Social Emotional Experiential Learning Class-Grade 8 and 10

1. Social Emotional Experiential Learning Class-Grade 8 and 10 American International School of Bucharest March 2013

2. The PhilosophyRachel Kessler’s Soul of Education • Helping children with Deep Connections • Occur when there is a profound respect, a deep caring, and a quality of ‘being with’ that honors the truth of each participant in the relationship • Deep Connections to Self • Helps one develop autonomy and identity • Deep Connections to Others • Achieving authentic intimacy—deeply caring, mutual, respectful relationship with another • Deep connections to Community • Feeling a sense of belonging; connecting meaningfully with a group—encourages authenticity for each individual in the group

3. The GoalLeads to Deep Connections • Cooperation • working together in groups • Companionship • coming together as friends • Compassion • revealing sympathetic concern for others and a desire to help them • Communion • moments when we let go of preconceived ideas about each other and communicate openly and authentically

4. The Structure-Broad • At our school, 40 minutes, 2 times per week, P/NP • Groups of no more than 15 • Sitting so all can see each other-circle of chairs or pillows on the floor • Ensemble Activities—Name Activity, Ground Rules, Are you more like…,Wink, Pick your Brain, Cosmic Journey, Ungame • Symbolic Discussions • Council Discussions • Specific Subject Activities

5. Developmental Considerations • Grade 8’s • More structured • Informational as well as Discussion based • Introductions to Identity Development • Grade 10’s • Major emphasis on student-created discussion content • Strong focus on acceptance of self and recognizing commonalities as a way of accepting others • Some emphasis on identifying internal and external sources of values systems

6. Class Activities – Grade 8 • Focus on Listening skills as a base for mutual respect and understanding of others, development of empathy • Understanding Components of Identity Development using the Johari Window, beginning aspects of the Meyers Briggs Preferences, and Third Culture Kids concept awareness • Understanding Self and Others through the model of Emotional Intelligence – EQ

7. Class Activities--Grade 10 • Understanding personal traditions: sources of compassion, personal standards, support • Council discussions on student-selected topics (frequently includes: relationships, public vs. private self, parents, sex, substance abuse, life’s mysteries) • Career exploration and discussion • Diversity and privilege training (understanding multi-faceted personal identity, social dominance, different kinds of privilege, systems of privilege and egalitarianism, action plans)

8. Homework Reflections • Give yourself a Victory—Self Care • Make something Right in a Relationship • Random Acts of Kindness Week • Johari Window reflection • Choosing something about yourself you want to change or improve using EQ, develop a plan, implement the plan and write a reflection about what happened

9. Symbolic Discussions • Day before, a question is posed to the group • Students bring in an object that symbolizes what they would like to share with the group in answer to the question. • Designed to guide students carefully and respectfully to more disclosure about themselves • Process

10. Symbolic Discussion Process • Use cloth in center of a circle. • Objects placed on cloth without students in room • Students return and then choose an object, tell why chosen • Owner of the object discloses what the object means to them • If time, can have group do a general reflection to help encourage building trust

11. Council Discussions • Student generated ‘deep’ questions about things that they ‘wonder’ about. • Students need some think time and guidance to help them frame the questions, especially in Grade 8 • Sample questions

12. Council Question Process • Students individually write questions on an index card • Questions collected in a large envelope • Typed up anonymously • Questions read out seriously and respectfully • Students vote anonymously on questions they individually would like to discuss

13. Council Discussion Structure • Question selected for discussion at next class • Students sit in a circle with pillows • Lights in room darkened, candles placed on cloth in the center • Originally began process with open ended discussions about the questions with a foos ball passed around to indicate who has the floor • Found that some structure was better to help guide students

14. Council Discussion Process • Round 1 Dedication: I dedicate my openness in this council to…. • Round 2 Opening Statement about the question • Intermediate Round: Where students respond to the opening statements of someone in the group • Round 3 Each student tells a brief story connected to their opening statement, then Intermediate Round • Round 4 Risk Round. Where student takes a risk in what they reveal about themselves, then Intermediate Round • Closing Statement/Reflection

15. Focus on Group Process • Symbolic Discussion Video of Group at Beginning of Group Process

16. Focus on Group Process • Symbolic Discussion Video Group at End of Semester

17. Thanks for your Attention Questions?