Leon's Song by Stephanie Simpson McLellan

Before ( book introduction / pre-reading strategies):

1. Community Circle: I think I am special because...
2. One Special Thing About Me (pg. 365)
3. Spider Web (pg. 246)
4. Mirror, Mirror (pg. 29)

During:

1. What Will Happen Next (pg. 340)
2. Five Tribles (pg. 249) Use this activity while reading the story, stopping to show how students are feeling as the story is progressing.
3. Milling to Music (pg. 267) Use this strategy when you have read to the  middle of the book, asking the students to discuss what they think will happen next in the story with a partner.

After (discussion):

1. This Is Me (pg. 287)
2. Finding All We Have in Common (pg. 355)
3. Boaster (pg. 271)
4. Silhouettes (pg. 228)

1. Stand in a circle.
2. Pass the ball from person to person until everyone has had a chance to catch the ball. (I like to add... when we start will you please put your hands in front of you. Once you have had a turn , put your hands behind so that we know who still needs a turn.)
3. Repeat the pattern you used.
4. The facilitator then said,"That took you 10 seconds. Let's see if  you do the same activity in 1 second." (We all laughed and then someone suggested making the circle smaller. We tried again but only took off a couple of seconds. This continued using various strategies. Finally we stood in a line as closely as possible and rolled the ball down our hands and actually almost accomplished the task!)

Start the year with Tribes TLC – high school

Review/teach the agreements as you introduce directions, class procedures, and reflections behavior.  Strong attention to the relationship between behavior expectations/classroom management and agreements during the first two weeks of  school can really set the tone.  The more you model and gently insist…the better chance you have of opening minds and motivating autonomous behavior.

Your willingness to participate in sharing of personal information will have a direct effect on student’s participation and interest.

Trust the Process.

Remember the connection between the Tribes process and personalizing the high school:  voice-belonging-choice-freedom-imagination-success

Strategies from Engaging All in High School Learning Communities to use and/or adapt for building Inclusion and learning names:

·      Cares-Concerns-Compliments (p. 334):  Either in written form, and inviting oral statements, this is always a good “pulse-check”.  You don’t have to solve everything, just put it out there and then reflect…

·      Extended Nametags (p.268):  Incorporate contact information (parents phone numbers?!) and school/academic goals…one idea is to collect without sharing, (but still reflect!), then put away for 3-4 months and take out , pass back, and evaluate how things have changed?!

·      Interview Circle (p. 369):  YOU are the first to be interviewed…then use a little each day or each week…let student volunteer to be interviewed, or have them in partners to build inclusion.

·      Final Countdown (p. 270):  easy and effective way to close the day or class period.

·      Focusing on Our Strengths (p. 355):  Good for some pre-group-task energy

·      Multiple Intelligence Exploration (p. 380):  And then use the “circular curriculum” approach to learning experiences. 

·      Something Good (p. 438):  Another quick way to get a Tribes strategy into your class time.

·      Suggestion Circle (p. 445):  Always a good idea to get student input (voice-choice-imagination).

·      Teaching I-Messages (p. 361):  “pay me now, or pay me later”…teaching I-messages AND modeling and practicing and using them will pay off in the long run.

·      Three Ball Pass (p. 388):  Good for learning names, problems solving, focusing, reviewing, having fun.

·      What We Need from Each Other (p. 377):  what a great concept?!  Get more student buy-in to your expectations and their participation in learning and productive behavior.

Energizers:  Remember, an energizer is always more successful when there is a reason for doing  it, and reflection on the behavior that made it work…or not.

#4  Beep Beep                        #17 Count to ten                    #34 – Getting …You

#49 Invisible Tug of War        #97 – We’ve Got Rhythm        #99 – What’s…Name

Start the year with Tribes TLC – middle school

Review/teach the agreements as you introduce directions, class procedures, and reflections behavior.  Strong attention to the relationship between behavior expectations/classroom management and agreements during the first two weeks of  school can really set the tone.  The more you model and gently insist…the better chance you have of opening adolescent minds and motivating autonomous behavior.

Your willingness to participate in sharing of personal information will have a direct effect on middle school student’s participation and interest.

Trust the Process.

Strategies from Discovering Gifts I Middle School to use and/or adapt for building Inclusion and learning names:

·      A Funeral for Put-Downs (p. 237):  A shredder is probably a better visual than a fire in the trashcan?!

·      Cares-Concerns-Compliments (p. 253):  Either in written form, and inviting oral statements, this is always a good “pulse-check”.  You don’t have to solve everything, just put it out there and then reflect…

·      Extended Nametags (p.268):  Incorporate contact information (parents phone numbers?!) and school/academic goals…one idea is to collect without sharing, (but still reflect!), then put away for 3-4 months and take out , pass back, and evaluate how things have changed?!

·      Flies on the Ceiling (p. 273):  Good for a bad day…?  Also good for a written assignment/connection…also good for a GOOD day.

·      Fork and Spoon (p. 385):  fun and funny, yet very challenging.  It CAN be done – this is an energizer to use more than once…great for reflecting on problem-solving, perseverance, and agreements.

·      Final Countdown (p. 270):  easy and effective way to close the day or class period.

·      Peer-Response-Huddle (p. 322):  Once they know the strategy, this is always good for a check for understanding or review.

·      Teaching Agreements (p. 360):  Getting student input is always a good idea.

·      Teaching I-Messages (p. 361):  “pay me now, or pay me later”…teaching I-messages AND modeling and practicing and using them will pay off in the long run.

·      Three Ball Pass (p. 388):  Good for learning names, problems solving, focusing, reviewing, having fun.

·      Two for Tuesday (p. 375):  Another quick way to get a Tribes strategy into your class time.

·      What We Need from Each Other (p. 377):  what a great concept?!  Get more student buy-in to your expectations and their participation in learning and productive behavior.

Energizers:  Remember, an energizer is always more successful when there is a reason for doing  it, and reflection on the behavior that made it work…or not.

#11 – Buzz                       #18 – Creating Groups              #26 – Eraser Race

#37 – Group Doodle        #39 – Handshake 1-2-3            #53 – Look …Dinner           

#82 – Standing…Map            #96 - Vortex                        #100 - Wink           

Start the year with Tribes TLC – 3-5

Review/teach the agreements as you introduce directions, class procedures, and reflections on the behavior at recess.  Strong attention to the relationship between recess behavior and agreements during the first two weeks of school will help with consistency and the inevitable conflict management throughout the year.

Strategies from Reaching All by Creating Tribes Learning Communities to use and/or adapt for building Inclusion and learning names:

·      Appreciating Others (p.213):  Writing complete sentences, even a “homework assignment!

·      All in the Family (p. 209):  Great for inclusion and great for some teacher insight on personalities.

·      Community Circle Metaphor (p. 228)

·      Funeral for Put-Downs (p. 250):  Use a shredder or bury near the playground for additional effect.

·      I Sit in a Chair with My Friend (p. 262):  Good for following directions, sequencing, and learning names.  Team up with a k -1 – 2 class to model how it is done and help them learn names.

·      Finding All We Have in Common (p. 243):  It may be helpful to brainstorm good questions before starting.  Make sure YOU (teacher) chooses the pairs/groups so no one is left out!

·      I’m Proud Appreciation Circle (p. 264):  At the beginning of the year, you can extend this to setting a goal for the school year…”I hope to learn / change / etc….”

·      Name Wave (p. 388):  good for learning names – keep the focus by “waving” only two or three names a day

·      One Minute History (p. 294):  Give some time to prepare, incorporate curriculum (use adjectives, write compound sentences, etc.).  Use media to create a back-to-school presentation.

·      Slip Game (p. 334): prepare your own age-appropriate questions and/or questions that will include all your students, based on your own information.

·      I-Messages (p. 87, 11, 113, 336) and Paraphrase Passport (p. 302) will also do a lot to prevent and/or manage conflict

Energizers (from the Energizer Box):

#12 – Car and Driver             #18 – Creating Groups                  #24 - Eighty-Five

#32 – Fruit Salad                  #38 – Ha, ha, ha                            #51- Lean-two         

#73 – Roving Reporters       #86 – Tactile Copier                        #100 - Wink           

Start the year with Tribes TLC – 1-2

Teach the agreements as part of your “policies and procedures” – your daily routine.  You can review agreements in morning circle, during calendar (agreement of the day – ask students what we can work on today?), and reflect at the end of the day.

Strategies from Reaching All by Creating Tribes Learning Communities to use and/or adapt for building Inclusion and learning names:

·      Appreciating Others (p.213):  choose a student each day for some appreciation statements, use puppets, prepare statements to practice on parents/adults.

·      Boasters (p. 216):  Parents/adults can contribute; make a bulletin board of these for back-to-school night.

·      Clap-Slap (p. 386):  Good for learning names – can also be a challenge to actually coordinate the clapping and slapping; do a little at a time – can also be a challenge each day for the first two weeks of school to “see how we can improve”!

·      Community Circle (. 226):  Every day!

·      Warm Fuzzies (p. 364) and Fuzzyland Map (p. 251)

·      I Sit in a Chair with My Friend (p. 262):  Good for following directions, sequencing, and learning names.  Get some older students to model/demonstrate.

·      Me Book (p. 277):  Can be an ongoing project

·      My Favorite People and Things (p. 282)

·      Name Wave (p. 388):  good for learning names – keep the focus by “waving” only two or three names a day

·      Slip Game (p. 334): prepare your own age-appropriate questions and/or questions that will include all your students, based on your own information.

·      That’s Me! (p. 351):  Use as a check for understanding as well as a quick, daily inclusion – eventually your students can come up with “that’s me” questions.  This strategy can also be used to practice following directions, attentive listening, taking turns, etc.

·      Two on a Crayon (p. 361):  a little bit of inclusion and a lot of influence – a good challenge to see if you really have those agreements working!  Good practice for sharing and appreciation and working in groups…of two!

Energizers:

#7 – Body Music                        #15 = Circle Zs                        #22 – Dominoes

#27 – Finding Partners            #48 – Icky…Bubble Gum            #77 – Simone Says

#95 – Uncle Jesse

TEACHING THE AGREEMENTS 

Picture Books that help present the idea of appreciation statements vs put downs

• Chrysanthemum            by Kevin Henkes
• Pebble                                    by Susan Milord
• Yoko                                    by Rosemary Wells
• The Brand New Kid            by Katie Couric
• Words Aren’t for Hurting            by Agassi

Songs that help present the idea of appreciation statements vs put downs

• I think you’re wonderful                        by Red Grammer  “Be Bop Your Best”

Picture books that help present the idea of mutual respect

• The Golden Rule                                    by Cooper/Swiatowska
• Hands aren’t for Hitting                        by Agassi
• Teeth aren’t for biting                                    by Agassi           
• Feet aren’t for kicking                                    by Agassi
• How to Lose All Your Friends            by Nancy Carlson
• The Great Fuzz Frenzy                        by Janet Stevens and Susan Stevens                                                                                          Crummel
• Do Unto Otters                                    by Keller

Songs that help present the idea of mutual respect

• Kindness                                                by Red Grammer  “Be Bop Your Best”
• Say Hi                                                            by Red Grammer  “Teaching Peace”
• Rapp Song                                                by Red Grammer   “Teaching Peace

Start the year with Tribes TLC – K-2

Teach the agreements as part of your “policies and procedures” – your daily routine.  You can review agreements in morning circle, during calendar (agreement of the day – ask students what we can work on today?), and reflect at the end of the day.

Strategies from Reaching All by Creating Tribes Learning Communities to use and/or adapt for building Inclusion and learning names:

Appreciating Others (p.213):  choose a student each day for some appreciation statements, use puppets, prepare statements to practice on parents/adults.

Have a pocket chart with wonderful adjectives in it (awesome, intelligent, helpful, kind, friendly etc.). Have the student of the day choose the one that he/she thinks best describes his/herself. The student shares that word with the class and the class then sings the following song to the student:

(tune: We wish you a Merry Christmas)
We think that you are _______
We think that you are _______
We think that you are _______,
We’re glad that you’re here.

Boasters (p. 216):  Parents/adults can contribute; make a bulletin board of these for back-to-school night.

Clap-Slap (p. 386):  Good for learning names – can also be a challenge to actually coordinate the clapping and slapping; do a little at a time – can also be a challenge each day for the first two weeks of school to “see how we can improve”!

Community Circle (. 226):  Every day!
A talking stick helps to remind the children whose turn it is to talk.

Warm Fuzzies (p. 364) and Fuzzyland Map (p. 251)

I Sit in a Chair with My Friend (p. 262):  Good for following directions, sequencing, and learning names.  Get some older students to model/demonstrate.
This is really difficult for ages 6 and under. I would do three ball pass instead. Three ball pass would be done sitting down with legs spread wide, and the ball being rolled.

Me Book (p. 277):  Can be an ongoing project

My Favorite People and Things (p. 282)

Name Wave (p. 388):  good for learning names – keep the focus by “waving” only two or three names a day Or, so everyone feels like their name was heard, break the group into three smaller groups and have each group do it in a different area of the class at the same time.

Slip Game (p. 334): prepare your own age-appropriate questions and/or questions that will include all your students, based on your own information.

That’s Me! (p. 351):  Use as a check for understanding as well as a quick, daily inclusion – eventually your students can come up with “that’s me” questions.  This strategy can also be used to practice following directions, attentive listening, taking turns, etc.

Two on a Crayon (p. 361):  a little bit of inclusion and a lot of influence – a good challenge to see if you really have those agreements working!  Good practice for sharing and appreciation and working in groups…of two!

Energizers (from the Energizer Box):

#7 – Body Music                        #15 = Circle Zs                        #22 – Dominoes

#27 – Finding Partners            #48 – Icky…Bubble Gum            #77 – Simone Says

#95 – Uncle Jesse