Check-In+Lesson+Starters

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=__"One Rose And One Thorn"__=

//(in a circle)// Each student identifies "one rose and one thorn" -- something that is going well in their life, and something they are struggling with.


 * Add your own additional notes:**

Simple as this format is, I have found it a very effective tool with my boys groups for checking the pulse of what's most on their mind. -Nico

=__"The Week In Rap"__=


 * The Week in Rap is a weekly summary of news headlines in the form of a short rap video. The site was created by [|Flocabulary].

=__**Open Session**__=

//Note of credit: This curriculum comes courtesy of The Nueva School courtesy of Anne Monk.//


 * Purpose:** To give students a chance to put their feelings and problems "out there" for peer support with the safety of anonymity (if they choose) and teacher non-interference.


 * Format:** Each student gets an index card and can anonymously write down any problem, issue, or concern they would like to share with their peers for advice or support. Cards are placed in a basket so that no one, including the teacher, needs to know who wrote what. //(Exception: revelations of child abuse or that a child may be in immediate danger. In this scenario, consult with Nico/admin if you need guidance.)// The Advisor looks them through and picks out a couple that seem most urgent, or appropriate, to read out.

Suggested procedure:


 * Pass out index cards.
 * Remind students that appropriate topics for Open Session are about any personal or social concerns, decisions, challenges they are experiencing.
 * Offer anonymity or the option to "own" the issue.
 * Trust the process, the students, and yourself.

Samples of Student-Generated Issues:


 * "My home is too noisy. I have homework and my uncle is sick."
 * "Sometimes I feel like some of my friends are bossing me around a lot, not sharing, and in general, not being very nice."
 * "Many people think I'm weird because at recess I don't go play football or other sports games. This has led to teasing."
 * Some people get mad at me without reason and I ask why and they don't tell me."
 * "I'm going to a funeral and I'm scared because I've been to one before."

Students may respond in one of 3 ways:


 * Asking for **Clarification** //(e.g., "I wonder what they meant by 'out of control'?", "Does anyone else know about this problem?", "I wonder what actions they have taken so far.")//
 * Providing **Support/****Encouragement** //(e.g., "I hope things get better," "I'm sorry you're feeling that way," "I hate it when people treat me that way.")//
 * Offering **Insight/****Wisdom** //(e.g., "Camomile tea really helps me fall asleep," "I had a similar problem last year and...", "You might want to cool down before...")//

Role of the Advisor in the Open Session:


 * Looks for the social and emotional learning potential within each issue and determines how long to spend on each issue.
 * "Stays back" and monitors responses from the group to each classmate's issue.
 * Specifically, brainstorms with students or models responses of **clarification**, **support/encouragement**, or **insight/wisdom** from students' personal experiences.


 * Additional notes:**


 * As tempting as it may be, this format works better when Advisors don't get involved by imparting their "pearls of wisdom," disagreeing with advice or feedback they don't think is helpful, etc. It's best to let kids talk to each other, so that the "open sessions" develop the safety of "kids hearing from kids without adult interference."


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