The "I can" Kindergarten Group
Getting to know the kindergarten students is a key component of a school counseling program. First, it begins the process of getting to know each student outside of the classroom setting. Secondly, coming to my room becomes an adventure rather than a negative stigma. It is important that at an early age the students learn that the counselor is for everyone not just the bad, sad, mad kids. Thirdly, by getting to know the students I am able to consult with the teachers if and when a concern arises.
Lastly, I am able to connect with the parents and begin building a foundation of trust.
Concepts
1. Parents may be uncomfortable with "counseling" for their children and fear that something is wrong with their child. To prevent this I take several pregroup steps.
a. At the kindergarten orientation I speak to the parents for several minutes. I explain that school counselors are for all students to help them with the developmental milestones. I talk about how I am also a support to them and add how on the first day of school there are more parents crying than kids. I tell them about the I can group and say that it is my hope to have all the students participate as the year unfolds.
b. A letter (email or newlsetter) goes home at the beginning of the year from the teacher telling about the "I can" group. Her letter explains that it is a chance for me to get to know her students and that going to see the counselor is an adventure where they get to see my room and talk about their strengths. The parents are asked to let the teacher know if they do not want their child to participate.
c. I send a letter home to parents when the group begins and ends. I invite the parents to contact me at the end of group if they would like to hear about their child's participation. Most parents do not take me up on this offer but those that do it is a wonderful opportunity for me to develop a nice relationship with them.
d. At the end of the year another letter goes home to the parents (now emails or in the newsletter) stating that not all kindergarteners from the class were in the I can group since we ran out of time. However, there is another opportunity in First grade for the "All About Me" Group.
2. Group is optional.
3. The teacher puts together the combination of students. Two boys and two girls.
4. The group meets two times a week for 15 minutes for 3 weeks.
5. Group Format & Process
a. Session One: I have a colored piece of construction paper on the floor and one marker. I pick up the children from the room. Although very kindly I do set my standards rather quickly since my room is very inviting. I am firm but caring as I direct them to sit around the paper. I make a big circle in the middle of the paper and say, "This is the I Can Group". I tell them my name and draw a face and hair. I write my name under it. I also do the same for my puppet. Then we go around to each and do the same. I let them draw in their faces and hair but I write their name. I tell them in this group we are going to talk about all the things we can do. Off they go back to class.
b. Session Two: Another sheet of color construction paper. The marker and five index cards and a few crayons are on the floor. I review what we did last time and go over everyones name. I tell them that when we were little babies we could not do very much. We could cry "WAAAA" and we could sleep "snore" and we went to the bathroom. They usually laugh. But, then we learn things like crawling, walking, talking, What are some things you can do now that you are 5. We do a go around a few times. I make a circle in the center of the page and write "I Can" Then on the index cards I have them draw something they can do. I do a picture also. When they share I paste the index card on to the sheet. And then tape the first sheet to the second. Over each session I tape the sheets together to make a long train.
c. Session Three: Same set up of paper. We review page one and page two. Page three I make a circle in the center of the page and write " Feelings when I can". Then I say, "When we can do things we have big feelings. When I can do something I feel "excited". We go around and I write down what they say. Sometimes we go around twice. I usually add a face to match the feeling or let the students do this. Tape page 3 and off they go.
Remember group is only 15 minutes because of their attention span.
d. Session Four: Same set up of paper and index card. We review pages one, two, and three. Page four I make a circle in the center of the page and tell them, " When we were little there were things we couldn't do yet. We couldn't run because we first had to learn to walk. So now there are things you can't do yet but will be able to as you get older. So today we are going to talk about " Things I can't do Yet." I write that in the cirlce.
I share with them that I can't swim yet. How I never learned how to blow bubbles under water. Each one of them tell what they can't do yet but really want to. I give them an index card and they draw a picture of what they can't do yet. I glue this to the sheet. Off they go.
e. Session Five: Same set up of paper (no index card) I only review last weeks page. I say, "Just like with things we can do we have feelings about things we can't do yet. When I can't swim I feel determined. I really want to learn. " I make a circle in the center of the paper and write " Feelings when I can't yet." Each child says what they feel which usually includes things like sad, scared, frustrated, worried. I write down and draw a face (sometimes I have the child draw the face) I tape the pages together. By now we have quite a long train of pages. Off they go.
f. Session Six: Same set up of paper No index card. This is our last group. I make a circle in the middle of the page and write "What we learned". I write down what they say and their name by it. I am always amazed what they gain from this. I then go back and read all that we did in group and lay out the long train of pages. Then we line up and carrying the long train go back to the class room. The teachers have a variety of ways to respond to this. Some have the children go over it all with the class as they enter with the long train.. Other take the sheets and turn them into a book. As each group finishes she makes a book. Later in the year she has the groups share their book.
6. There is so much to learn from the process. As we are going through the sessions I make note of personalities ( are they confident, shy, distracted, off task, focused on themselves, good listeners etc) I watch for behaviors ( who keeps hands to self, who interrupts, who need constant regrouping) I keep a file for each group and jot down my observations. I use this for feedback to the parents if they should contact me. I make individual cards for each child with my thoughts and observations. I refer to this card as the years go on. Also I sit down with the teacher and we talk about what we are discovering about the student.
Lastly, I am able to connect with the parents and begin building a foundation of trust.
Concepts
1. Parents may be uncomfortable with "counseling" for their children and fear that something is wrong with their child. To prevent this I take several pregroup steps.
a. At the kindergarten orientation I speak to the parents for several minutes. I explain that school counselors are for all students to help them with the developmental milestones. I talk about how I am also a support to them and add how on the first day of school there are more parents crying than kids. I tell them about the I can group and say that it is my hope to have all the students participate as the year unfolds.
b. A letter (email or newlsetter) goes home at the beginning of the year from the teacher telling about the "I can" group. Her letter explains that it is a chance for me to get to know her students and that going to see the counselor is an adventure where they get to see my room and talk about their strengths. The parents are asked to let the teacher know if they do not want their child to participate.
c. I send a letter home to parents when the group begins and ends. I invite the parents to contact me at the end of group if they would like to hear about their child's participation. Most parents do not take me up on this offer but those that do it is a wonderful opportunity for me to develop a nice relationship with them.
d. At the end of the year another letter goes home to the parents (now emails or in the newsletter) stating that not all kindergarteners from the class were in the I can group since we ran out of time. However, there is another opportunity in First grade for the "All About Me" Group.
2. Group is optional.
3. The teacher puts together the combination of students. Two boys and two girls.
4. The group meets two times a week for 15 minutes for 3 weeks.
5. Group Format & Process
a. Session One: I have a colored piece of construction paper on the floor and one marker. I pick up the children from the room. Although very kindly I do set my standards rather quickly since my room is very inviting. I am firm but caring as I direct them to sit around the paper. I make a big circle in the middle of the paper and say, "This is the I Can Group". I tell them my name and draw a face and hair. I write my name under it. I also do the same for my puppet. Then we go around to each and do the same. I let them draw in their faces and hair but I write their name. I tell them in this group we are going to talk about all the things we can do. Off they go back to class.
b. Session Two: Another sheet of color construction paper. The marker and five index cards and a few crayons are on the floor. I review what we did last time and go over everyones name. I tell them that when we were little babies we could not do very much. We could cry "WAAAA" and we could sleep "snore" and we went to the bathroom. They usually laugh. But, then we learn things like crawling, walking, talking, What are some things you can do now that you are 5. We do a go around a few times. I make a circle in the center of the page and write "I Can" Then on the index cards I have them draw something they can do. I do a picture also. When they share I paste the index card on to the sheet. And then tape the first sheet to the second. Over each session I tape the sheets together to make a long train.
c. Session Three: Same set up of paper. We review page one and page two. Page three I make a circle in the center of the page and write " Feelings when I can". Then I say, "When we can do things we have big feelings. When I can do something I feel "excited". We go around and I write down what they say. Sometimes we go around twice. I usually add a face to match the feeling or let the students do this. Tape page 3 and off they go.
Remember group is only 15 minutes because of their attention span.
d. Session Four: Same set up of paper and index card. We review pages one, two, and three. Page four I make a circle in the center of the page and tell them, " When we were little there were things we couldn't do yet. We couldn't run because we first had to learn to walk. So now there are things you can't do yet but will be able to as you get older. So today we are going to talk about " Things I can't do Yet." I write that in the cirlce.
I share with them that I can't swim yet. How I never learned how to blow bubbles under water. Each one of them tell what they can't do yet but really want to. I give them an index card and they draw a picture of what they can't do yet. I glue this to the sheet. Off they go.
e. Session Five: Same set up of paper (no index card) I only review last weeks page. I say, "Just like with things we can do we have feelings about things we can't do yet. When I can't swim I feel determined. I really want to learn. " I make a circle in the center of the paper and write " Feelings when I can't yet." Each child says what they feel which usually includes things like sad, scared, frustrated, worried. I write down and draw a face (sometimes I have the child draw the face) I tape the pages together. By now we have quite a long train of pages. Off they go.
f. Session Six: Same set up of paper No index card. This is our last group. I make a circle in the middle of the page and write "What we learned". I write down what they say and their name by it. I am always amazed what they gain from this. I then go back and read all that we did in group and lay out the long train of pages. Then we line up and carrying the long train go back to the class room. The teachers have a variety of ways to respond to this. Some have the children go over it all with the class as they enter with the long train.. Other take the sheets and turn them into a book. As each group finishes she makes a book. Later in the year she has the groups share their book.
6. There is so much to learn from the process. As we are going through the sessions I make note of personalities ( are they confident, shy, distracted, off task, focused on themselves, good listeners etc) I watch for behaviors ( who keeps hands to self, who interrupts, who need constant regrouping) I keep a file for each group and jot down my observations. I use this for feedback to the parents if they should contact me. I make individual cards for each child with my thoughts and observations. I refer to this card as the years go on. Also I sit down with the teacher and we talk about what we are discovering about the student.
From my Counseling Room
There are many cute stories to tell of these groups over the last twenty years but one stands out in my mind forever. As we were talking about what we can't do yet, one spunky boy said, " I can't cuss yet. you know say bad words." I asked him when he thought he would be able to and he proudly said, "When I am in first grade." I said maybe wait a little longer.