Small Moments, a blog about school counseling at Armstrong Elementary School - Small Moments

2nd, 3rd Grade Including Others

1/9/2019

Dear 2nd and 3rd Grade Parents and Guardians,

Here at Armstrong, one of the most important things we can do to help create a strong community is to include others. All students enjoy being part of the group, and often have positive memories of times they were included.

Given that feeling included is important to everyone, we are using our lesson this week to focus on ways to ask to join a group and to generate strategies to make others feel included. Students are working as teams to act out different situations where including another person might be tricky or challenging. In preparing their scenes, they are asked to consider two questions:

How can we ask to join in a way that is kind and flexible?
How can we make it so everyone feels included?

Students did an excellent job of creatively finding solutions to some challenging including problems. If you have a moment, please ask your child to describe their role play and the strategies their team brainstormed to make all students in the group feel included.

Thank you for your support.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760, Email: starrd@westboroughk12.org

K and 1 Feelings

12/11/2018

Dear Kindergarten and First Grade Parents and Guardians,

This week, I am talking about feelings with kindergarten and first grade classes. One of the most important parts of being a kind member of a community is recognizing how other people are feeling and why. As part of our lesson, we spent time discussing different feeling words. We then looked at and practiced feeling faces. Finally, everyone chose a feeling to write about and illustrate.

This year, I am incorporating a program called the Zones of Regulation into our lessons on feelings and conflict resolution in first grade classes. Understanding the feelings that fit into certain zones helps us learn how to respond when we are feeling a certain way. You can see the different zones in the chart attached to this post. We will use this work on feelings when we discuss problem solving over the next several weeks.

Building a feeling word vocabulary is important for everyone, and you can help at home. Try and find opportunities to introduce feeling words into the time you spend with your children. When they are feeling good, help them instead recognize if they are excited, surprised, confident, silly, comfortable, or proud, and what has caused them to feel that way. When they are upset, help them figure out if they are angry, sad, bored, jealous, grumpy, shy, uncomfortable, frustrated, confused, scared, embarrassed, guilty, disappointed, or lonely. Understanding these more complex feelings is an important step to figuring out the cause of the feeling, and if it is something you don’t like, making it better.

Thank you for your support with this important lesson.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760 Email: starrd@westboroughk12.org

2nd Grade Hunter's Remote Continued

12/6/2018

Dear Second Grade Parents and Guardians,

This week, we are continuing our work with Hunter's Remote Control. As you might recall, before Thanksgiving, we read a book about Hunter's remote. In the story, Hunter creates a remote control to help him become a better student and friend. Each button on the remote is a strategy Hunter can use.

This week, we reviewed the buttons on Hunter's remote. Students then chose a button to focus on and practice using. They each wrote about why they chose their button, and will be bring this writing home to share with you.

Students also brainstormed buttons they might choose to add to Hunter's remote. If you have a moment, consider asking them about the button they created.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: (508) 836-7760 Email: starrd@westboroughk12.org

3rd Grade Brainology Continued

12/6/2018

Dear Third Grade Parents/Guardians,

This week, we are continuing our work with Brainology. As you might recall, Brainology is a website that uses engaging cartoon characters to teach academic skills. For the second part of the Brainology curriculum, the program focuses on strategies you can use when you are feeling stressed or nervous. These feelings are a natural part of life. The challenge is that there are times when we get so nervous that we are unable to focus. At these points, certain strategies can help us to calm our down.

The program describes a few different strategies. These include:

Calm your body. In previous grades, we spent time reviewing strategies to calm your body when you are upset. These include:

Take 3 deep breaths
Count slowly to 10
Think of something that makes you happy
The program introduces a strategy called square breathing. Consider asking your child to show it to you.

These skills can work to help calm your body during a stressful academic situation as well.

Turn a negative thought into a positive one. For example, if you are thinking “I’m going to fail this test,” focus on changing your thoughts to “I studied, I prepared, and this is my time to show what I know.” This can work for any nerve-wracking academic situation and fits with the Growth Mindset language being taught in third grade classes.

If you have a moment, please review these strategies with your child/ren. And if you are finding that they are nervous about homework or an upcoming test or presentation, you can help them use these strategies to hopefully make things a little less stressful.

Thank you for your help reinforcing this important lesson.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: (508) 836-7760 Email: starrd@westboroughk12.org

Kindergarten and First Grade Personal Space

11/26/2018

Dear Kindergarten and First Grade Parents/Guardians,

This week, we are reviewing personal space. As part of the lesson, we defined personal space (the space we need to give each other so everyone feels comfortable) and discussed ways to talk to another student that is invading your personal space. We also talked about what personal space looks like on the rug, in line, and around school.

If you have a chance, ask your child:

How can you tell another student you need more personal space?

Answer: Be kind and also clear about what you want. Some student examples include:
“Excuse me, can you please move over?”
“You are breaking my personal space bubble. Please give me some more space.”

How can you give personal space in line?

Answer: Face forward, hands by sides, just right space between you and other students.

What does personal space look like on the rug?

Answer: Give me 5, space between you and your neighbors, in your square (if your classroom rug is divided in this way).

You can even ask your child about places they can give personal space around the home, and what personal space might look like in those places.

Thank you for your help reinforcing this important lesson.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760, Email: starrd@westboroughk12.org

3rd Grade Brainology

11/14/2018

Dear 3rd Grade Parents and Guardians,

This week, I am introducing third grade students to a website called Brainology. Brainology takes research on strategies to develop a growth mindset and presents them in a visually interesting, child friendly way. As part of the lesson, we brainstormed about the role of the brain in our lives, learned about the many jobs of the brain, and talked about strategies to help the brain work at its best.

Three strategies introduced in the program are:

Eat a filling breakfast
Get more sleep
Do my homework without distractions (in a quiet space, no television or other people talking)

Students were asked to choose one of these strategies to focus on in their own lives over the next two weeks.

If you have a chance, please ask your child to share with you the goal they chose. You can even help them to work toward their goal. I will be checking in on how students are doing during our next lesson.

Thank you for your help,

David Starr
School Counselor, Armstrong Elementary School
PH: (508) 836-7760 Email: starrd@westboroughk12.org

2nd Grade - Hunter and His Amazing Remote Control

11/14/2018

Dear Second Grade Parents and Guardians,

Over the next two lessons, we are talking about growing as a second grade learner by using a book called Hunter and His Amazing Remote Control. In the story, Hunter creates a remote control to help him become a better student and friend. Each button on the remote is a strategy Hunter can use. They include:

Channel Changer: Use it to focus on the topic you are expected to be thinking about. For example, if you are learning about math and your mind is thinking about recess, use this button to change your mind back to the “math” channel

Pause: Stop what you are doing, calm down, and make a plan

Fast Forward: Predict what might happen next and use this thinking to make the expected choice right now

Rewind: We all make unexpected choices. Use this button as a way of going back and try again to make the expected choice

Slow Motion: Use this as a reminder to slow down, be mindful, and enjoy the moment

Coach: Use as a way to keep a positive attitude and as a reminder that being a better learner and friend is a life-long goal for everybody

Zapper: Use as a way to “zap,” or remove the negative thoughts we sometimes think when things are hard and we are feeling discouraged

Way to Go: Use as a reminder that while we are working to improve, it’s important to celebrate successes along the way

As part of the lesson, students had a chance to think about the different times they might use each button. They then chose one button to practice using over the next couple weeks. We will continue to work to build understanding of the strategies found on Hunter’s remote next time we meet.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760 Email: starrd@westboroughk12.org

Our Brains Help Us

11/1/2018

Dear First Grade Parents and Guardians,

This week, students are thinking about ways they can be a better learner. Here at Armstrong, everyone is taught the components of Whole Body Listening. This includes using your eyes, ears, mouth, hands, and body to ensure that all of your senses are focused on the person speaking.

Active listening involves more than utilizing these senses; it requires an individual to think about the information they see and hear. For this lesson, students are thinking about the ways their brains help them to listen and learn.

As part of this lesson, students cut out and colored brains, then wrote one way their brain helps them. They should be bringing their brains home and sharing them with you throughout this week.

As your children grow and develop, try and help them continue to think about ways they can support their brain to do its best thinking. This will hopefully help to make them a stronger student and member of our community.

Thank you for your help supporting this important lesson.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760 Email: starrd@westboroughk12.org

Whole Body Listening

11/1/2018

Dear Kindergarten Parents and Guardians,

This week, we are talking about whole body listening in kindergarten classes. Being the best listener you can be takes more than using your ears to hear. It takes your whole body to truly listen. As part of our lesson, are reviewing the many parts of our body that are important to being a successful listener. These include:

Eyes on speaker
Mouth closed and quiet
Body still and calm
Ears listening
Hands in lap and free of materials
Brain thinking
Heart feeling

If you have a moment, please ask your child to share the different parts of their body they use to be a successful listener at school.

Thank you for your help reviewing this important lesson.

Sincerely,

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760 Email: starrd@westboroughk12.org

Bus Safety

10/21/2018

Dear Armstrong Parents/Guardians,

This week, I am meeting with all classes to talk about bus safety. Since many of our students ride the bus to and from school each day and every student will at some point use buses for field trips, teaching bus safety is important, as well as the law. As part of the lesson, students learned about walking around and crossing in front of the bus, expected behavior on the bus, and the location of emergency exits as well as the first aid kit and fire extinguisher. Students also practiced evacuating the bus using the rear exit. Here at Armstrong, we follow the Golden Rule – Treat others the way you want to be treated. We talked about the importance of this rule, even on the bus. If you have a chance, ask your child/ren:

How should you safely walk alongside the bus? (Make sure you are always at least three big steps away from the side of the bus, behind the yellow line in front of the school. If you have dropped something alongside the bus, let the bus driver know before getting it. Never cross behind the bus).
How should you cross in front of the bus? (Take three big steps toward the front of the bus, enough to be in front of the crossing arm, and make eye contact with the bus driver. When the bus driver gives you a wave, look both ways and cross the street).
How do you safely board and exit the bus? (One person boards the bus at a time. While holding the hand rail, walk up the steps. Make sure you watch the person in front of you in case they trip. Also, make sure your shoelaces are tied before boarding and exiting the bus).
How are you expected to behave on the bus? (Sit with your back and bottom on the seat, facing forward. Make sure the aisle is always clear. Give personal space. Use indoor voices. Stay seated in the same seat for the entire ride).
How do you exit the bus in an emergency using the rear door? (Lift the back door handle. Push open the door. Students at the back of the bus exit first. Walk to the exit and leave the bus using the “sit and scoot” method. Move away from the bus).
Where are the emergency exits and emergency equipment on the bus? (Emergency exits are located on the side windows, on the ceiling, and at the rear of the bus. The fire extinguisher and first aid kit are located next to the bus driver at the front of the bus. None of these should be used unless there is an actual emergency).
What is the Golden Rule and how can we follow it on the bus? The Golden Rule is “Treat others the way you would like to be treated.” We can follow this rule by listening to the bus driver, using indoor voices, and staying seated. We can use kind words, keep our hands to ourselves, and let others sit with us when they ask.

Thank you for your help reinforcing this important lesson!

David Starr
School Counselor, Armstrong Elementary School
PH: 508-836-7760, Email: starrd@westboroughk12.org