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School Counselor: Rebecca Seymour
Activity: Classroom Guidance Lesson
Grade(s): K
SCHOOL COUNSELING PROGRAM GOALS ADDRESSED:
Understand what a problem is and what makes a problem
Identify common problems
Appropriately respond and react to problems in the environment
Identify ways to solve/fix/reduce the size of the problems
ASCA MINDSETS AND BEHAVIORS:
M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M 2. Self-confidence in ability to succeed
B-LS 9. Gather evidence and consider multiple perspectives to make informed
decisions
B-SMS 1. Demonstrate ability to assume responsibility
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SMS 9. Demonstrate personal safety skills
B-SS 1. Use effective oral and written communication skills and listening skills
B-SS 2. Create positive and supportive relationships with other students
B-SS 4. Demonstrate empathy
B-SS 9. Demonstrate social maturity and behaviors appropriate to the
situation and environment
LEARNING OBJECTIVES:
1. S
tudents will participate in collaborative conversations with diverse partners
in larger groups in order to learn about their similarities and differences with
peers to increase sense of school belonging.
2. Students will correctly identify what the problem is and be able to
communicate the size of the problem based on the following standards: How
many people are needed to fix the problem? How long will the problem take to
fix?
3. Students will be able to identify the feelings caused by problems in the
environment
4. Students will learn to match the size of their response to the size of the
problem.
MATERIALS:
Community Circle Materials (Talking piece, prompts, etc.)
Red (Big Problem), yellow (Medium Problem), green (Small Problem) size of
the problem cards with picture visuals (clock and # of people)
Blank red, yellow, and green cards for each student
Problem Solving Wheel
PROCEDURE:
Counselor will begin lesson with deep breathing exercise.
Class will participate in a community circle exercise (example prompts: I am
afraid of…, My favorite ice cream flavor is…)
Counselor will pass out one red, yellow, and green card to each student in the
circle. Counselor will lay out example cards that have picture visuals in the
center of the circle. Then, counselor will read out loud common scenarios that
students may run into at school and home. With each scenario, students will
hold up the color card that they think matches the size of the problem.
Continue discussion of why we would consider that scenario a ___ problem
(How many people are involved? How much time would it take to fix?). Then,
talk about how big our reaction should be and some appropriate ways of
responding using Problem Solving Wheel.
Example:
Prompt: “You get cut in line going to recess”
What is the size of our problem? *Holds up green (Small Problem) card*
Why is it a small problem? Because it only takes one or two people to fix, and it
only takes a little time.
How big should our reaction be to a small problem? Small!
What are some things that you could do in this situation? Ignore it, tell the
student politely that you did not like that they cut in front of you, make a deal.
DATA
Process Data:
All Kindergarten classrooms participated in this 30 minutes lesson.
Perception Data:
Students learned about what the problem is, and how to define small, medium,
and big problems.
Students know at least one strategy to solve a problem.
Outcome Data:
Most students can correctly identify the problem and the size of the problem.
Some students can provide solutions to problems, depending on their size.
Follow Up:
Counselor and teachers will reinforce ideas and concepts in everyday
interactions with students.