Ahhh, thirteen and a half days until summer vacation. Not that I'm counting or anything!
This week I was composing e-mails to a couple of parents who'd asked me for some suggestions about how to work with their kids over the summer, and it occurred to me that a letter to all my kiddos' parents with some pointers might be a really useful thing to send home.
Now I must note here that I've been working as a school counselor since 1999, and this is the first time that this admittedly brilliant idea has ever occurred to me. I may be old, but I'm also slow on the uptake.
Anyway, I wrote the letter, which is general enough to send home with all the students on my caseload yet I hope still helpful. Here's the link to a PDF of the letter. As always, help yourself!
Hip hip hooray, it's time for more data collection!
Seriously. I'm not being as snarky as I may sound. (You know me so well). Even though "data" is becoming something of a dirty word to a lot of us, I'm actually collecting information I can use to answer the #1 question for school counselors: Am I effective?
A large part of the answer has to do with my relationship with the teachers in my building, and whether they view what I do as helpful to them and to their students. It's not enough to be a good counselor to the kids; I also have to effectively collaborate and communicate with the adults.
This--the end of my first full year in a new district--is the perfect time to find out how teachers think I'm doing (as nerve-wracking as that may be for a sensitive overachiever like me). So I've bravely turned to my new best friend, Google Docs, to create a teacher/staff survey.
Here's the link to the document, in case you'd like to download it to your Google Docs and edit it for your own use.
BEFORE EDITING, click "File" (upper left-hand corner), then "Make a Copy" to copy it to your Google Drive. CLOSE my survey, then find "Copy of Counseling Survey 2013-2014" in your drive. This is your personal one that you may edit as you wish.
Change the questions according to your needs, the theme of the form (a decorative choice) if you wish, and delete the instructions I put for you at the top of the form.
Make the spreadsheet to collect your responses by clicking on "Responses," then "Change Response Destination," then "New Spreadsheet." This will be where your personal data is collected.
When you're ready to enter your data, click on "View Live Form" on the bar above. This will show you the form as your respondents will see it.
To send to your teachers, copy the link of the live form and e-mail it to them. I don't use the share feature, because I just want them answering the questions, not editing the form.
I e-mailed the link out after school Friday afternoon. I have no idea what the response rate will be, but I figure at least I should get the people who are most happy and least happy with what I'm doing.
Let's hope it's more of the former!
Girl drama. It's out of control in grade 4. Herds of girls are my door daily, sobbing: she's stealing my friend or I was her friend first. The jealousy, hurt feelings, and need to control others are sapping my mental energy if not my actual will to live.
Anyway, I've been going nuts trying to figure out a way to make it stop. I've had meetings with girls individually and in groups, have had the principal read them the riot act, have spoken with a few parents, and have played both the Good Cop and the Bad Cop---all to no avail.
FInally, over the weekend, I snapped awake at 4:30 a.m. with the idea of using a flame as an analogy for friendship.
Today at snack time I called down six of the most frequent of the frequent fliers. We went outside (so I wouldn't set off any smoke alarms), and I pulled out a box of 24 tea light candles. I shook half a dozen out of the box, and lit the first one, telling the girls it represented the friendship with their closest friend.
Then I said, "Imagine that now one of you decides to make a new friend." I used the flame from the first candle to light the second one. Then I asked, "Did the flame on the first friendship get any smaller when I lit the second flame?" (A: no).
I repeated that action again, and asked the same question---did the flame get any smaller when a new flame was lit? Again, no. I asked how many candles they thought I could light without the flame changing (A: a lot!).
We talked about how the human heart isn't like a drinking glass that can only hold a limited amount. It's more like the flame that can grow as much as it needs to without being diminished. One of the girls asked, "But what if someone is stealing your friend?" So we had to talk about how no one can "steal" someone else unless that person wants to be "stolen."
Finally, the climax of my demo was to show what happens if you try to protect your friendship and not let anything or anybody else come close. I put a small glass upside down over the first tea light, and in just a couple of seconds the flame went out. I defined the word "smother" for them. Smothering your friends doesn't protect your friendship, it damages or even destroys it.
After my demonstration was over, we brainstormed a list of positive behaviors that "fan the flame of friendship" and negative behaviors that "smother the flame of friendship." Here's the T-chart I gave each of them.
I know this was kind of an advanced concept for 4th graders. Heck, I know some adults who still struggle with it! What I'm really jazzed about though is the potential this flame analogy has for expansion (like, letting your light shine?). I'm going to keep thinking about this and maybe try and come up with a set of Flame of Friendship activities for next year. Stay tuned!