Professional School Counselor Procedures: Student Involvement: as many of the following situations as time allows. to scenarios with honest predictions of what you For each situation, ask students to predict: What is WANT to do (first impulse) and what you do when your first impulse (what you want to do you find your self-control. found your self-control! What immediately)…You’ve do you do? Student responses will include words such as “choosing”, “deciding”, consequences, “saying to self when ‘No’ tempted”. When students have made oral predictions, invite Volunteer to demonstrate finding your self-control in demonstrations of finding (instead of losing) self- each scenario. control in the same situations. Sitting on the floor in a group while the teacher reads a story heard before. you’ve Wanting to swing and there are no vacant swings Waiting in line to get lunch and the person behind shoves you. Making the last out in a baseball game Seeing someone trip and fall Walking by other desks on the way to students’ the pencil sharpener Wanting to tell the teacher something when someone else is talking Wanting to go home to play when your at-home- adult ignores you and keeps shopping. Stress the importance of maintaining self-control in all situations—even though it is HARD! CLOSURE: Review major points of lesson and CLOSURE: Volunteer to tell the class one new thing you encourage students to monitor their self-control at learned about Agree to monitor your use “self-control. school and at home. When is it easiest to use self- of self-control at school and at home. control and when is it the most difficult? Classroom Teacher Follow-Up Activities (Suggestions for classroom teacher to use to reinforce student learning of Comprehensive Guidance Curriculum concepts)
Professional School Counselor Procedures: Student Involvement: as many of the following situations as time allows. For each situation, ask students to predict: What is your first impulse (what you want to do immediately)…You’ve found your self-control! What do you do? Student responses will include words such as “choosing”, “deciding”, consequences, “saying ‘No’ to self when tempted”. When students have made oral predictions, invite demonstrations of finding (instead of losing) self- control in the same situations. Sitting on the floor in a group while the teacher reads a story you’ve heard before. Wanting to swing and there are no vacant swings Waiting in line to get lunch and the person behind shoves you. Making the last out in a baseball game Seeing someone trip and fall Walking by other students’ desks on the way to the pencil sharpener Wanting to tell the teacher something when someone else is talking Wanting to go home to play when your at-home- adult ignores you and keeps shopping. Stress the importance of maintaining self-control in all situations—even though it is HARD! CLOSURE: Review major points of lesson and encourage students to monitor their self-control at school and at home. When is it easiest to use self- control and when is it the most difficult? to scenarios with honest predictions of what you WANT to do (first impulse) and what you do when you find your self-control. Volunteer to demonstrate finding your self-control in each scenario. CLOSURE: Volunteer to tell the class one new thing you learned about “self-control. Agree to monitor your use of self-control at school and at home. Classroom Teacher Follow-Up Activities (Suggestions for classroom teacher to use to reinforce student learning of Comprehensive Guidance Curriculum concepts)
PS_2_B_Grade_K-3_0.docx