Tuesday, January 27, 2015
January 20th - 23rd
The mentors and mentees worked really hard this week on identifying some of their roles within the class. We followed lessons from the workbook to devise lists of what mentors and mentees should do, as well as what they should not do.
Additionally, the students completed personal coats of arms. I asked them to depict things like their family, their best friends, their future career, what animal best represents them, and two of their favorites (food, shoe, color, etc...). Their artistic abilities were surprising and I really enjoyed talking with the kids about their thought processes while completing this project.
Next week, we'll begin practicing mindful meditation with the mentees, which is something the mentors have been asking about for weeks. We will also be creating life maps!
Tuesday, January 20, 2015
January 8th - 16th
This week was amazing! The mentors found out who their mentees are on Monday and began laying the foundation for a strong mentoring relationship throughout the rest of the week.
Courtesy of Community Reach Center and the A50 resource liaison, I was afforded an opportunity to meet with the mentors. During that time, we discussed who their mentees would be, as well as set some goals for the week. I challenged each mentor to learn three things about their mentees: hobbies, who they lived with, favorite things, etc... While I was doing that, Lila and Julia met with mentees and led a valuable discussion regarding the small group classes, which will occur each Monday for the next month.
Tuesday was spent working as small groups. The students had a chance to introduce themselves to their mentors/mentees during a lesson called "Let Me Introduce Myself." All the kids did a wonderful job, even though a few of them were nervous to participate.
Due to testing, the school was on an assembly schedule Wednesday and Thursday. Naturally, the kids had extra energy so I compensated for it by planning team building games. On Wednesday, the mentor and mentee pairs worked together to build spaghetti and marshmallow towers. Their goal was to create the tallest structure that was also strong enough to stand on its own. The teams came up with some really cool ideas and the tallest one from the whole day was thirty-nine inches!
On Thursday, we played a game I called "The Lumber Relay." Each mentor/mentee pair worked as part of a larger team to compete in a relay race. All pairs had to walk from one end of the room to the other while using 2"x4"s as skis. Once they reached the designated area, they had to perform tasks like popping balloons by sitting on them, creating paper airplanes, writing down what YESS stands for, and even eating a cup of applesauce without hands or utensils!
On Friday, we began to explore the role of mentors in the class. The students were very insightful about the things they want in their partners.
This week, we will continue to explore the various roles each student will play within the class. We'll also continue building a strong mentoring relationship by engaging in lessons like "Personal Coat of Arms" and "Life Map."
Courtesy of Community Reach Center and the A50 resource liaison, I was afforded an opportunity to meet with the mentors. During that time, we discussed who their mentees would be, as well as set some goals for the week. I challenged each mentor to learn three things about their mentees: hobbies, who they lived with, favorite things, etc... While I was doing that, Lila and Julia met with mentees and led a valuable discussion regarding the small group classes, which will occur each Monday for the next month.
Tuesday was spent working as small groups. The students had a chance to introduce themselves to their mentors/mentees during a lesson called "Let Me Introduce Myself." All the kids did a wonderful job, even though a few of them were nervous to participate.
Due to testing, the school was on an assembly schedule Wednesday and Thursday. Naturally, the kids had extra energy so I compensated for it by planning team building games. On Wednesday, the mentor and mentee pairs worked together to build spaghetti and marshmallow towers. Their goal was to create the tallest structure that was also strong enough to stand on its own. The teams came up with some really cool ideas and the tallest one from the whole day was thirty-nine inches!
This week, we will continue to explore the various roles each student will play within the class. We'll also continue building a strong mentoring relationship by engaging in lessons like "Personal Coat of Arms" and "Life Map."
Friday, January 9, 2015
January 5th - 9th
This week focused on bringing the mentees into the program. The counselors were great about ensuring there were equal numbers of mentees and mentors in each class, which made Tuesday go really well. Naturally, the first week of the semester led to quite a few schedule changes and none of the classes have equal numbers anymore. This is something that will be remedied next week.
Happily, the mentors and mentees are getting along really well. I've been encouraging the mentors to sit with different people each day and they've obliged, which has gone a long way in making the mentees feel welcome. A few mentees were hesitant to start the program, but the kindness and enthusiasm from the mentors has helped them come out of their shells.
Once I went over the history of the YESS Institute, the purpose of the class, and the rules, we played icebreakers and games this week. Two days were spent on interviews. Tuesday, the kids paired up: one mentee and one mentor. Each student took turns interviewing the other, which gave me an opportunity to see how various personalities worked together. The following day, after the interviews were complete, each pair stood at the front of the class to introduce his/her partner. It was endearing to see how well some of the partners bonded and encouraged each other. Today, we played two games. The first game was a team building exercise that required the students to balance on a piece of lumber while performing other tasks. The second game, Would You Like to Buy My Monkey?, was a silly game that allowed the kids to "sell" their monkey to other students.
Next week, we begin the mentor pull-out classes to provide on-going training for the mentors. The mentees will remain in the classroom to participate in an activity hosted by the Community Reach Center and Student Services Resource liaison. These weekly pull-out sessions will go a long way in making sure the mentors are successful with their mentees. I'll also be pairing up the mentors with mentees.
I've already witnessed some powerful bonds being formed between these students and I can't wait to see what will happen in the next few months!
Happily, the mentors and mentees are getting along really well. I've been encouraging the mentors to sit with different people each day and they've obliged, which has gone a long way in making the mentees feel welcome. A few mentees were hesitant to start the program, but the kindness and enthusiasm from the mentors has helped them come out of their shells.
Once I went over the history of the YESS Institute, the purpose of the class, and the rules, we played icebreakers and games this week. Two days were spent on interviews. Tuesday, the kids paired up: one mentee and one mentor. Each student took turns interviewing the other, which gave me an opportunity to see how various personalities worked together. The following day, after the interviews were complete, each pair stood at the front of the class to introduce his/her partner. It was endearing to see how well some of the partners bonded and encouraged each other. Today, we played two games. The first game was a team building exercise that required the students to balance on a piece of lumber while performing other tasks. The second game, Would You Like to Buy My Monkey?, was a silly game that allowed the kids to "sell" their monkey to other students.
Next week, we begin the mentor pull-out classes to provide on-going training for the mentors. The mentees will remain in the classroom to participate in an activity hosted by the Community Reach Center and Student Services Resource liaison. These weekly pull-out sessions will go a long way in making sure the mentors are successful with their mentees. I'll also be pairing up the mentors with mentees.
Friday, December 19, 2014
December 15th - 19th
The first semester was a smash and the staff, students, and parents at Scott Carpenter Middle School are looking forward to the next phase of The YESS Institute! This week, the mentors prepared for a school-wide initiative, which will take place in January and worked hard to analyze and improve their listening skills.
Monday and Tuesday, we walked through some of the #IRiseAbove lessons and discussed ways in which the mentors could lead their classmates through difficult topics regarding stress and anxiety. Each group did a great job of talking about their own issues and identifying ways in which they could help peers.
Wednesday, we took a quiz to gauge how well we listen and it turns out...we don't do well. The students took a quiz, which I adapted from the one found here. Out of 140 possible points, most students scored between 75-90. As you might imagine, the kids were wondering what their score meant and I was able to introduce the concept of "listening levels." We talked about the attributes of each level: Level 1 listeners are more concerned with talking than with listening; Level 2 listeners pay attention to the content, but not the meaning; and Level 3 listeners pay attention to the speakers' feelings, as well as the content.
On Thursday, I wanted to allow the students a chance to dive into this concept a little deeper. I asked all the students to partner with one other person to write a skit. The pairs were tasked with creating and performing a short skit that demonstrated one of the listening levels. Check out one of the scripts below:
Monday and Tuesday, we walked through some of the #IRiseAbove lessons and discussed ways in which the mentors could lead their classmates through difficult topics regarding stress and anxiety. Each group did a great job of talking about their own issues and identifying ways in which they could help peers.
Wednesday, we took a quiz to gauge how well we listen and it turns out...we don't do well. The students took a quiz, which I adapted from the one found here. Out of 140 possible points, most students scored between 75-90. As you might imagine, the kids were wondering what their score meant and I was able to introduce the concept of "listening levels." We talked about the attributes of each level: Level 1 listeners are more concerned with talking than with listening; Level 2 listeners pay attention to the content, but not the meaning; and Level 3 listeners pay attention to the speakers' feelings, as well as the content.
On Thursday, I wanted to allow the students a chance to dive into this concept a little deeper. I asked all the students to partner with one other person to write a skit. The pairs were tasked with creating and performing a short skit that demonstrated one of the listening levels. Check out one of the scripts below:
Derly: Hi my name is Derly
Me: Oh hi my name is Diana and I need help on my listening
Derly: I was trying to do my work but the teacher wouldn't help me...So then...
Me: Oh yeah that happened to me to
Derly: He came up to me and asked "why aren't you doing your work"
Me: Oh, yeah I hate when they do that, that happened to me to.
Derly: There were five minutes left in class and he said he will help supposibly.
Me: *Spacing out* What?!
Derly: Did you hear what I said?
Me: Nope, sorry
Derly: You really need help on your listening.
Today, the students have the holiday break on their brains, which isn't leaving much room for much else. We practiced meditation and a little bit of yoga to help keep them calm, then played some games to foster community.
When we come back in January, the mentees will be starting. I'm looking forward to matching the kids up and fostering some new friendships.
Monday, December 15, 2014
December 8th - 12th
Kelsey Kyler, a 7th grade mentor, graciously offered to write a synopsis of what we did in The YESS Institute this week. Here is what she had to say:
As Kelsey mentioned, we set a goal for how much we wanted to donate to Bienvenidos Food Bank (check out their website here) and the students decided that, as a school, we could contribute 300 non-perishable food items. They also wanted to do something more creative than a food drive, which will make for a little more work, but a lot more fun. Their ideas varied, but they narrowed them down to three options: a social (dance) after school, a homeroom competition, and a student/teacher competition. I'm currently working with the administrators to determine which of these possibilities makes the most sense for our kiddos. Take a look at the photos below to see an example of how we determined our goal and action steps.
Coming up, the YESS mentors are preparing to take a leadership role during a 4-day initiative that will be taking place after the holidays. #IRiseAbove (formerly known as The Colorado Meth Project) will be working with Scott Carpenter Middle School to engage all our students in some emotional intelligence lessons. It's a perfect way for the mentors to step up as leaders in other facets, especially since the topics revolve around stress, peer pressure, and making positive choices. They're really excited to be able to help their classmates.
"This week YESS talked about how we are going to help Bienvenidos Food Bank. We
also set our goal, which was 300 cans/boxes. On Monday, our class set personal SMART
goals for ourselves. On Tuesday, we set SMART goals for Bienvenidos. We made a plan
to help the charity on Wednesday. On Thursday, we decided whether we were going to
have a social or have a "student vs. teacher" contest to see who could raise the most
cans. Finally, on Friday, we began advertising. My favorite thing about YESS is how
we are learning new things about YESS and how we are preparing for our mentees."
As Kelsey mentioned, we set a goal for how much we wanted to donate to Bienvenidos Food Bank (check out their website here) and the students decided that, as a school, we could contribute 300 non-perishable food items. They also wanted to do something more creative than a food drive, which will make for a little more work, but a lot more fun. Their ideas varied, but they narrowed them down to three options: a social (dance) after school, a homeroom competition, and a student/teacher competition. I'm currently working with the administrators to determine which of these possibilities makes the most sense for our kiddos. Take a look at the photos below to see an example of how we determined our goal and action steps.
Coming up, the YESS mentors are preparing to take a leadership role during a 4-day initiative that will be taking place after the holidays. #IRiseAbove (formerly known as The Colorado Meth Project) will be working with Scott Carpenter Middle School to engage all our students in some emotional intelligence lessons. It's a perfect way for the mentors to step up as leaders in other facets, especially since the topics revolve around stress, peer pressure, and making positive choices. They're really excited to be able to help their classmates.
Tuesday, November 25, 2014
November 17th - 25th
I can't believe we're approaching Thanksgiving already! The mentors at Scott Carpenter have been working to decide what success looks like for their mentees and for themselves. We started out by defining what success looks like for them and they came up with things like getting high test scores, being respectful, being organized, turning in work, and having positive attitudes.
Then, we examined what success might look like for their mentees, who will probably have a different set of standards. The kids devised a list that included releasing emotions in a healthy way, improving grades, and getting along with teachers, peers, and family. This opened up a good dialogue regarding how people tend to define success differently and I plan to revisit this concept in December to help the mentors think of strategies for setting realistic goals and expectations.
Next, each class created a list of character traits exhibited by successful people. They had some wonderful ideas: optimistic, engaged, open-minded, loyal, and perseverant.
Finally, every student chose a character trait to write onto an index card. I assembled their cards and added them to a display in the room!
I also had some wonderful visits from Carlo, Helen, Sin, and Holly this week! The support and encouragement I received is extremely meaningful.
The big planning task this week was to create a list of possible mentees. Courtesy of the administrators and guidance department, I was able to give Tony a spreadsheet with more than seventy names on it! I'm hoping that fifty of those students confirm that they are able to participate and I can start matching mentors with mentees next month.
Next, each class created a list of character traits exhibited by successful people. They had some wonderful ideas: optimistic, engaged, open-minded, loyal, and perseverant.
The big planning task this week was to create a list of possible mentees. Courtesy of the administrators and guidance department, I was able to give Tony a spreadsheet with more than seventy names on it! I'm hoping that fifty of those students confirm that they are able to participate and I can start matching mentors with mentees next month.
Friday, November 14, 2014
November 10th - 14th
I can't believe the mentors and I have been working together for three weeks already! Time has flown by and the students are starting to understand what mentoring is and why it's important.
Because they are starting to feel comfortable with one another, each class devised a set of "shared agreements," which function alongside regular classroom rules. The process we used to create these agreements involved a discussion about what the students and the group need to create a safe, respectful, productive, learning community. As a group, we brainstormed a list of specific behaviors and then physically agreed to each item by giving a thumbs up. If a student disagreed with something, we took the time to talk about the item and come to a compromise.
This idea came from a book I borrowed from the YESS office, The 5 Dimensions of Engaged Teaching: A Practical Guide for Educators, written by Laura Weaver and Mark Wilding. I highly recommend it!
In addition to creating these lists, the students voted on a design for the YESS class shirts and researched charities we might work with to complete our service learning project.
Behind the scenes, I've been working with the guidance counselors and administrators to come up with a list of mentees. So far, I have been given 45 names and I'll be meeting these students regarding the opportunity to join YESS.
Next week, we will generate action plans and begin to implement the kids' ideas to address hunger in our community. We'll also be diving into some of the students' fears about becoming mentors and practicing strategies to overcome their anxieties.
Because they are starting to feel comfortable with one another, each class devised a set of "shared agreements," which function alongside regular classroom rules. The process we used to create these agreements involved a discussion about what the students and the group need to create a safe, respectful, productive, learning community. As a group, we brainstormed a list of specific behaviors and then physically agreed to each item by giving a thumbs up. If a student disagreed with something, we took the time to talk about the item and come to a compromise.
This idea came from a book I borrowed from the YESS office, The 5 Dimensions of Engaged Teaching: A Practical Guide for Educators, written by Laura Weaver and Mark Wilding. I highly recommend it!
In addition to creating these lists, the students voted on a design for the YESS class shirts and researched charities we might work with to complete our service learning project.
Behind the scenes, I've been working with the guidance counselors and administrators to come up with a list of mentees. So far, I have been given 45 names and I'll be meeting these students regarding the opportunity to join YESS.
Next week, we will generate action plans and begin to implement the kids' ideas to address hunger in our community. We'll also be diving into some of the students' fears about becoming mentors and practicing strategies to overcome their anxieties.
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