6th Grade Character

Cherokee 6^th Grade Parents:

 Happy 2014!  With the New Year comes changes and goal setting. As a counselor, one of my main roles is to help guide students to become successful leaders and citizens. I am a firm believer that success cannot only be measured by smarts (IQ), but also by how well we relate to each other (Emotional Intelligence, EQ). Many studies show that a higher level of emotional intelligence will lead to more success and happiness. Basically, if you get along well with others and you are respectful, you will go farther in life…not to mention be a happier person. Makes sense when you think about the people we, as adults, want to be around. Hmm, would I like to be around the person that knows all about history and how to spell well, but is snarky and condescending; or someone who needs a calculator’s assistance every once in a while but makes me feel appreciated? I know what most of us would choose! Of course, my dream is for all students to have high scores in both IQ and EQ, but if I have to choose I am going for the EQ. Guess I chose the right profession. J

            At Cherokee, we strive to make a conformable environment for all of our students.  We hold high expectations for character.   

These are just some of the behaviors that we have been noticing that have created a negative climate in 6th grade.

• Eyes where they shouldn't be: (i.e. looking around the room at friends while the teachers are talking.) The students have been making eye contact during class, and laughing/gesturing. As you can imagine, this is distracting to others, disrespectful to teachers, and less than helpful for curriculum retention.
•  Negative comments/teasing: (this is a BIG problem right now among 6th grade students. Not only do they say mean things to each other, they don’t tend to mind if adults hear! Remarks like, “Bobby, your shirt is too tight.” Followed by a roar of laughter from onlookers and a nervous laugh from Bobby. When it is a personal comment about someone, it is not a joke.
• Talking out of turn: Students will often shout out during class time without permission. I am not unreasonable. If their comment is relevant to what we are discussing, right on! However, the comments that tend to be shouted out for the whole class to hear are either
• a) about someone else in the class or 
• b) an off topic phrase to get laughter and attention.
• Laughing at inappropriate times: I have a nervous laugh, I get it. During my high school speech class my teacher gave me a zero for laughing during a speech. Bummer. She didn't care that it was a nervous tendency. Guess what? I monitor appropriate times to laugh now!
• Whispering to others: What do you think when two of your friends are whispering around you? Yeah, that is what the kids think too. Whispering causes hurt feelings and drama.
• Making comments under breath: students have been heard saying hurtful things to other students as they walk past their desk or pass each other in the hallway.
•  Inappropriate physical contact: We have noticed kids pushing each other” jokingly”, rubbing hands on heads, messing with other students’ lockers, etc.
• Arguing with the teacher: Can you imagine doing that to your teacher? (That would have ended poorly for me at school and at home.)
• Disrespect in any way

I have received multiple emails and calls regarding students’ hurt feelings, low self-esteem, and anxiety. I believe there is a direct correlation between the behaviors we are seeing from the students and the way the students are feeling. We want all students to be comfortable, happy and successful at Cherokee.

What parents can do to help:

• Talk about these behaviors with your child to help support good character and a happier climate at school. Feel free to read them the above list!
• Support the teachers and their decisions. We all want what is best for each child. We also want what is best for the good of the whole group. We look at the individuals and we look at the big picture. There are around 28 students per class. Every behavior, positive or negative, makes a difference.
• Encourage your child to take ownership for their behavior. It isn’t productive to blame other people or make excuses. Own up, learn from mistakes, move on, fix it.
• Read some of the links listed below. 

Further related reading:

“Joking” Around

http://www.angriesout.com/newsletter/newsletter-2012-09-17.htm

http://emergingcenter.wordpress.com/2010/02/27/in-defense-of-teasing-how-to-take-a-joke-give-as-good-as-you-get/

http://selfesteem.dove.us/Articles/Written/Teasing_and_bullying.aspx

http://www.scholastic.com/parents/resources/article/social-emotional-skills/bullying-and-teasing-no-laughing-matter

Emotional Intelligence

http://www.lifehack.org/articles/communication/emotional-intelligence-why-important.html

http://psychcentral.com/lib/what-is-emotional-intelligence-eq/0001037

http://leadchangegroup.com/5-reasons-why-emotional-intelligence-is-critical-for-leaders/

Working together,

Alison Roffers

Guidance Counselor

aroffers@spsmail.org

A Closer Look at School Counseling

When I started as a school counselor (6 years ago) I noticed a need for clarification on the role of a counselor.  I was not always met with enthusiasm from students, teachers and families when I wanted to talk with students.  I think the role of a school counselor has immensely evolved over the years.  The unknown territory seemed to make people leery and uncomfortable.  I got really frustrated with hearing misconceptions about counseling, so I created a list of common misconceptions.

As an elementary counselor, I would send this list home with students to build trust and enlighten families.  At the middle school level, I just have it posted on my website.  Since I feel these points are worthy of discussion, I would also like to share them via my blog.

A Closer Look at School Counseling

with Mrs. Alison Roffers

What you may think:  Only children with “problems” or “bad kids” should need to see a counselor.
Here’s another way to look at this:  A school counselor should serve all students.    All students are welcome and encouraged to come to the school counselor for a variety of reasons.  Realistically, we all have “problems.”

What you may think:  My child should be able to talk and solve problems at home.
Here’s another way to look at this:  A counselor should be an unbiased third party.  A counselor may be able to give feedback to an individual that their family or friends may not be comfortable to provide.  A counselor is also bound by strict confidentiality laws that protect the student.

What you may think:  I don’t want my child to miss any valuable class time.
Here’s another way to look at this:  It is true, being a school counselor means that the children must be at school to access the counselor, which also means that the individual and group counseling times are during the school day.  I work closely with the teachers to ensure that the child does not miss out on valuable class work.  If the child is out of the room during instruction time, they will get caught up to speed upon their return.

What you may think:  My child only goes to see the school counselor to get out of class.
Here’s another way to look at this:  The teachers and I are pretty savvy about knowing when a student truly needs to visit the school counselor.  I keep running records of the children I see and notice patterns very quickly.

What you may think:  There’s no reason for my child to see a counselor.  They are fine!
Here’s another way to look at this:  No matter how “fine” individuals appear, everyone has emotions and thoughts weighing on their minds.  Having someone listen to thoughts and emotions can work wonders!  Here are some common topics I discuss with individuals and small groups…conflict resolution, emotional awareness, life events, problem solving, self-esteem, social skills, and study skills.

What you may think:  The school counselor should call the guardian when their child visits.
Here’s another way to look at this:  Every person deserves to have someone they can talk with and know that what they say is respected through privacy.  A school counselor’s first priority should be to build a trusting relationship with each student.  I strive to provide a safe environment for every child.  That would be a lost cause if the students thought I would call a guardian after each visit.  If I see the same student for the same reason on multiple occasions, I will call the guardian.  If there is an immediate concern, I will call the guardian.  Please feel free to call me anytime with concerns you may have.

What you may think:  My child does not need to see a mental health professional outside of school since the school has a counselor.
Here’s another way to look at this:  While one role of a school counselor is to meet with students individually, there is definitely not enough time or resources to adequately fulfill all of the needs that some students may have.  My general thought regarding individual counseling is that I will visit with a student approximately three times regarding the same issue before I call their guardian.  Once contact with a guardian has been made, it is then up to the guardian to decide whether or not they will seek outside aide.  Due to the large number of our student body population, it is unrealistic for me to consistently provide counseling services to individuals in this setting.

What you may think:  The counselor is at the school only to serve individual students and groups.
Here’s another way to look at this:  I do visit with individual students and groups, but I also visit each classroom at least once a month for 50 minutes each.  During my monthly classroom visits I cover district and state approved curriculum.  Lessons include topics such as: bullying, choice making, self-esteem, friendship, and careers.

Get a 'Hand'le on Your Character-A Character Education Lesson

"Teaching kids to be good people."  To me, this small but mighty sentence, sums up my job description.  I strive to make sure my students are honest, accountable, responsible, respectful, and all of those other great character traits.

I am in charge of my school's character education program.  It was developed by a former counselor in our building many years ago, and still stands strong today.  Our character education program relies heavily on volunteers from the community to come teach lessons once a month.  Every classroom has a volunteer who comes to teach them a lesson that I have prepared.  I have around 30 volunteers that I depend on each month to help make this program successful.

How this works:
1.  Theme:  Think of a theme at the beginning of the year.  (You could also just use a different character trait each month.)  This year I am using the 7 Habits for Highly Effective Teens as my lesson plan skeleton.

2.  Gather volunteers:  I have many parents and many local pastors.  I ask staff to help me recruit.  I have it posted on the school website and on fliers around the school.  I also announce the opportunity at orientations.
3.  Communicate regularly:  email your volunteers regularly about upcoming dates and important information.
4.  Create Lesson:  I try to make my lessons very interactive, easy-to-follow (since so many people will be teaching the same lesson) and meaningful
5.  Email Lesson:  I email the lesson at least one week before the lesson date
6.  Room Assignment:  I place one volunteer in each room. I ask the volunteers if they have any room placement requests.  I try to honor those as best I can.
7.  Staff Communication:  I email the lesson to all staff members.  If any technology is being used int he lesson, I ask them to check the sound and program prior to the lesson date.
8.  Review:  On the day of the lesson, I meet with all volunteers to make sure I have all rooms covered, and to review the lesson before they teach.
9.  Teach:  All volunteers go to their designated classroom to teach the same lesson for 30 minutes.  All students receive the same lesson at the same time.

This is a lot of work, but it is so powerful to hear the kids and staff talk about the lessons.  It is something all students need...character development.  I mean, you really can't get enough of that!

The first lesson this year was an overview of teacher and student expectations of each other.  I worked with some members of the staff to create a fun video to present to the kids.

Explore the EXPLORE!

Cherokee Guardians:

As one of the most influential people in your child’s life, now is a critical time to make sure your child is prepared to take that next step after graduation, whether that means starting college or starting a career. Monitoring college and career readiness is important to your child’s future.  All Springfield Public Middle Schools administer the EXPLORE® exam.  Cherokee will be administering the EXPLORE to 8th grade students on September 19, 2013.  

EXPLORE is curriculum-based educational and career planning program for 8th and 9th graders that measures achievement in English, math, reading, and science. The assessment is based on the major areas of high school and post-secondary instructional programs and measures the skills and knowledge needed for college success.

EXPLORE is designed to help eighth and ninth graders explore a broad range of options for their future. Additionally, EXPLORE includes a career exploration component that stimulates students' thinking about future plans and relates personal characteristics to career options. Assessing students before high school also helps them build rigorous high school coursework plans to get, or stay, on track for their educational and career goals. 

Visit www.explorestudent.org for more information.

Together we will prepare your student to be college and career ready.
Regards,

Alison Roffers
Guidance Counselor
aroffers@spsmail.org

*Majority of this letter was used from a sample on the EXPLORE website.  :)

Letter to Parents-New Year

August 2013
To the Guardians of Cherokee Students:

I hope this letter finds you doing well and ready to start a new, exciting year at Cherokee Middle School!  My name is Alison Roffers and I am entering my sixth year as a school guidance counselor with Springfield Public Schools.  My wish for this letter is to have it serve as a door opening for communication between you, as guardians, and myself throughout the school year.  My primary goal is to be an advocate for your child at all times.  After all, How can one fully learn if they have other concerns?

I will be visiting each classroom once a month for 50 minutes.  In each classroom I will implement the Missouri Guidance Comprehensive Program, as well as the Springfield guidance curriculum, Too Good for Violence.

Throughout the year, I will conduct interactive learning groups.  Groups allow me to connect with a small number of students to enhance their skills in one certain area.  Groups are for all students.  The purpose of groups is to have a specific goal and select students that excel or need further assistance in that target area.  For example, I may form a friendship group and have students that struggle with making friends mixed with students that do not.  It is a laid-back, fun experience.

I value the time I have with all of the Cherokee students.  I inform each classroom/student at the beginning of the year, when they visit Mrs. Roffers it is confidential...UNLESS 1 of 2 things is happening:   1) They are or someone else is being hurt, or if, 2) Someone is in danger.  Please know that I do not call every time a student visits my office.

Feel free to email or call me with any questions or concerns.  I am here to assist you and your child in any way I can.

Sincerely,
Alison Roffers

http://aroffers.wix.com/the-counselorscove#!
aroffers@spsmail.org