Second Grade Guidance Curriculum

Second grade Guidance Curriculum
Our second grade guidance curriculum covers bullying prevention, understanding emotions and self-regulation, and learning the CAPS method of conflict resolution.
The first 4 lessons are part of our bullying prevention curriculum and are described below:

First lesson:

• SOLUTION WHEEL: Reviewed/learned how to use 3 solutions before asking for help.  We played “solution wheel tic-tac-toe”!

• “DOUBLE D” RULE”: Our guide to help them decide when to tell an adult about a concern (if it is DANGEROUS or DESTRUCTIVE) and when to use the solution wheel.

• ASKING FOR HELP: Student can always ask for help if they are not sure or have tried 3 solutions and the problem is still happening.  One way we taught them to do this is to say:  

                                         “I have a problem
                                           It is ________.
                                           I have tried to _____ and ______.
                                           I need help.”

Second lesson:

• Focused on defining differences between TEASING and BULLYING.

• TEASING: a single incident of someone using hurtful words directed at them which they might be able to handle using the solution wheel,

• BULLYING: Hurtful actions or words that are: One-sided; Happening over and over; and unfair…That make you feel: Scared; Alone; Sad; or Unsafe.

• We watched a movie called “Stop Teasing Me” which clearly showed the difference between teasing incidents which were solved using several solutions and a bullying incident which was solved by “talking it out”.

• Review: They can try 2 to 3 solutions for a teasing problem.

• If the problem keeps happening they can report the problem (see ASKING FOR HELP).

• UPSTANDER: We began a discussion about how to be an upstander.

Third lesson:

·      Review of differences between Teasing and bullying 

·       Focus on how to be an “UPSTANDER” as opposed to being a “BYSTANDER”. We read a very meaningful book called Nobody Knew What To Do by Becky Ray McCain. They learned that if they see bullying or teasing going on they can help out by going over to the person who is being teased. They should never fight, but they can tell the person being mean to stop, ask the person being teased/bullied to come play, and help them get help from a grownup. 

·      The UPSTANDER poem they learned is:
                         I think you forgot, you need to stop.
                        Bring your friend away and say come play.
                        Get help from a grownup today.
Final Activity: Students created anti-bullying posters and friendship posters that have been put up around the building.

Self-regulation and Conflict Resolution Lessons:

Lessons 5-10: These lessons focused on our second grade problem-solving guidance curriculum. Students will bring home a Friendship Toolbox Folder when their second grade lessons have been completed.
There are several goals of our Conflict Resolution Guidance Program including:
1) Increasing the students’ awareness of the nonverbal body language of feelings.
2) Self-regulation skills: Teaching students that feelings can be divided into 4 zones of energy levels (blue zone = low energy, green zone = just right energy, yellow zone = energy is a little high, red zone = high energy). 

Students were introduced to a variety of tools which they can use to help them get back to the green zone (just right).

    
3) Increasing the students’ verbal expression of feelings, increasing their feelings vocabulary, and teaching the students how to use I Feel Messages.
            I feel _______when you _______ because ____________.
             Please _______________________.
                
4) Understanding the concept of the “conflict escalator” – We explain that disagreements are a normal part of life, but they do not have to turn into fights. If they do not solve their disagreements peacefully then the problem or conflict may get bigger as they go up the conflict escalator. If they go up the escalator then their feelings go from the green zone to the yellow and/or red zone. When you have strong feelings it is harder to think. In order to solve their conflict they need to cool off their angry feelings first.

5) Learning strategies for conflict resolution and coming down the escalator, specifically the 4 step C.A.P.S. method for conflict resolution. 

                      

·      C = Cool Off. This is the very important first step.  We practiced some ways to calm down or relax include taking deep breaths, tensing and relaxing muscles (Draining), counting backwards from 15, imagining yourself in a peaceful place, exercising and talking to yourself about calming down. Relaxing may not solve every problem, but problems may not seem so big and will be easier to solve.

·      Once they have cooled off, the second step is to A = Agree to work out the problem.  It is important for both children to be calm and ready to work it out.

·       The third step is P = Point to the Problem.  Both children involved in the conflict need to share their point of view (their side of the story).

·      Once the children have an understanding of the problem the 4^th step is to brainstorm some Solutions = S.  We encourage the children to come up with several win/win solutions so that each person gets some of what they want. Of course they are always encouraged to use the solution wheel.          

Our hope is to assist children to become more independent problem solvers while at the same time recognizing when it is important to seek help from an adult. These concepts will be reinforced at school, on the playground, in class and at community meetings.