Kindergarten Group Plan - Weebly

1Superstar StudentsSmall Group Counseling PlanGrade Level: KindergartenWritten and Led By: Ally FroschTarget Audience:This group targeted male and female kindergarten students experiencing difficulty making asuccessful transition into kindergarten. Specifically, these students frequently were displayinginappropriate classroom behaviors.Need/Rationale for Group:At the midpoint in the school year, kindergarten teachers noticed that several students seemed tostill be adjusting to the routine and expectations of kindergarten. They were often struggling tofollow classroom rules and interact appropriately with peers and teachers. Although allkindergarten students can be expected to occasionally have a hard time with these tasks, theidentified students were consistently struggling in ways that significantly impacted their learningand the learning of others. This impact was demonstrated in different ways for each child. Twostudents showed defiant behavior in the classroom and as a result, would often not respond toteacher instruction. The other two students were rather quiet in the classroom. While not defiant,they often struggled with communication, resulting in a disconnect between them and theirteacher and peers.Literature Review:The transition into kindergarten is one of the most significant periods of time in a child’slife (Bohan-Baker & Little, 2004). Entering school causes a child’s world to suddenly becomemuch different than anything they’ve ever known. This change is only accentuated by the factthat all children come into kindergarten with different prior experiences (North CarolinaDepartment of Instruction (NCDPI), n.d.). Additionally, children at the kindergarten age are alldevelopmentally unique, and represent a wide range of abilities and emotions (Wesley, 2001).Keeping these factors in mind, it seems only logical that the transition process will look differentfor each child as they enter their classroom environment. Regardless of differences in thetransitional process, all children need a solid support system to aid their adjustment to school.Creating such a support network supports the school’s mission of providing its students with asuccessful school experience (NCDPI, n.d.).The benefits of paving the way for a smooth transition into kindergarten are plentiful.Children may experience increased self-esteem, efficiency, positive attitudes toward learning,and reduced stress (Wesley, 2001). However, many children experience difficulty adjusting tokindergarten. An increased focus on academics, behavioral expectations, and social relationshipsmay all contribute to this difficult adjustment (Augst & Akos, 2009). Although these componentsof kindergarten could be enough to fill a school day, teachers must stay on pace with theircurriculum and often have to forego spending extra time on these topics with their students. Dueto the frequent issue of lack of time, children who experience these transitional concerns after theinitial start to the school year may not receive sufficient teacher support. With this in mind, onemay argue that the school counselor is in an ideal position to implement a targeted interventionwith students who have not yet made a successful transition to kindergarten. An educational

2background in child development and intervention practice only emphasizes school counselors’ability to play a large role in supporting kindergarten students (Augst & Akos, 2009).Purpose:The overall purpose of this group is to provide need-based support to help students exhibitappropriate classroom behaviors. After collecting data from the participant’s teachers, thefollowing four areas emerged as the greatest needs: self-control, communication, listening, andteamwork.This group will address the following ASCA Student Standards:A:A1.5 Identify attitudes and behaviors that lead to successful learningA:A2.3 Use communications skills to know when and how to ask for help when neededPS:A1.8 Understand the need for self-control and how to practice itPS:A1.9 Demonstrate cooperative behavior in groupsPS:A1.10 Identify personal strengths and assetsPS:A2.6 Use effective communications skillsGoals:Outcome: To create a foundation for successful learning by strengthening the ability to performappropriate classroom behaviors.Process:1. Enhance knowledge of how to use self-control in the classroom, and understand why it isimportant.2. Enhance communication skills with peers and teachers. Students will use “I-feel”statements to express feelings and needs.3. Enhance listening skills for use in the classroom.Advertising/Screening/Selection:This group was presented to kindergarten teachers at their PLC meeting. There was a strongconsensus of teacher support for running this group. Teachers were asked to think of studentswho may benefit, and report those names to the counselor. Enough names were given to createtwo groups: one led by me, and one led by my supervisor. Once the groups were formed,permission slips describing the purpose and goals of the group were sent home to the student’sfamilies. Once all of the slips had been returned, the group commenced.Delivery Plan:This group met on Thursdays from 10:00-10:30 am, for a total of six consecutive sessions. Theparticipants were removed from instructional time for this group, but teachers all agreed prior toits beginning that the benefit of participating outweighed the thirty minutes of classroom time thestudents would miss. Group sessions took place in one of the counseling offices.Evaluation:Kindergarten teachers filled out a needs assessment for the student/s in their class who weregoing to participate in the group. This served as a pretest for the group. After the group finishes,teachers will complete the same assessment to serve as a posttest. Informal observation will also

3be utilized. Counselor observations of post-group classroom behavior will take place for eachstudent during guidance (a morning class), and during afternoon work.Materials Needed:Behavior Management:- Legos- StickersBooks:What I Do Best by Allia Nolan and Miki SakamotoHoward B. Wigglebottom Learns to Listen by Howard BinkowTeamwork Isn't My Thing, and I Don't Like to Share! by Julia CookOther Materials:- Koosh ball- What I Do Best worksheet- Puppet- Stop-Think-Speak poster- Kimochi feeling dolls (www.kimochis.com)- Role-play scenarios- Dice- Howard B. Wigglebottom Interactive Quiz (https://wedolisten.org/index-lessons.html)- How to Listen poster- Whiteboard with markers- Diagram of a Listener worksheet- Scissors- Glue- Listening Ladybugs game ing-Ladybugs-FollowingDirections)Overview of Lessons:Lesson OneObjective: Students will identify one activity that they are good at or enjoy doingMaterials:- Koosh ball- Legos- Stickers- What I Do Best by Allia Nolan and Miki Sakamoto- What I Do Best worksheet1. Icebreaker Welcome to the group! Are you ready to be a superstar student? Koosh Ball rounds- In each round, say o Round 1: Nameo Round 2: Teacher

4o Round 3: Something you liked about today2. Group Rules Sing the Expectations Song (to the tune of “Frere Jacques”): “Eyes are watching, ears arelistening, lips are closed, hands are safe. Sitting on your pockets, you should really try it,doing your best, doing your best.” Go over group ruleso Follow the expectations from the songo Keep yourself and others safeo Do your best! Behavior Incentive: Lego Towero When group members are following the expectations and rules, they earn a Lego.The goal is to earn 4 Legos in one session. For every 4 Legos earned, each studentreceives a sticker to keep and the group earns a sticker on their chart. If the groupearns four stickers, they receive a special prize!3. Go over purpose of group We want to learn how to be superstar students and friends in Kindergarten. Why is thisimportant?4. Read What I Do Best5. What I Do Best worksheet Students will color a picture depicting them doing an activity they are good at or enjoydoing Share each drawing with the groupLesson TwoObjective: Students will learn about self-control and why it is important.Materials:- Godfrey the Puppet- Legos- Stickers- Stop-Think-Speak poster1. Review last session Review group rules by showing Godfrey appropriate group behavior Review Lego Tower/Stickers2. Discussion What is one thing you like about Kindergarten? Why do you like it? What has been tough in Kindergarten? What about from the beginning of the year untilnow? Has it gotten easier? If it has gotten easier, what’s different now?3. Introduce Self Control“One thing that might be tough in Kindergarten is called self-control. Do you know what selfcontrol means?” Give students time to respond.

5Self-control means staying in control of your body and words. Sometimes it can be hard to dothis. How can you make good choices during those times?”Ask yourself, what am I supposed to be doing? What am I doing? Are these the same?Here’s how you know what to do 1. Look at your classmates2. Look at your teacherThen, Stop-Think-Speak! Stop what you’re doing, think about what you should do, and calmlyspeak to a friend or teacher if you need help. Use the Stop-Think-Speak poster to help illustratethis to students.It also helps to calm down. Taking deep breaths will help you do this. Let’s practice balloonbreathing. Have students practice taking deep breaths like they are blowing up a giant balloon.After they finish blowing up the balloon (3 breaths), let the air out with one final deep breath.4. Summarize Turn to the person next to you and tell them one thing you learned today.Lesson ThreeObjective: Students will apply communication skills to role-play scenarios.Materials:- Legos- Stickers- Kimochi feelings- Stop-Think-Speak poster- Role-Play scenarios- DiceLesson:1. Review Self-ControlRemember: What am I supposed to be doing? What am I doing? Are these the same?Here’s how you know what to do 1. Look at your classmates2. Look at your teacherThen, Stop-Think-Speak! Show students to poster to help their memory.2. Introduce CommunicationOne behavior that is SUPER important in kindergarten is communicating with your words. Thiswill let others know how you feel and get you help when you need it. Using your words will alsohelp you make good choices and stay in control. Let’s practice!Round 1: have each student pull a feeling out of the Kimochi feelings basket. They will practicean I-Feel statement based on the feeling they chose.