Portfolio Ideas for Prospective Elementary Teachers

By Leah Davies, M.Ed. If you decide to take a portfolio to an interview, make it compact and easily accessible. Your portfolio should be designed to demonstrate your teaching knowledge and skills. Be selective and include only examples of your best work. When asked questions such as: Describe your greatest strength, Tell us about your most successful lesson, or How do you keep parents informed?, use your portfolio to clarify and support your answers.
Types of Portfolios An album

of your teaching experiences. Put all pages in slip protector sheets. Attach tabs to organize items and use scrap booking paper to back your photos. A mini-portfolio for each interviewer. It could include copies of your cover letter, resume, teaching certificate, philosophy, references, transcripts, etc. A binder to highlight five or more adjectives that describe you. Choose pictures that illustrate each of your attributes. A PowerPoint presentation organized around the state's standards for teaching. For each standard include two artifacts, along with an explanation for why you chose them. A PowerPoint portfolio that includes video clips of you teaching children, sample lesson plans, philosophy, photos, created bulletin boards, etc. Burn it onto a CD to use on your laptop. If you are unable to show it, you may choose to leave the CD with the interviewers. Or, you could upload it onto your website. Provide the interviewer(s) with the address and password.

Items You May Want to Include Table of Contents Pictures of your room arrangement, floor plan, bulletin boards, and learning centers Pictures that show you interacting with students who are participating in a unique lesson

along with printed objectives and lesson assessments Photos that portray your students being actively engaged in hands-on learning with captions Pictorial examples of lesson plans based on state standards Student projects Classroom management plan Discipline plan Lesson plans Copies of thematic units Adaptations for special needs students Anecdotal records Assessments tools you have used Extracurricular activities you have supervised Games and handouts you have created Photos depicting parental involvement Parent newsletter Documents that validate your ability to elicit parental cooperation, such as a thank you note from a parent Resume and teaching credentials College grades, transcripts and test results Projects prepared for college courses Certificates of attendance at professional meetings Memberships in professional organizations Classroom awards, commendations, and newspaper articles Workshops you have conducted including evaluations Grants you have written and received

"Getting to Know Each Other" Activities, Part 1

By Leah Davies, M.Ed. The following activities are noncompetitive, entertaining, and foster friendships among students. They help children to feel bonded to each other and to their teachers or group leaders. When students feel accepted and that they belong, they are more ready to learn. These activities may be adapted to various age levels and group sizes. 1. At the beginning of the year, place objects in a white paper lunch bag that you have decorated with markers and your name. Place five or more objects that represent your interests in the bag. For example, a picture of your family, pet, favorite candy bar, needlework, picture of hiking boots, travel pamphlet, etc. As you take out each item have the students guess why you chose it, or tell a story about each one. Then give each child an "About Me" bag to decorate and fill with items representing their preferences and interests. After they are returned, provide an opportunity for the students to talk about their items. These bags provide the teacher or leader with valuable insight into each child's life. A variation is to show cut-out magazine pictures or to draw pictures on an overhead transparency that describe you. For example, a book, swimsuit, baby, etc. Pass out paper and have the children draw pictures or cut out pictures from magazines that represent themselves. Have them discuss their pictures. 2. Share your expectations, rules, and plans for the year with your students. Tell them that you are interested in their ideas, thoughts, and interests. Have them discuss or write about:
o o o o

Their favorite teacher and what made him or her special Their interests, hobbies or activities What they like best about school What was my favorite story? If the children are too young to write, ask them the questions and write all of their comments on a board.

3. Ask the children to line themselves up by height, in alphabetical order by first name, or by birth date. When they have succeeded tell them how capable they are. Stress that by asking questions and working together they will be successful in your class. 4. For a bulletin board entitled, "We Are All Different, Yet All The Same," have the children draw themselves on paper or their head on a paper plate. Provide a variety of markers, felt, yarn, construction paper and other materials for use on their self-portrait. You may have older students fill out a questionnaire or list two goals for their school year to be displayed with their picture. 5. Divide a sheet of paper into 8, 12, 16 or 24 sections. On each write something like: has a big brother, has a little sister, was born in another state/country, likes mushrooms on pizza, likes to read, has a relative named John, has a pet bird, loves horses, watches (name of show) on TV, does not have a TV, broke leg or arm, likes to ice skate, plays basketball, likes to fish, wears glasses, has a summer birthday, plays the piano, first name begins with "M," etc. Pick phrases with your students in mind. Some children would relish the extra attention they would receive, i.e. born in a foreign country, or a shy child whose name begins with the chosen letter. For children who do not read, draw a picture in each space and discuss what each means. For example, a dog would mean that the child has a dog or likes dogs, a cat, a baby, a big brother, a fish, an arm with a cast, glasses, roller skates, baseball, etc. If the children cannot write their

names small enough to fit in the section, have them print their initial in the space. Pass out the sheets and have the children walk around the room and get a signature from someone who fits each description. An individual may only sign a child's sheet once. 6. Have the students draw and/or write on a sheet of paper entitled, "The most important thing about me is..." or "Something I am proud of is..." Then have each child talk about his or her picture in front of the class or in small groups. A variation is to have the children write down and/or illustrate three or four statements about themselves on a sheet of paper entitled, "Who Am I?" It may be necessary to brainstorm a variety of statements children may use -- for example:
o o o

I was born in Alaska I have two brothers I love to sing You could also read each child's statements and have the other children guess the author. Older students may enjoy adding more statements, one of which is untrue -- for example, "My dog had ten puppies." The children then guess which of the statements is false. Afterwards, combine the children's pages to make a class book.

7. Have the children sit in a circle. Ask each child to introduce himself or herself by saying his or her first name and a descriptive adjective or phase that begins with the same letter of their name, i.e. Friendly Fran, Very Happy Van, Strong Sam, or have them name a food they enjoy eating that begins like their name, i.e. Pizza Paul or Apple Anne. Younger children may need help thinking up a adjective or food to go with their name. The teacher or group leader begins and sets the tone of acceptance and fun. Have the children repeat the name of the child sitting next to them, before they say their special name, i.e. "This is Friendly Fran and I am..." If you have a small group, some of the children may be able to memorize all the names and then repeat them around the circle. 8. Have the children stand in a circle. Using a large ball of yarn, begin by holding the end of the yarn and naming someone across the circle along with saying something kind about a child like, "Tom plays fair." Then toss the ball to the student who says another child's name and makes a positive comment about him or her before tossing the ball of yarn. The ball is tossed around the circle weaving a "web" until the yarn is totally unrolled. The teacher or leader comments that everyone in the group is important and belongs. This activity contributes to group cohesiveness and a feeling of acceptance and self-worth.

"Getting to Know Each Other" Activities, Part 2

By Leah Davies, M.Ed. This is the second part of a list of noncompetitive, entertaining activities that foster children's friendships. These activities help students feel bonded to each other and to their teacher or group leader. If children feel a sense of belonging, they are more ready to learn. These activities may be adapted to various grade levels and group sizes. 1. Give the students a drawing of a personal shield divided into four or six sections with a place in the middle for their name or picture. You may want to give them a choice as to what to label each space before they illustrate it. Examples are family, interests, favorite book, hobby, future career, strength, favorite place, pet, etc. Laminating the shields adds to their durability.

2. Count off by twos and have the students form two circles, one inside the other. Have the children in the inner circle walk around and shake the other children's hands while music is playing. When the teacher stops the music, each child should have a partner. The teacher asks a question and each child introduces him or herself to their partner and answers the question. For example, the child in the outer circle says, "Hi, my name is___________ and my favorite food is_____________." Then the other child states his or her name and favorite food. Other examples of things to talk about could include a favorite color, subject in school, television show, book, sport, hobby, interest, animal, place to visit, etc. Resume playing the music and ask the children to find a different partner each time the music stops. 3. Divide a bulletin board into as many sections as you have students. Ask several children each day to bring in two objects or pictures that represent what they did during the summer. Have them take turns explaining their objects and attaching them in their named space. Objects like rocks or shells may be mounted in plastic. 4. Have the students write down what they think would be the answer to the following questions about their teacher or group leader:

Where was she or he born? How many brothers does she or he have? How many sisters does she or he have? How many different states or countries has she or he lived in or visited? Where did she or he go to college? What interests or hobbies does she or he have? Discuss the answers and then have the students answer the questions themselves. For the question concerning college, ask them to write down where they would like to attend college. (This may be a new concept for some of the students, but the thought of going to college is a constructive idea.) Then as a class or in small groups have the students share their answers.

5. Have the children stand or sit in a circle. Pass a soft ball to a child who states his or her name. Then the child throws or rolls the ball to someone on the other side of the circle who states his/her name and repeats the thrower's name. Emily threw to Tom, who catches the ball and says, "Emily, Tom" as he throws it to someone else, and the game continues. Remind the children to throw to someone who has not had a turn. Later when the children know each other, they can call out the name of the person to whom they are throwing the ball. A variation is to have the teacher ask a question like, "How old are you?" "Where were you born?" or "What is your favorite food, color, flower, tree, state?" Ask each child to answer the question when he or she catches the ball. 6. Tell the students to follow the direction if a statement is true for them and to stop when another instruction begins. Ask them to watch and listen carefully as they play the game because at the end, the students will be asked to tell one new thing they learned about another child. Say something like:

"Everyone stand up." "Everyone who plays piano, clap." "Everyone who has a dog or cat as a pet, put your right hand on your head." "Everyone whose favorite sport is soccer, stand on one foot." "Everyone who has been to another country, put your left hand on your right shoulder."

"Everyone who speaks more than one language, tap your foot." "Everyone who has brown eyes, turn around twice. " "Everyone who likes pizza, touch your toes. " "Everyone who was born in another state, raise your hand." "Everyone who has a sister, jump up and down." "Everyone who has a brother, pat your knees. " A variation is to have the children form two lines facing each other. If the statement is true, i.e. "You were born in another state," have them step forward. Or, have them form a circle and move to the center of the circle if the comment applies to them. At the end of the game ask each student to name one thing that he or she learned about another child. For example, "I didn't know that Kate spoke another language," or "I didn't know that Joe played the piano."

7. Have the children sit in a circle. Pass around a roll of toilet paper and tell the students to tear off as many squares as they need or want. After everyone is through, tell them that for each square that they took, they must tell one thing about themselves. For example, if Joseph took eight squares, he must say eight things about himself. Provide students who have trouble thinking of what to say, with clues like, "What is your favorite TV show, food, book, state, color, movie or interest?" 8. Give each child a sheet of paper. Have the students cut the corners to make their paper look like an island. Ask them to draw what they would want to have with them on the island if they had to live there a long time. Suggest that they may want to draw people as well as objects. When everyone is finished, have them partner with another child and discuss their drawing. Then have the children share two things they discovered about their partner with the class.

"Getting to Know Each Other" Activities, Part 3

By Leah Davies, M.Ed. This is the third part of a list of activities that are enjoyable and foster self-understanding and friendships among children (see end of article for links to prior articles). These activities help children feel bonded to each other and to their teacher or group leader. When students feel accepted and have a sense of belonging, their attitude toward each other and learning is enhanced. These activities are most effective when appropriately adapted to specific age levels and group sizes. 1. Make a large, blank puzzle out of poster board. Give a puzzle piece to each student and have them write their first name in the middle. Have them draw items that represent themselves or decorate their piece with a variety of materials. When they are finished, put them together to make a bulletin board entitled, "Each of us is important!" A variation is to make a classroom quilt. Cut pieces of light colored construction paper into 8" x 8" squares. Show the children how to draw a diamond in the middle of the square leaving four triangles, one in each corner. Have them write adjectives that describe themselves in the four triangles. Divide the children into pairs or groups of five and have them discuss what they wrote. Then ask students to glue their picture in the center of their square and attach the quilt pieces to a bulletin board. 2. Ask the children to brainstorm negative feelings they or their friends have had, such as sad,

angry, lonely, embarrassed, afraid, frustrated, jealous, disorganized, lonely, or hurt. You may want to write them on the board. Give the children a large index card and ask them to write down one of the words that describes an emotion they have had. Sit in a circle on the floor and place the mixed cards, face down, in the center. Pick up a card, read the word and ask, "What could make you feel (insert the feeling word)?" Accept all answers by restating what the student said. Then ask, "If you were feeling (name the emotion), what could you do to feel better?" Encourage the children to name positive coping skills. For the emotion, anger, a child may answer, "Hit him!" In that case you may want to ask the children if hitting is a good idea and discuss more positive methods for handling anger. If the card pulled is a duplicate, pick another one to discuss. Variations are to have the emotions printed on cards ahead of time, to place the cards face up instead of face down, and/or to have the children take turns choosing a feeling card and answering the questions. 3. Define "birth order" in a family. Ask the students to divide themselves into four groups:

The eldest in the family The youngest in the family Any place in the middle An only child

Then ask a child to volunteer to be the leader from each group. The leader's role is to:

get everyone involved ask questions write down the children's answers report back to the class or group

Questions to ask:

"What do you like about your birth order?" "What don't you like about your birth order?" "How are we alike as a group?"

4. You will need an open space with the children standing. The teacher or leader whispers the name of an animal to each child, or the children choose a slip of folded paper with an animal name or picture on it. At a signal the children imitate the sound their animal makes. They move round the room, making their sound until they locate their animal matches. Examples are cow, pig, sheep, horse, chicken, dog or cat. Depending on the group size, have five or six of the same animal in a group. This is a fun way to mix the students to form small groups for other activities. 5. Discuss what constitutes a compliment. For example, say, "Eric, I like the way you take turns. Eric, when I say that, how does that make you feel?" After listening to the response say, "Eric, now you give someone else a compliment. You may think someone is good at running, drawing, being kind, reading, or playing fair." Eric gives a compliment and then the receiver gives one to someone else. The children may want to respond with, "Thank you, I'm glad you like the way I..."

A variation is to have the children sit in a circle. Start by giving a compliment to a child next to you, who in turn gives one to the child next to him or her. The compliments continue around the circle. Another variation is to pass out a class list to each child and have them write complimentary comments by each name. After the compliments are handed in, the teacher lists the names of each student on a separate sheet of paper along with what everyone said about him or her. An advantage of this method is that any inappropriate comments can be deleted. These positive peer statements nurture feelings of self-worth and good will in students. 6. Have a child pick out a crayon and hide his or her eyes as another child places it on something of the same color. (Make sure the crayon is in sight.) Then ask the child to open his or her eyes and walk around the room. Together, the children and teacher say "cold" if the child walks away from the crayon, "warm" if the child goes toward it, and "hot" it the child walks close to it. The student continues to look until he or she finds the crayon. Then everyone claps and two new children are chosen. A variation is to choose any item in the room and have the students guess what it is by asking questions that can be answered by a "yes" or "no." For example: "Is it bigger than the desk?" "Is it on the floor?" "Is it blue?" The child who guesses the object is the next person to pick an item. After playing the guessing game, discuss how the children benefited from each other's help and that the "no" answers assisted them in finding the answer as much as the "yes" answers. 7. Have the students form a circle and throw a soft ball of yarn or cloth to one another. Begin with the letter A and the first person says a word that begins with that letter. The ball is tossed to another child who says a word that begins with B. The ball continues to be tossed around the circle until the end of the alphabet. If a child cannot think of a word for his or her letter, he or she may call on another child for help. The child with the ball repeats the word provided and the game continues. If a child throws the ball in a wild manner, he or she is out of the game. Variations are to have the students name animals, fruits and vegetables, names of people, nouns or verbs that begin with the letters of the alphabet. This can also be played while the children are sitting at desks or tables. Remind the students to throw the ball to children who have not had a turn. 8. Have the children partner with another child they do not know well. The students pretend to be reporters and interview each other. When both children are finished, ask them to introduce each other to the class or small group. Or have them write a paragraph about their partner to be read to the class and/or published in a class book or newspaper. Say, "When you interview another child, ask the question, listen, remember and/or write down what your partner says." The following are possible questions that may be included in the interview. A variation is to have the students brainstorm their own questions.

What is your name? How old are you? Where were you born? What is your favorite color? What is your favorite food? What food don't you like? What do you enjoy doing most? What do you like about school? What don't you like about school? How many brothers do you have?

How many sisters do you have? Who is someone you like? If you watch television, what show do you like? What kind of art do you like to do? Where would you like to go on a trip? What is your hobby or interest? What sport do you like? What is your favorite thing to do with your family? How are you most like your mom, dad, or another adult? If you were going to live alone on an island and could only take one thing with you, what would you take? What is the hardest thing you ever had to do? When was the last time you were angry? If you could change one thing about yourself, what would it be? What was the best thing anyone ever said to you? What was the best thing anyone ever gave you? When are you the happiest?

Educator's Guide to Bullying

By Leah Davies, M.Ed. Educators are obligated to provide a safe environment for students by adopting and enforcing policies against bullying. When school personnel and students accept the responsibility to support vulnerable children and stand together against intimidation, the problem of bullying diminishes and the school climate is enhanced.
What is bullying?

Repeated physical or psychological intimidation of a child or children by individuals or groups.

Physical acts like hitting, kicking or assaulting with a weapon.

Extortion, stealing money or possessions.

Teasing, name-calling, making racist remarks, spreading rumors, making threats, and excluding children from groups.

Who is hurt by bullying?

The victim suffers. He/she is usually shy, anxious, passive, weak or may look or act differently. Victims often are socially isolated and lack communication and assertiveness skills. If bullying is ignored or downplayed, it can cause lifelong psychological damage by interfering with the

victim's social and emotional development. In severe cases suicide or violence toward others can result from being bullied. The perpetrator is hurt. He/she tends to be strong, aggressive and lack empathy for victims. The bully has learned that aggression brings rewards. If bullies are allowed to intimidate others, the resulting habits often lead to other antisocial behaviors such as delinquency and crime. In a longitudinal study of 800 aggressive children, Leonard Eron, Ph.D. University of Michigan, found that by age 30, 25% had an arrest record, while only 5% of nonaggressive children did. According to Eron, even the children identified as aggressive who were without an arrest record attained less education and reported more difficulties at work and in their personal lives. The bystanders, who are the silent majority, are also adversely affected. They may feel fearful and anxious. If no negative consequences result from bullying, the observers may be drawn into aggression themselves.
Why do children bully?

They may have been bullied or abused.

They may have personally observed bullying behavior.

They may have had a long exposure to media violence.

They may have found that bullying is an easy way to get what they want.

What can administrators do to combat bullying?

1. Provide adequate adult supervision before, during and after school on school grounds, in the lunchroom, and in the halls. 2. Survey bully/victim problems at your school by using disciplinary records or through a school-wide questionnaire. Compile baseline data on the incidence of threatening behaviors. Listen to victim's stories and compile a report including anonymous quotes from children and teachers on what happened, how they reacted, and what effect the bullying had on them. 3. Be mindful that bullying behavior is frequently concealed so adults may not be aware of it. Victims often do not report intimidation due to feelings of shame, fear of retaliation or fear the adults will not be able to protect them. In addition, many uninvolved children may be afraid to report intimidation for fear it might happen to them. Thus, promote reporting by keeping the name of the informer confidential, and by resolving the situation fairly. 4. Develop a clear antibullying policy on how to deal with various intimidating behaviors from the mildest to the most vicious. Include appropriate, consistent responses and consequences.

5. Hold a meeting of the entire school staff. Explain the findings to raise awareness of the problem, and discuss implementation of the antibullying policy. 6. Involve parents, caregivers and community members through fliers, newsletters, parentteacher meetings and media to elicit their support against harassment in schools. 7. Inform students of the antibullying policy through a school-wide meeting or in each classroom. Define bullying, discuss the possible results, and explain the actions the victim should take, as well as the child who observes the intimidation. Stress that since bullying involves an imbalance of power, telling about a bullying situation is not tattling. Illicit their cooperation by explaining that when everyone complies, the school will be a safer, more peaceful place to learn. 8. Have the teachers hold classroom meetings to reiterate the information shared on bullying and to reinforce what to do in a bullying situation. Provide age-appropriate role play exercises and related assignments that help children learn to manage their emotions and resolve disputes peacefully. 9. Challenge school personnel to model respectful, accepting attitudes toward all children regardless of their socioeconomic status, race, gender or culture. Have them support the inclusion of isolated children by encouraging friendly, welcoming behaviors in other students. 10. Have the teacher or counselor involve the victim in safe, group learning activities that foster his/her self-confidence and social interaction skills. Work with the bully on redirecting his/her behavior, developing empathy and increasing his/her prosocial skills. For additional assistance in dealing with a child who intimidates others, see Helping Children Cope with Anger. 11. Have the teacher and/or counselor meet with the parent or caregiver of the bully to develop a plan of action to alleviate the problem. Also, meet with the parent or caregiver of the victim to discuss ways he/she can assist the child in developing assertiveness and friendship skills. 12. If extreme bullying is noted, seek further professional mental health and/or law enforcement assistance.

Educator's Guide to Enhancing Children's Life Skills

By Leah Davies, M.Ed. Children learn life skills by observing the adults in their lives. Therefore, if we want children to be socially and emotionally competent, we must be cognizant of our own behavior and accept responsibility for being a role model. Review the following actions and reflect on how well you exemplify them.

Show genuine warmth, respect and caring Model honesty, dependability, and fairness Foster a sense of trust and acceptance Value individual differences Give recognition freely Create a peaceful environment Provide consistent structure

Use natural or logical consequences Teach problem solving skills Have high, but reasonable expectations Offer individual attention Demonstrate communication skills Listen carefully without interrupting Discuss feelings openly Acknowledge commendable behavior Be approachable Display a sense of humor Provide choices Celebrate successes Enjoy being with children Believe in each child's worth, dignity and ability to learn Call children by name Understand that mistakes happen Give negative feedback privately Establish a positive, working relationship with parents Participate in worthwhile, community sponsored events

Answer the following questions: 1. What are your strengths? 2. What are your weaknesses? 3. Think about an educator who was one of your role models. What made him or her memorable? 4. Note your opportunities for growth. Name one or more things you will try to do differently. This self reflection will help you assess yourself as a role model for the life skills you are trying to develop in the children with whom you work.

Emotional Intelligence: An Essential Component of Education

By Leah Davies, M.Ed.

Why do people with high Intelligence Quotients (IQs) sometimes fail and those of modest IQs often do surprisingly well? In his book Emotional Intelligence, Daniel Goleman concludes that our view of human intelligence is far too narrow.* He stresses that a high score on an IQ test does not guarantee future success or determine a child's ability to be self-disciplined, motivated, or display enthusiasm for life. He postulated that in recent years we have experienced a degeneration of "emotional literacy" across racial and class boundaries, and that the results have been an increase in cynicism, social pathology, violence, and suicide. Goleman believes that society has overemphasized IQ to the neglect of emotional skills such as empathy, responsibility, persistence, impulse control, and caring. However, he stated these attributes can be taught.

According to Goleman, childhood is "a special window of opportunity for shaping children's emotional habits." We must help children recognize and understand their emotions and the emotions of others. If children learn to persevere and accept mistakes as a natural part of learning, they will be better able to control themselves and handle their frustrations in positive ways. Since children need emotional training to grow into productive, satisfied adults, he urges educators and parents to integrate their emotional and rational minds which are two basically different ways of knowing. Goleman states that promoting EQ (emotional intelligence) in children is vital to the safety and civility in our society. How can we fulfill our responsibility to assist children in becoming emotionally literate? 1. Increase SELF-AWARENESS by using materials that help children identify their feelings, build a feelings vocabulary, and recognize links between feelings, thoughts, and actions. Help them assess their strengths and weaknesses and thus develop a realistic view of themselves. 2. Teach students to MANAGE THEIR EMOTIONS. It is normal to have mood swings, but children need to know that they have the power to cope with negative feelings in constructive ways. They can respond to put-downs and adverse situations by using "selftalk." For example, "Something bad must have happened to Tommy today because he doesn't usually say mean things," instead of thinking, "I hate Tommy and I'm never going to play with him again." Other methods of dealing with negative emotions are to write down your feelings, count slowly, breathe deeply, love a pet, tell someone what happened, sing, read, or draw. 3. Call attention to NORMS FOR ACCEPTABLE BEHAVIOR in our society and help children see themselves as contributing members. Increase their social interaction skills by stressing the importance of empathy. Teach them to acknowledge and appreciate differences in others' feelings and perspectives. 4. Teach them to CONTROL THEIR NEGATIVE IMPULSES through self-regulation. Help students think about their feelings and behavior and evaluate their choices before acting. Provide opportunities for them to delay gratification and to practice using refusal skills when appropriate. Emphasize that the choices they make today will determine the kind of future they will have. 5. Help children DEVELOP LISTENING AND COMMUNICATION SKILLS. Increase children's awareness of nonverbal communication including tone of voice, gestures, facial expressions, and eye contact. Train them to be good listeners and to express their ideas and emotions clearly and effectively. Teach problem solving, stress management, and negotiation skills. Help children learn to be assertive rather than aggressive or passive. 6. Challenge children to MOTIVATE THEMSELVES, set clear goals, and develop a hopeful, optimistic attitude. Encourage self-confidence, zeal, patience, and require students to take responsibility for their actions. 7. INVOLVE PARENTS as much as possible, so that they will be encouraged to model emotionally healthy behavior in the home. 8. Since the children are looking to you for guidance on how people in our society live, NURTURE YOUR OWN EQ. Strive to be empathic, self-disciplined, enthusiastic, tolerant, and compassionate.

Enrichment Activities for Children

By Leah Davies, M.Ed. Schools have an opportunity to enhance children's social and emotional growth, as well as their academic knowledge. The following activities foster self-understanding, positive peer interaction, initiative, and learning. 1. Have the children list on paper their age, height, color of hair and eyes, and any other description you would like them to include, but not their name. Then have them make either a "Me" or "Things I Like" collage using magazine pictures and/or a variety of art materials. Have them staple their list to the corner. Read the description as you hold up each one, and have the children guess the creator's name. Then offer the child an opportunity to discuss his or her picture. To further a sense of belonging and to stimulate dialogue, display the works of art in an "Exhibit Hall". 2. Ask the children what they would like to know about themselves when they were younger. List the questions on the board. Some examples are:
o o o o o o o o

In what year was I born? Where was I born? Did I live in any other city or state? What was my favorite story? What did I like to do best? What was my favorite game, toy or song? What food did I like best? What did you like best about me? Have the children think about or copy the questions they want to ask their parent or guardian. Then have them to draw and/or write a story about themselves based on the adult responses. The students may want to include photographs in an "All About Me" story or book to share with the class.

3. Have the students think about a family tradition and/or family object they would like to learn more about. Ask them to inquire about the history of a tradition or special object. For example:
o o o

Why do we celebrate ? Why is a necklace, picture, painting or other family item special? Have them draw a picture and/or write about what they discovered. Then give them an opportunity to discuss their findings with a partner or the class. If a child reports an unusual holiday or tradition, with his or her permission, ask the child or a relative to share the information on their special day.

4. Ask the children what they do well. For example, run, read, help others, cook, babysit, play ball, draw, spell, do math, skate, sing, tutor others, fix things, do puzzles, swim, dance, act in plays. Because children who have goals are more likely to be selfmotivated, have each child explore future occupations with their own strength in mind. Ask them to identify what they want to be or do when they grow up. What is important is

not that a child fulfill his or her specific career goal, but for the child to visualize him or herself as successful. Have the students draw self-portraits depicting themselves in future roles. Some examples are:
o o o o o o o o

Athletic, a professional ball player? Reader, a librarian Cook, a chef Swimmer, a lifeguard Fix things, an engineer Help others learn, teacher Take care of people, doctor Singer, performer. Provide an opportunity for children to explain their future goal to their classmates and/or to a group of younger children. Have them brainstorm what they need to do to meet their goals. Put the list on a poster as a reminder to do their best.

Encouraging Thoughts
By Leah Davies, M.Ed. Encouragement means to stimulate initiative and positive actions. Teachers, counselors, and parents are asked to encourage children to do their best by acknowledging their efforts and strengths. However, when children do not feel good about themselves or their situation, they need to be reminded of ways they can encourage themselves and each other. Ask your students for examples of thoughts that help them feel better when they are unhappy. Explain that helpful thoughts are called positive "self-talk" and that adults often use this as a way to cope with their problems. List the children's ideas on the board. Some examples are:

I am a good person no matter what anyone does or says. It is okay to make mistakes because everyone does. I do not give up; I keep trying. I think about what is good in my life. Everyone feels good and bad, now and then. I can do it! Money cannot buy happiness. How I act is more important than how I look. I am lovable. When I smile, I feel better. I can do many things well. I cannot control what grown-ups do. I am unique, one of a kind. When I feel sad, I think of things I like about myself. Each new day brings a chance to do better. I think about my choices and then choose what is best for me. I will change what I can and accept what I cannot change. I treat others the way I want to be treated. I cannot change my family; I can only change myself.

What I learn today will help me in the future.

After making an extensive list, have the children choose a sentence that is meaningful to them. Ask the students to make a picture or poster featuring their saying complete with illustrations. Have them prominently sign their creation. Then divide into small groups or pairs and have the children discuss their work. Caution the students to be respectful of each other's ideas. Display the results in the classroom or in the hall to challenge ALL children to use positive "self-talk" that will encourage them to do their best.

Effective Communication
By Leah Davies, M.Ed. Being able to communicate is vital to being an effective educator. Communication not only conveys information, but it encourages effort, modifies attitudes, and stimulates thinking. Without it, stereotypes develop, messages become distorted, and learning is stifled. Communication is the process of understanding and sharing information where listening plays an important role. Intrapersonal or internal communication includes planning, problem solving, selftalk, and evaluation of self and others. It is a continuous process that prepares the speaker to proceed in a clear and concise manner. Interpersonal communication is sharing meaning between oneself and at least one other person. The goal of interpersonal communication is to send relevant and objective messages. We communicate with others, not only verbally, but by how we act. Since we are constantly sending messages, we need to be aware of our appearance, gestures, posture, eye contact, use of space, body movement, what we carry with us, how close we stand or sit to others, and our facial expressions. When what we say contradicts our nonverbal behavior, mistrust and confusion results because listeners believe what they see. Examples of incongruence between our nonverbal communication and what we say are:

A teacher frowns and says to a student: "I am pleased you are in my class." An administrator says as he/she looks at a clock: "My door is always open." A teacher scowls and says to a parent: "Johnny is such a delight!"

We must be honest as we attempt to be effective communicators. Listening is the process of receiving and interpreting a message. It occupies more of our time than talking, reading, or writing. We often forget or misinterpret more than half of what we hear. The reasons human beings are inefficient listeners are because: 1. We think more rapidly than someone else can talk, so we spend time daydreaming or thinking of what we are going to say next. 2. We do not want to grapple with difficult material. 3. We are close-minded to the message. 4. We jump to conclusions before we hear the entire message. 5. We let things distract us.

Listening requires active participation and energy. It is the responsibility of both the speaker and the listener make sure that the message was understood. There are five phases of the listening process. 1. 2. 3. 4. 5. Give attention. Physically hear the message. Assign meaning to it. Evaluate it against past experience. Remember it.

If the process goes amiss at any point, communication has not taken place.

Effective communication skills that build a positive school environment are self-awareness; sending direct, complete, relevant, congruent messages; listening; using feedback and being aware of what we are communicating nonverbally. Communication is not only understanding and acknowledgement, it is agreement and commitment. As educational leaders, we know we are effective communicators if those with whom we work have a positive attitude toward each other, their students and their school.

Effective Praise
By Leah Davies, M.Ed. A goal of educators is to help children to become intrinsically motivated. Children's self-worth develops as an aside from working hard, surmounting frustrations, and overcoming obstacles. Honest praise provides children with the opportunity to gain a realistic understanding of their strengths and weaknesses. In order to feel strong, confident and independent, children must receive truthful valuation. Children, who have grown accustomed to continuous applause, may develop anxiety about their abilities, a fear of failure, a reluctance to try new things, and be illprepared to cope with future setbacks. Effective praise focuses on a child's effort rather than on what is actually accomplished. When educators give genuine praise that is specific, spontaneous and well-deserved, it encourages continuous learning and decreases competition among students.
How can educators use praise effectively?

1. Think in terms of acknowledgment and encouragement rather than praise. Praise helps most when it conveys not only approval but information about the progress a child is making. For example, "You have been trying so hard to learn those new words and now you are able to read the whole story!" 2. Demonstrate interest and acceptance in children because they have innate value that is not contingent on their work. For example, say, "(Child's name), I'm glad you are in my class." 3. Use positive body language such as smiling, looking directly at the child, standing close, listening intently, and assisting when needed. 4. Acknowledge a child's effort or progress without judgment using clear, specific language. Offering descriptive praise shows that you are paying close attention. For example:

"I noticed how you took time to show the new student around the school. I am sure she appreciated the help." " I can see that you enjoy math. You have worked on these problems for over half an hour!" " I'm glad to see you are working so hard on your spelling words!" Whenever possible, take the time to say something similar to the above examples, instead of using a generic response like, "Great work," "That's terrific!" or "You're super!" 5. Communicate constructive observations. For example, say, "You listened without interrupting." "John is sharing with Thomas." "Lily is waiting patiently in line." "Margaret and Suzanne are working quietly." "You put the books away without being asked." 6. Acknowledge a child's specific behavior rather than commenting on his/her character. For example, "Since you have been doing all your math homework, you have brought up your grade!" rather than saying, "You are such a good student." 7. Foster children's discussion and evaluation of their work by asking questions, "I can see that you worked hard on this project. Can you tell me about it?" or "How do you feel about your report? Is there anything else that needs to be done?" When adults listen to children, they are demonstrating interest and caring. 8. Encourage positive character traits in students by naming them. For example, "Boys and girls, I appreciate each of you being quiet while I talked to Mrs. Jones. You were being respectful." 9. Relate praise to effort and to how it benefited the child as well as others. Say things like, "Since you remembered to return your homework this week, you have done better in math and I have had more time to spend helping the other students." 10. Promote initiative and attempting new skills. For example, "You listened well and followed directions without any help," and "Last week you could not kick the ball, but you practiced, and now you can!" 11. Encourage perseverance and independence by saying things such as, "That experiment did not work out. What's next?" and "Instead of asking for help, you looked up the word in the dictionary!" 12. Acknowledge independent thought and creativity, "That's an interesting idea. Tell me more." 13. Reinforce problem-solving skills by saying things like, "As a group you decided who would be responsible for each part of the project." 14. Sometimes privately compliment in order to provide an opportunity for an open, honest exchange. This will also decrease student competition that can occur when children feel that you favor some more than others. 15. Reserve exuberant praise for outstanding effort.

52 Character Building Thoughts for Children

By Leah Davies, M.Ed. The following quotes may be used in a variety of ways by both teachers and counselors. One idea is for a thought to be posted, read, and discussed at the beginning of each week. It could then be read daily with the students. At the end of the week ask them what they learned or how the thought applied to their lives or activities during the week. Have the children give written or oral examples, or have them draw a picture to illustrate their ideas. 1. How I look is not as important as how I act. 2. I treat others the way I want them to treat me. 3. I am a good sport; I follow the rules, take turns and play fair. 4. It is okay to laugh at funny things, but not to laugh at others. 5. I do not gossip; if I cannot say anything helpful, I do not say anything at all. 6. When I am sad, I help myself feel better by thinking of things that are good in my life. 7. In order to have friends, I must act in a kind way. 8. I believe that I am someone who can do important things. 9. What I say and how I say it tells others the kind of person I am. 10. I appreciate my family, my teachers, and my school. 11. I treat everyone with respect. 12. When I listen, I show others that I care about them. 13. I am being a good citizen when I volunteer to help others. 14. I think for myself and make smart choices that are good for me. 15. Each day offers a new start to do my best. 16. I try to understand what my friends are feeling. 17. Everyone makes mistakes, so instead of getting angry with myself, I try to do better. 18. I do not give up; I keep trying until I can do my work. 19. Sharing with others makes me feel good and makes them feel good too. 20. I work out my problems without hurting myself or others. 21. I am being polite when I wait for my turn and say please and thank you.

22. When I smile at people, they usually smile back. 23. I encourage my friends to do their best. 24. My values guide me to do what is right. 25. I am honest; I do not cheat or steal. 26. When I am angry, I use self-control and do not hurt others. 27. I am being creative when I dance, draw, paint or write a poem or story. 28. I say, "No!" to things that could hurt my body like tobacco and alcohol. 29. When I do what I say I will do, I am being responsible. 30. I am grateful for what I have, so I share with others. 31. I try to learn something new each day. 32. When things do not go my way, I stop and think of what I can do to make them better. 33. I do not make fun of other children because I don't know what their life is like. 34. I feel successful when I do my best. 35. Everyone has good and bad feelings. 36. I take care of myself by eating healthy food, exercising and getting enough rest. 37. I am being punctual when I am on time and do not keep people waiting. 38. When I cooperate with others, I get more done. 39. I follow the rules and try to make my school a better place. 40. I like to get to know children who are different from me. 41. Since I tell the truth, my friends trust me. 42. I look for what is good in others and I say what I like about them. 43. I buy only what I need and I save my money. 44. When I use my time wisely, there is usually enough time to do what I want to do. 45. I think before I act; how I act affects how others treat me. 46. Using manners helps me keep my friends. 47. I have courage to stand up for children who are teased.

48. Before I do something, I ask myself, "Is it safe?" 49. I am me -- I do not try to be like someone else. 50. I care about living things on earth so I recycle and do not litter. 51. When I write down what I think and feel, I learn about myself. 52. I plan ahead and think about what I want to do when I grow up.