Level 3 - Life Skills
Long-Term Supports
Long-Term Supports
Most of the energy spent to develop student self-discipline is at the pyramid foundation, Levels 1-3. Here at the third level are various strategies for helping students develop life skills, such as:
- Self-discipline
- Social skills: interaction and communication skills
- Emotional literacy: learning to take responsibility for thoughts and actions
These life skills fall under my existentialism teaching philosophy. Aside from academic learning, I believe schooling helps shape people into functioning individuals who are a part of society by teaching them secondary goals such as learning how to work with others, communicating effectively, and resolving conflict. To help students learn these life skills I plan on modeling them myself, giving them an opportunity to practice them, and demonstrating the relevance these skills play in the student's lives.
- Self-discipline
- Social skills: interaction and communication skills
- Emotional literacy: learning to take responsibility for thoughts and actions
These life skills fall under my existentialism teaching philosophy. Aside from academic learning, I believe schooling helps shape people into functioning individuals who are a part of society by teaching them secondary goals such as learning how to work with others, communicating effectively, and resolving conflict. To help students learn these life skills I plan on modeling them myself, giving them an opportunity to practice them, and demonstrating the relevance these skills play in the student's lives.
1. P.O.P.
Identifying that there is a problem is the first step in the Problem, Options, Plan (POP) method. In short, POP is a "self-control script that students can recite and reflect upon when necessary" (Villa, Thousand & Nevin, 2010). A good measurement of self-discipline is being able to narrow down what specific problem is occurring, brainstorming options of what can be changed or implemented, and then making a plan of what to do moving forward in order to yield a positive result. The steps in POP present a useful strategy for students to solve problems on their own which can leads to healthy emotional literacy.
Identifying that there is a problem is the first step in the Problem, Options, Plan (POP) method. In short, POP is a "self-control script that students can recite and reflect upon when necessary" (Villa, Thousand & Nevin, 2010). A good measurement of self-discipline is being able to narrow down what specific problem is occurring, brainstorming options of what can be changed or implemented, and then making a plan of what to do moving forward in order to yield a positive result. The steps in POP present a useful strategy for students to solve problems on their own which can leads to healthy emotional literacy.
2. Sense of Empathy
Letting students know that their feelings matter, is crucial in developing the life skill of emotional literacy. One way of doing that is by "having a heartfelt sense of empathy" (Steiner, 2002). Being an attentive listener and then responding by acknowledging student's feelings and struggles sends the message that you understand and care about them. Ensure them that it is a normal human response and to not be discouraged. If you are able to relate to them personally, then share that experience with them so they know they are not alone. Sharing this personal moment will help them develop their emotional literacy.
Letting students know that their feelings matter, is crucial in developing the life skill of emotional literacy. One way of doing that is by "having a heartfelt sense of empathy" (Steiner, 2002). Being an attentive listener and then responding by acknowledging student's feelings and struggles sends the message that you understand and care about them. Ensure them that it is a normal human response and to not be discouraged. If you are able to relate to them personally, then share that experience with them so they know they are not alone. Sharing this personal moment will help them develop their emotional literacy.
3. Journaling
One way to help students improve their social and communication skills is by having them translate their thoughts into written word. Some people are more well-spoken when they have the opportunity to stop, reflect, organize their thoughts, and write it down. Some students, especially those who are not English proficient, may feel that putting their thoughts into words is rather difficult, which is another reason why journaling is such a great activity. It gives students the opportunity to slow down and express themselves in an artistic way. Journaling can include drawing pictures, composing song lyrics, writing letters, etc. They can also remain private, be shared solely with the teacher for grading, or shared publicly with other classmates. Either way, being able to express yourself in some form is an important life skill.
One way to help students improve their social and communication skills is by having them translate their thoughts into written word. Some people are more well-spoken when they have the opportunity to stop, reflect, organize their thoughts, and write it down. Some students, especially those who are not English proficient, may feel that putting their thoughts into words is rather difficult, which is another reason why journaling is such a great activity. It gives students the opportunity to slow down and express themselves in an artistic way. Journaling can include drawing pictures, composing song lyrics, writing letters, etc. They can also remain private, be shared solely with the teacher for grading, or shared publicly with other classmates. Either way, being able to express yourself in some form is an important life skill.
4. Conflict Transformation
It is important for students to be taught various strategies in order to be problem solvers. The book Conflict Transformation provides strategies in order to teach problem solving to your students. It holds the idea that "conflict can be understood as the motor of change, that which keeps relationships and social structures honest, alive, and dynamically responsive to human needs, aspirations, and growth" (Lederach, 2003). How we choose to respond to conflict shapes us as human beings, so inform your students that conflict will come, but let them know that how they respond to it and whether or not they persevere and rise to the challenge is really what's important.
It is important for students to be taught various strategies in order to be problem solvers. The book Conflict Transformation provides strategies in order to teach problem solving to your students. It holds the idea that "conflict can be understood as the motor of change, that which keeps relationships and social structures honest, alive, and dynamically responsive to human needs, aspirations, and growth" (Lederach, 2003). How we choose to respond to conflict shapes us as human beings, so inform your students that conflict will come, but let them know that how they respond to it and whether or not they persevere and rise to the challenge is really what's important.
5. Hosting Circles
Circle Processes are used to build a safe place and a sense of community. "Circles draw on the life experience and wisdom of all participants to generate new understandings. Every person has a story, and every story has a lesson to offer" (Pranis, 2005). Allowing those stories to be shared in a safe environment helps students build trust and social skills amongst their peers. It becomes a meaningful experience and builds on skills they can use later on in life.
Circle Processes are used to build a safe place and a sense of community. "Circles draw on the life experience and wisdom of all participants to generate new understandings. Every person has a story, and every story has a lesson to offer" (Pranis, 2005). Allowing those stories to be shared in a safe environment helps students build trust and social skills amongst their peers. It becomes a meaningful experience and builds on skills they can use later on in life.
Resources
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a
pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Pranis, Kay. (2005). The Little Book of Circle Processes: A New/Old Approach to Peacemaking.
The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Steiner, Claude. (2002). Emotional Literacy: Intelligence with a Heart
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility,
Collaborating with Students in Instruction & Decision Making, Thousand Oaks, CA: Corwin Press.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a
pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Pranis, Kay. (2005). The Little Book of Circle Processes: A New/Old Approach to Peacemaking.
The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Steiner, Claude. (2002). Emotional Literacy: Intelligence with a Heart
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility,
Collaborating with Students in Instruction & Decision Making, Thousand Oaks, CA: Corwin Press.