February 25th

We started on the Communication unit today and started with learning the differences between child-like, parent-like and adult-like communication styles. They also watched three clips from "The Emperor's New Groove" and had to identify the three types of communication shown in the movie clips.

February 24th

Students had a mid-term test today on the Independent Living Skills unit. We discussed this test yesterday and what they would be tested on and needed to study. We will start the communication unit tomorrow.

February 23rd

We continued discussing stress and focused on stress reducers. We also talked about biofeedback and handed out biodots to use to see how they are reacting to the daily stress they have in their lives.

February 22nd

Students learned about stress, distress, eustress and stress reducers. They took a questionnaire to rate how much stress they have and we discussed how everyone handles stress differently. We also discussed biofeedback and handed out biodots to use to see how they are reacting to the daily stress they have in their lives.

February 19th

Students discussed poor ways people use to numb stress and we focused on depression and suicide. The students watched an educational video on the effects of suicide and how people can identify warning signs from friends and family.

February 18th

We talked about three communication styles: aggressive, passive and assertive. Students identified the styles by statements made by or descriptions about the three styles. Then in groups, they role-played one of the three styles to understand what they look like.

February 17th

After filling in their student/teacher assessment sheet for Student-Led Conferences, the students discussed what makes them angry and learned the differences between hot, cold and warm anger and compared these emotions to balloons. They also read the book "When Sophie gets angry" and talked about what they can do to control their anger. There was a paper that went with this, but the students didn't turn this in.

February 16th

We first discussed different colors and what the meanings and feelings of different colors are. Students were then given a choice of activities. One was called "Written all over your face" to help them distinguish between emotions and facial expressions. They had the rest of class to work on it and the answers and prizes were given at the end of class for those who had the most correct. The other was charades and the students had to act out and guess different descriptive words of emotions.

February 12th

We read the book "What are you so grumpy about" and discussed the seven basic emotions. Then we discussed and wrote about how these emotions are portrayed in the books they are reading and the TV and Movies they watch.

February 11th

Students finished their personalized license plates and car comparing parts of it to parts of their own personality. We then discussed emotions, feelings and the affects these feelings have on us and others around us. We studied how our surroundings, especially the music we listen to, can effect our moods. Students listened to clips from different types of music and had to explain how each made them feel.

February 10th

Students finished discussing personalities by completing another couple of activities, a personalized license plate and a photo of a car comparing parts of it to parts of their own personality. The car and license plate were turned in for points and these will be placed in their Student-Led Conference portfolios.

February 9th

Students discussed what different factors have made up/influenced their personality. They were then shown common personality tests people have created. Today, students learned about astrology signs, the Chinese zodiac and A/B type personalities.

February 8th

We continued on values today and discussed common values each member of society has and talked about setting priorities. The students then answered a series of questions to rank their values in order of priority from the most important to the least. We also discussed how our values and priorities effect the goals we set and if we will be able to reach those goals or not. We are more likely to achieve goals that we value or that we see as a high priority.

February 5th

We finished up on the activities dealing with self-concept, self-esteem and self-confidence. Their journal entries for this week were due today at the end of class.

February 4th

Students started discussing values and focused on the differences between intrinsic and extrinsic values. They had to know and recognize the difference between the two types and they practiced by watching a few movie clips about children and their different types of values.

February 3rd

Students continued learning about self-concept today and focused on Self-confidence. We discussed being a unique individual and listened to a song and watched a couple of video clips on confidence. We also shared a couple of children's books which students can use with their younger siblings.

February 2nd

Students learned about the differences in self-concept, self-esteem, self-image, as well as how they affect all areas of our life. They were read the story "You are special" and wrote down the definitions of the terms, but the rest of class was a discussion.

February 1st

We finished discussing the five types of adolescent development, which we related to the acronym of Pepsi. We then moved on to discussing common roadblocks to development that teens may face and the challenges associated with each one.