5th- Cooperative decision making. We talked about working together with others in groups. We brainstormed ways to help group work go well and strategies for making decisions together. We then practiced making decisions in a group.

4th- Differing Perspectives. We talked about how two people can see the same situation in very different ways. Seeing things differently doesn't mean that one person is right and the other wrong. We discussed looking at all the possibilities and trying to see the other person's point of view before jumping to any conclusions. We can at least listen and be respectful even when we don't see things the same way.

3rd- Conflict Resolution. We discussed what "fair" means--not always just getting the same thing! Fair is each person getting what they need to be successful. In class, fair might look like different assignments, seating arrangements, extra help, etc. Then we talked about how when we are solving a conflict with another person, we really want the solution to be fair. That means that everyone involved gets what they NEED. That might not mean they get exactly what they want, but the solution is something that works for everyone: a win-win. 

2nd- Tattling vs Reporting. We talked about reporting in our bullying and safety units, but we got more specific about when to tell and what we can do instead. We read A Bad Case of Tattle Tongue and discussed how to solve some problems on our own.

1st- Friendship. We talked about ways to be a friend. Then we read Hunter's Best Friend at School. During the story we discussed how part of being a friend is being a learner and allowing others to learn. Being a friend isn't about just doing what your friend is doing or wants you to do, but being your best self and helping your friend to be his or her best self.

K- Bullying. We learned how to refuse bullying by being assertive: standing up tall, looking the person in the eyes, and using a strong respectful voice to tell them to stop. We also learned about being a bystander--someone who sees or hears bullying happen. Bystanders have lots of power to either make the problem bigger or smaller. We discussed what we can do to be assertive and helpful if we are a bystander.

5th- Peer pressure. We talked about how peer pressure can be negative OR positive. We brainstormed and made a list of different things we might be peer pressured to do in middle school. We talked about what we want to be known for and thought about how we could respond to different situations we might be in (ex- being at a sleepover with friends and being pressured to drink alcohol). We reviewed our problem solving model and talked about how using those steps can help us in tricky situations. We also reviewed I-statements and being assertive with our friends.

4th- Teamwork/Cooperation. We did an activity in which most of them thought they were competing when really, to succeed, they needed to cooperate! We talked about how our class is a team--one person doesn't win by being THE best, everyone wins by being THEIR best. We talked about some strategies for cooperating and working together.

3rd- Rumors. We thought we were spreading respect, but accidentally spread a rumor instead! We talked about what a rumor is, why they are hurtful, and Mrs. Hoell's rumor rules. We TRIED to take the rumor back, but discovered that once it is out there, it is impossible to completely take it back. 

2nd- Feelings. We reviewed our basic feelings (happy, sad, mad, scared) and then read How are You Peeling? to discuss other feelings and how to appropriately express them. For example, being mad is okay, but yelling in someone's face is not. Instead we can take deep breaths, ask for a break, try to solve the problem, walk away, tense and relax our muscles, etc!

1st- Bullying- Bystanders. We finished up talking about bullying (being mean, over and over, on purpose) by discussing what to do if you see it happening to someone else. We discussed how we can support others by being kind and including them, using our assertive words to help them refuse (when appropriate), and if the person wants help, we can help them report to an adult.

K- Bullying- Recognizing and Reporting. We spent our first lesson talking about what bullying is (being mean, over and over, on purpose) and practicing recognizing it in different situations. We also talked about how we can recognize unkindness even if it isn't bullying.
The second lesson was about reporting bullying. We talked about who we can tell (different adults we trust) and how to report to them. I'm asking my students to give this information: *who the problem is with, *what exactly happened and when, *then ask "can you help me?"

Kindergarten- We talked about how to ask someone if we can play. We can choose that person by looking for someone who is doing an activity we enjoy. Just like when we introduce ourselves, we stand up tall, look them in the eyes, and smile. We ask, "Can I play with you?" At Fairview we try to include everyone so if there is a way for them to play we say, "yes." We talked about sharing and how to make an apology if we do the wrong thing while playing. During the lesson we also practiced *introducing, *asking to play, and *saying "I'm sorry." I had the kiddos practice saying "I forgive you" as a response rather than "It's okay" because sometimes whatever is being apologized for is NOT okay!

1st grade- Talked about how to refuse bullying (when someone is mean, over and over, on purpose). We practiced being assertive by standing up tall, looking the person in the eyes, and using our strong respectful voice to let them know we don't like what they are doing. It helps if they are specific about what they don't like (rather than just saying "stop") because some kids don't realize what they are doing that bothers other people! We looked at some examples and talked about how they can refuse any behavior/treatment that they don't like--even if it's not bullying!

2nd and 3rd- We finished up our lessons on bullying by talking about bystanders. A bystander is anyone who sees or hears bullying happen. Bystanders have a lot of power to make bullying better OR worse! We talked about how they can use the 3Rs (Recognize, Refuse, Report) and also how to support a person who is being bullied. 

4th and 5th- We finished up our lessons on bullying by talking about cyberbullying. We talked about different types of electronic technology and examples of how they can be used to be unkind. We discussed the ways we deal with unkind behavior in this format.

Letters should have gone home with 1st-5th graders last week about our bullying unit. The letter explains how you can get access to the information I was teaching so you can use it with your kids at home! :)

Kindergarten- We continued our conversation about friendship. We learned how to introduce ourselves to another person and then practiced! 
Here are the steps we used:
Look them in the eyes,
Smile and say, "Hi!"
Share your name, too.
Say, "Nice to meet you!"

1st grade- We took a break from bullying to talk about feelings. We read The Way I Feel and used the story to practice identifying a variety of feelings. We made each page a guessing game and then identified appropriate ways to express those feelings verbally and non-verbally.

2nd-5th grades- We did our 2nd (of 3) lessons on bullying prevention
2nd & 3rd- talked about and practiced assertively refusing bullying
4th & 5th- talked about bystander responsibility

Kindergarten-
week 1- We reviewed our safety lesson. I wanted to be sure they knew the 3Rs: Recognize, Refuse, Report, and understood how to use them to keep themselves safe. We talked about how to use those skills even in smaller situations.
For example, if a friend asks us to play tag on the playground. We can RECOGNIZE- that chasing games aren't allowed at Fairview, REFUSE- with our words by saying no in our assertive (strong, but respectful) voices and with our actions by not running away from the person or moving to an adult, and REPORT- to an adult if the person doesn't stop trying to play unsafe games.

week 2- We started talking about friendship. We made a friend out of big paper and brainstormed what a good friend does and says to other people. Some of the classes had time to read a story about friends.

1st-5th Grades- Bullying Prevention. Our district is doing a new bullying prevention curriculum in the elementary schools this year. We are using Second Step Bullying Prevention Unit.

Students have been learning about what bullying is: being mean, on purpose, over and over. It is unfair and one-sided and the person it is happening to hasn't been able to stop it.
We also use scenarios about kids in bullying situations to help us RECOGNIZE, REFUSE, and REPORT bullying behavior. 
​
4th and 5th grades started also discussing bystanders--people who see or hear bullying happen--and what bystanders can do to be part of the solution and not the problem.

All grades did a district-wide, general safety lesson. Depending on the grade, we talked about or reviewed the 8 Never-Never rules, the 3Rs, and the Always Ask First Rule. We used this information to discuss different situations that could be unsafe. 

For example:
​In kindergarten, Puppy (a puppet) talked about finding a bottle of "candy" in the bathroom. We recognized- is it safe to eat something we find? something in the bathroom? anything we aren't sure about without asking first? We helped Puppy make a safe choices by not eating the "candy." We helped Puppy brainstorm what safe adult he could ask about the "candy" (which turned out to be medicine). 

In fourth grade we talked about a girl who is in chess club and gets invited by the college aged helper to meet him at the library for extra practice. He tells her that she doesn't need to ask her parents first. We went through the steps of recognize, refuse, report and discussed the importance of asking the adult in charge of you before you go somewhere.

I encouraged students to ask their adults at home if they had questions about any of our safety rules! My older grades also talked about the responsibility that comes with being increasingly independent. I gave them the "homework" of making sure they know/carry with them the phone number of at least one of their safe adults in case they need help.

I can't believe it is day 8 already! :) Time is already flying by--a good sign that we are having lots of fun! I'm excited to be back in the routine of school. Classes started this week and that always makes me happy. Not only do I love to teach, but it gives me a chance to see and smile at each kiddo!

I teach each class every other week and in past years I've had all of one grade level on the same week. This year the classes are mixed up a little more. I'm not totally sure how I'll handle that as I blog about lessons. Stay tuned and we'll figure it out together! :)

As always, if you or your kiddo need any support from me, I'm happy to help in any way that I can! This website contains information on how I can support kids and how to contact me. Here's to a great year!!

​~Lillian Hoell

What a great year it has been! We have learned a lot and had tons of fun :) This is the end of my sixth year, so the first year that I've had an outgoing group of FVE 5th graders their whole elementary career. It's bittersweet to send them off to Middle School. I know they are ready and will do great things; however, I WILL MISS THEM!! :( I hope everyone has a safe, relaxing, fun summer break. I'm already looking forward to seeing everyone back here in the fall. :)  ~Mrs. Hoell

Transitions for everyone!

5th- Talked about all the things we have learned this year and how they will prepare us for Middle School. We talked about what makes us nervous about going to MS. One thing that tends to worry kids is being able to open a combination lock--so we practiced! Some kiddos got it right away, but most needed several tries and some help from their friends. If they had time, students were asked to reflect back on their time in elementary school and consider some things they are looking forward to next year.

4th- We spent the last part of class talking about transitioning to 5th grade and setting goals for ourselves. The first part of class we finished up talking about career paths and the career path stations we did last time.

3rd- We talked about changes: what changes are coming up for them and how they feel about those changes. We read Little Tree and talked about how you have to change and try new things so that you can grow. We discussed strategies for dealing with the tough feelings that come with change.

2nd- We talked about changes: what changes are coming up for them and how they feel about those changes. We read Don't be Afraid to Drop. We discussed what might scare us about change, but how to cope with those changes.

1st- We talked about changes: what changes are coming up for them and how they feel about those changes. We discussed coping strategies and did some magic to show how coping strategies can help us deal with tough feelings. We read The Koala Who Could and talked about all the things he was missing out on when he didn't change or try new things. We tied in our conversations about life changes, feelings, and growth mindset.

K- We talked about changes: what changes are coming up for them and how they feel about those changes. We read The Night Before First Grade and discussed things they can do to make a smooth transition to first grade. We also talked about how we can help others who might be new!

My fourth grade classes explored the six career paths through hands on activities!

Business path- students sorted and counted (fake) money. They had to put words in alphabetical order and a few who had time fixed errors in a paragraph.

Health path- Students bandaged Mr. Bear's hurt leg. They then practiced taking their pulse while sitting and after jogging in place.

Helping path- Students took turns offering advice to each other for some pre-written problem situations. If they had time, they then got to practice taking a pizza order and following those directions to prepare the person's food.

Fixing, Building, & Technology path- Students were to build a creation of their own design with LEGOs.

Nature path- Students worked together to assemble a dinosaur skeleton using a provided diagram. Next, they were asked to do research in animal books to find a fun fact about an animal. A few had some additional time and did some experimenting with light and making a rainbow using a CD.

Creative path- Student were provided with three objects: a plastic snake, a wooden apple, and a wind up set of teeth. They had colored pencils, crayons, and regular pencils and could draw a picture, create a cartoon (with provided cartoon strips), or write a short story involving one or more of the objects.

Later, during debriefing, we talked about which activities they enjoyed most and why. We connected that to what kinds of jobs they might enjoy someday.