In Action: Using I-Messages

Here are a few photos of role plays we did this week using an I-Message.

Using an I-Message in Problem Solving

Using an I-Message is a helpful way for children to express their feelings when problems solving. The first step in our STEP problems solving model teaches children to express how they are feeling without blaming. There are 3 magical steps to an I-Message:
1. Say how you feel
2. Say the problem
3. Say what you would like
We have had fun role-playing using the I-message with our friends during our lessons!

Five Finger/Starfish Breath

During our lessons in PS-Grade 2 are learning about the ABCs of being mindful. Mindful means paying attention to the present moment. Just by paying attention to our breath we can be aware that breathing is something we do all the time but don't even notice.
Last week, we used the strategy above of a Five Finger Breath or Starfish breath. See if you can use this strategy at home!!!

Students in Action Problem Solving and Using Kelso's Choices!

Some pictures below of PS and Grade 1 using the problem solving steps to work out small problems.

Showing our Problem Solving pose in 1AA!

Using Rock, Paper, Scissors to work out a small problem

STEP in PS-Grade 2

To help promote problem solving, it is helpful for children to understand that:

1. Following Steps can help us solve problem

2. Solutions to problems must be safe and respectful

3. There are many different ways to solve a problem

We are using the following problem solving steps to help us organize our thinking and approach with problems:

We can think of these letters in a more simplistic way too:

1. What is the problem?

2. What can you do about it?

3. What might happen if you do that?

4. What works best for you?

Kelso Choices in PS-Grade 2

Dear Parents,

This year, students from Prep Senior- Grade 2 are being taught Kelso’s Choices to peacefully
resolve small conflicts among themselves.  Students are taught nine different strategies-Kelso’s
Choices-to solve problems. Students are taught that if they can’t solve a small problem after
trying two strategies, they should find an adult to help them.  Students are also taught how to
differentiate between “small” problems (annoying or frustrating) and “big” problems
(scary and dangerous) and these problems should be reported to an adult right away.

Practicing Kelso’s Choices helps students develop confidence in their ability to solve
problems peacefully and independently and builds a safer more positive school environment.  

Some ways that you can reinforce Kelso’s Choice at home are:

1. Ask your child which of Kelso’s choices they used today to solve a problem.
2. Help your child identify “BIG” vs. “small” problems and use appropriate responses.
3. Build your child’s feeling vocabulary.  Really listen to your child and try to
4. accurately reflect back the feelings you think they are trying to convey.  
5. Get other family members involved.  Feel free to use this to help siblings
6. resolve small problems without the help of mom or dad.
7. Print and post the Kelso Wheel in the home and ask children to use it.  
8. Use “I messages” to let your child know who their behavior is affecting you.  
9. Rather than focusing on the negative behavior and assigning blame, an “I message”
10. helps the other person to see the impact of their behavior on others, making them
11. more likely to want to respond positively.  

Mrs. Stone: Grade 3 - 5

Dear Parents,

It has been my pleasure these last several weeks to get to know your children both inside the classroom and outside.  During our last two lesson cycles we've been working on the following:

In G3 - we've focused on Social Thinking and specifically how to be a  Social Detective. Students learned that they have tools - eyes, ears, and their brain to help them figure out what is expected and unexpected in different environments (e.g. it's expected that students are running and yelling on the playground but that would be unexpected in the classroom). When people have unexpected behavior (yes, I did a handstand in the class) we have thoughts and feelings about that person. Sometimes these negative thoughts influence how we interact with that person and how that person feels about him/herself.  Using our tools is important!

Our second lesson focused on the skills of using our social thinking tools to be a better friend. We practiced listening (without being able to see a partner) as well as watching (without being able to hear a partner) to emphasize that we have to tune into the clues they give us with their facial expressions, body language, and words to be a good friend. 

The idea of using self-talk as a skill for learning was also introduced during our last lesson. Sometimes distractions get in the way of us using our tools for focused attention. Students practiced using self-talk to remember things and to try to stay on task. We also started to talk about how to use our words to remind others to do what is expected and ask for what we need.

In G4/5 our last three lessons have all been focused on what it means to have a growth mindset vs. a fixed mindset. These discussions have included brain research that shows what happens in our brains when we struggle and try to learn new things. Studies have shown that students who adopt a growth mindset do better in school.

This video was shared in class and is a great example of, "You can do anything!" Students were also asked to "test" their mindset by recreating the shape below.  Stumped? Click here for directions.

Right now we're working on the how of having a growth mindset. It's one thing to know what it is but yet another to develop it and have strategies to keep it, especially when things are difficult. Students learned about how to give detailed, helpful and kind feedback to a partner after they had to quickly draw a house or person and share it. For some of our students, this was quite challenging: knowing their drawing was incomplete or "not their best work" while still being open to feedback. We were all reminded that getting feedback is an opportunity to become our best self, improve on something and be reflective - all important parts of developing a growth mindset.

Our next lessons will focus on our self-talk and self-advocacy as important tools in the quest for developing and keeping a growth mindset.

Please click here to learn ways to support your child's growth mindset at home.

Mrs. Wright: PS-Grade 2

Having fun in Prep Senior role playing and using Kelso Choices to solve small problems safely and respectfully!

Welcome to our Blog!

We hope you will find useful information on our blog outlining key skills that your children are learning.

• There are many reasons why a student, parent or faculty member may want to make an appointment to see a counselor. We have listed reasons below.
  • fear or worry about something
  • problems with friends
  • problems with family

  Our role is to support all learners in the school. A teacher may refer a student to the  counselor when any one or more of the issues below may be impacting their learning in the classroom or their overall sense of well-being:

  • Loss of a loved one
  • Parents divorcing
  • New siblings being born
  • Rear or anxiety of test
  • Trouble concentrating
  • Difficulty making friends
  • Anger/impulse control

  We are also here to support parents. A parent may wish to speak to the counselor for any of the possible reasons below:

  • Transitioning to a new country 
  • Behavioural problems with child (temper tantrums, not sleeping)
  • Parenting (discipline, parenting skills, communicating with your child) 
  • Change in family structure (divorce, death in the family)

  We are here to support you in any way that we can!!!
• 
  
• How do Elementary School Counselors support ISKL?
• Member of the Learning Resource Team
• Counselors work closely with the Student Resource Team (SRT) to discuss students and develop appropriate plans of action. The team continually reviews data to plan appropriate interventions.

• Classroom Counseling Lesson
• Classroom counseling lessons aim to prevent problems by providing knowledge and equipping students with skills so that they can make informed decisions and cope with common, developmental issues or challenges. Topics include empathy, problem solving, emotion management and safety.

• Individual Counseling 
• Counselors provide individual or small group counseling to support students to develop effective interpersonal skills and resolve various relationship issues as needed. Also, counselors support students to address a range of emotional concerns, including developing a repertoire of coping skills to manage the stressors they encounter.

• Small Group Counseling 
• Provide opportunities in small groups tailored to meet the needs of a small group of students based on social emotional needs. 

• Transitional Counseling 
• As a school with a highly mobile and transient population of students, counselors support students and their families as they enter and exit the school to address the challenges typical of transition. Counselors also organize transitional programs as students progress from elementary to middle school.

• Consultation with Faculty, Parents and Administators
• Counselors work closely with teachers, parents and administrators to advocate for students and ensure that their issues are understood and their needs are met. Through regular communication and collaboration, a network of support is created for students.

• Crisis Intervention
• School counselors are integral members of ISKL’s crisis intervention team, and assist in the development and implementation of the school’s response plan to child-specific, division-specific, and school-wide crises. Counselors and administrators in each division work closely to coordinate and manage the response plan, including sharing the plan with necessary stakeholders (i.e., teachers, staff, parents), supporting responders, etc. Crisis counseling -- including direct intervention and follow-up -- is provided to the relevant students, families, staff, and community members. Such counseling is typically short-term and temporary in nature. When necessary, referrals are made to appropriate community services, as available. 

• Case Management and Referral Services
• In collaboration with the divisional SRTs, counselors and psychologists provide students and their families with appropriate referrals to external services.  Such services could include, but are not limited to, tutoring, longer-term therapy, family counseling, psychiatric services, psycho-educational / cognitive assessment, speech and language assessment and services, and occupational therapy.