What a busy start to the year we have had! We started the year by making connections with each other and reflecting on our own identity. As such, students created their own puzzle piece profile, including their values, interests, family and friends. This illustrates that:
We are all connected! ~ We all fit in!
A large portion of our learning has made connections with feelings and emotions so far. Our first weekly shared book, called ‘The Feel’s by Kelly Oriard with Collie Christensen, optimised this possibility.
Students were able to investigate the narrative style text, while considering planning for the success of their own creative story, during writer’s workshop. It was also used as a platform for their own character and setting development. Additionally, our weekly stories have been used for word knowledge and writing structure development, such as with rhythm and rhyme; syllables; paragraphs; starting writing with a ‘sizzling start’, etc.
Additionally, this weeks book ‘Giraffes Can’t Dance,’ allowed for empathetical responses to Gerald the Giraffe’s situations. Students considered what support and advice they would give to Gerald.
Alannah – ‘Give a hug and then count to 4.’
Adau – ‘Listen to nature sounds, take a breath and count to 4.’
Saara – ‘Listen to the music and trees, feel the wind and just dance with the breeze.’
Nyibol – ‘Close your eyes and be mindful.’
Rachel – ‘Give him a hug and food. Do what you love. Don’t make other people’s dreams. Make your dreams come true. Feel the music and dance it out!’
During our daily meditation and prayer sessions we have explored ways to become present, centered and grounded. In addition, to promote self reflection, self regulation and social and emotional development, students were able to create their own safety plan and de-escalation maps. We will frequently check in with this throughout the year.
Students have played with colours and emotions, making ties between them and transfering that to pieces of word and picture artworks using pastels.
Students also made connections with feelings and emotions, when creating their own metaphorical ‘Ready to Learn’ chart, which will be displayed in the classroom, in order for students to regularly check in with how they are feeling and consider ways to self-regulate unwanted emotions.