Second Grade Play Group
The Second Grade Play group provides numerous opportunities for the students, to learn about themselves in social settings. In addition, parents, teachers and the counselors gain great insight into how the student works with others. Children learn best through play and this group provides a setting where the play is monitored.
The group meets for 5 sessions for 30 minutes. There are 5 students in each group. The group generally meets at recess. The group is offered to all students but most groups are put together based on teacher or parent referrals. However, make sure not to stack the groups with only students who are lacking in social skills otherwise the groups may get a negative stigma. It is a great opportunity to invite new students to this group so that they can make connections with other students. By second grade I have seen the majority of students in either the kindergarten "I Can" group or first grade "All About Me" so often students request to be in the group as well.
1. Format
2. Structure
Session One: When the students arrive I have them sit on the floor. I have a very low kindergarten chair I sit on. The reason I don't sit on the floor is I am actually not part of the group that will be playing.
Session Two - Four I begin the group by reminding them that they will get to play once they all agree on what they want to play today.
This group provides so many opportunities to observe the PROCESS. It is also key not to step in and solve their problems for them. There have been many a group they never get to play because there are students who will not give up what they want to do. There are other students who are always willing to give up what they want for the good of the group.
Session Five Last session continues as the other but call them back 10 minutes before close. Depending on how the group progressed this group can be mostly processing what they learned about themselves and others.
3. Process and stages:
The group meets for 5 sessions for 30 minutes. There are 5 students in each group. The group generally meets at recess. The group is offered to all students but most groups are put together based on teacher or parent referrals. However, make sure not to stack the groups with only students who are lacking in social skills otherwise the groups may get a negative stigma. It is a great opportunity to invite new students to this group so that they can make connections with other students. By second grade I have seen the majority of students in either the kindergarten "I Can" group or first grade "All About Me" so often students request to be in the group as well.
1. Format
- A letter (email, newsletter) from the teacher goes home to parents at the beginning of the year introducing the group. The letter describes the group as an opportunity, during recess, for selected students to go to the counselor's office to play. The teacher explains that there is a catch, however, that all the group members have to agree on what to play. It is through this process that the students learns how to compromise, cooperate, share and have fun. Parents can let the teacher know if they do not want their child to participate.
- The teacher and counselors sit down to put together groups of 5 (same sexes). The teacher tells them they are going to have recess in my room for a few times. This group is often run during the winter months when there is more indoor recess time and student do not object since they will be playing in my room.
- My room is set up with a variety of options for play. I have legos, blocks, puppets, stuffed animals, sand tray, art, books, games, marble works, wooden pirate ship and large doll house.
2. Structure
Session One: When the students arrive I have them sit on the floor. I have a very low kindergarten chair I sit on. The reason I don't sit on the floor is I am actually not part of the group that will be playing.
- I tell them that this is a play group and there are many different things they can do in my room. I quickly review all the options.
- I tell them that each week they will get to play but everyone has to agree on what to play before we actually begin playing. I do a quick survey as to what each think they most want to play. Most of the time the responses are different.
- I tell them that at the end of the group they are going to learn something about themselves and something about someone else in the group.
- Then I pick the first activity which is "circle of feelings game" This is a simple spinner game that has 6 different feelings. When the spinner lands on a feeling the person tells about a time they felt that way. The last part of the group I ask if anyone made any connections with someone in the group.
- Then I share the Big Rule. They cannot plan ahead what they will play. It can only be decided in my room. Off they go back to class.
Session Two - Four I begin the group by reminding them that they will get to play once they all agree on what they want to play today.
- Each student gives their choice. Rarely do all students pick the same thing.
- So I just wait and see how the discussion unfolds. I may ask some questions such as "What do you think?" , "What are some ideas?".
- After the students process a bit we ask again each individual what they would like to do. Depending on how it unfolds I may also introduce some concepts such as compromise or sacrifice.
- Each week as it takes longer to agree the students begin to realize there is less and less time to play, regardless of what they decide.
This group provides so many opportunities to observe the PROCESS. It is also key not to step in and solve their problems for them. There have been many a group they never get to play because there are students who will not give up what they want to do. There are other students who are always willing to give up what they want for the good of the group.
- As the sessions continue I bring in more direct questions to the students. I highlight who has sacrificed and who has not. I encourage students to tell I messages to each other and to give feed back.
- With 5 minutes left in group I stop and have them come back into a circle on the floor. I ask them to give compliments to each other. I ask them to share what they hoped would have happened. There are times when I do a direct intervention if I have noticed students being left out in the play. "What was it like for you when no one took your ideas for the game?" , "Were you feeling left out when .....?" When the students are playing I am observing the dynamics between them.
Session Five Last session continues as the other but call them back 10 minutes before close. Depending on how the group progressed this group can be mostly processing what they learned about themselves and others.
- We talk about how they feel about group ending
- We talk about what might work outside if they find themselves with friends who don't agree what to play.
- We talk about what they learned about themselves.
- We talk about what they discovered about someone else in the group.
3. Process and stages:
- Leader Beware. This is a tough group to facilitate. When the students are in the conflict stage emotions run high. The stakes are high, they are missing recess and they are not getting a chance to play.
From My Counseling Room
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