loved discussing why some thoughts were categorized as one thinking style as opposed to another and we had fabulous debates.

This was an extremely productive week for the YESS participants. Now that the students know how to identify their unhelpful thinking styles, I'm looking forward to guiding the kids through ways to challenge their unhelpful thoughts.