Engaging Immigrant Parents

Dealing with Immigrant Parents
Grades K-12

Welcoming families as vital partners in the school community can create a stimulating learning environment. It can also be frustrating and challenging, especially when social customs and mores, language differences, even fear become barriers that can hinder this partnership. 

The Student Reality

In many cases, immigrant students prove surprisingly resilient and eager to mimic the behaviors and values of their American peers. Some come from countries where Western culture has already made significant inroads, whether through television, movies, music, technology or MacDonald’s. However, too rapid acculturation can often spell trouble at home, as conflicts develop between children intent on change and parents determined to preserve traditional values. 

Linking with Parents

This book is about reaching out to immigrant parents because it is often the parents, not the students, who need the greatest understanding and help. School systems differ around the world.  In many countries parent involvement is not expected, or wanted.  Immigrant parents may not understand how the U.S. school system works and be totally unfamiliar with the concept of parent involvement.  In addition to not understanding the school system they often have very little knowledge of how to support their children’s educational development.

Few children, regardless of culture, achieve their full academic, social and leadership potential without the support of a caring, involved family. Talented, able immigrant children can easily fall by the wayside if their parents are so alienated from the educational system that they are unable to assist with homework, language acquisition, and a whole array of compliance issues ranging from simple attendance to behavior codes and discipline policies. When parents are in overt (or covert) conflict with the educational system, the cultural tug-of-war for the mind and heart of the child can be devastating. 

By extending a welcoming hand, making efforts to communicate, and involving immigrant parents in the schooling of their children, we can circumvent many of these problems. It’s a preventive approach, really, one that attempts to support and strengthen the child at the foundational level. 

Building a Repertoire

As educators, we need to comprehend and address a complete range of cultural issues. To do this, we have to understand the values, customs and worldview of the dominant American culture as well as those of immigrant students and their families. We must be aware of the unique behaviors of each immigrant child, while appreciating and understanding the cultural context from which these behaviors originate. We should also try to understand the immigration experience and the process of acculturation — which is often painful and conflicting.

Cultural Factors to Keep in Mind

Understanding your own culture is a major step toward understanding others. It’s like anything else. Having a context and a basis for comparison makes identifying differences a lot easier. Remember that while values are the bedrock of culture, they often can only be understood by examining customs, communication styles and individual behaviors. The values themselves are hidden.

Communication styles and patterns, including body language, vary from one culture to another. For example, people from some cultures pull away in response to direct questioning or see “why” questions as accusations. Others feel an obligation to please the person with whom they are talking and think nothing of massaging the facts in order to do so. In some cultures, smiling and nodding have little to do with genuine pleasure or agreement. In others, having direct eye contact with someone in an authority position is considered rude. 

In communicating with immigrant students and their families, it is important to do perception checks. Is your interpretation correct? Check with the other person. The rules for good listening and responding don’t change, but if you are willing and able to make small adjustments in your style of communicating (to more closely mirror the style of the other person), communication will be improved.

The more you know about a student’s culture, the better the chances of effective communication. This doesn’t mean that you have to devote hours of study to becoming multiculturally literate. Showing an interest in the diverse experiences of students and their families is an important way to build relationships. Observing, asking questions and exploring differences in an open and honest way will go a long way to building insight and understanding. For example, questions and observations may tell you such things as:

• The amount of personal space an individual requires. (This tells you how much physical distance to allow between you and the other person.)

• How time is viewed. Does the American expectation of punctuality have meaning in the other culture? Is the fast pace of American life creating conflicts for the student or family? Do children and their parents understand and accept the concept of deadlines and due dates for projects and papers?

• The family’s decision-making process. How does information seem to flow from the child to the home and back again to you? Is there an established protocol for gaining parent cooperation? Do family members other than parents (e.g., grandparents, aunts, siblings) need to be involved?

Gauge the amount of information you provide. This is particularly important when working with immigrant parents. Individuals experiencing culture shock are already overwhelmed. Piling on reams of information is probably going to be counterproductive. Prioritize what you need to convey to parents and then deal with it in small chunks. Have more contacts of shorter duration.

You can check the book out HERE.

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Cristina Casanova (Author)

An Expression of Social-Emotional Learning

Elementary

Never neglect or take for granted the emotional life of your students.  Feelings, self-awareness, life skills, conflict management, self-esteem, and all of the other developmental areas now identified as social emotional learning are critically important.  An impressive array of research from multiple fields supports the validity of time and energy spent by educators in these domains.  Emotions are not unruly remnants of stone-age survival to be hushed and otherwise ignored while we develop cognitive skills.  Emotions drive our behavior, shape our values, and predispose us to choose one course of action over others.  Emotional and rational skills are equally important interdependent components of human intelligence.

This Sharing Circle topic comes from the elementary grades activity book, Social-Emotional Learning Activities For The Elementary Grades. The topic isA Time I Showed Someone That I Care

  Here’s Your Monday Morning Sharing Circle.
Enjoy!

Do you want more information?
• Leading a Sharing Circle • Sharing Circle Rules
• Books and Resources   • Free Activities   • Subscribe

www.InnerchoicePublishing.com

Here’s How It’s Done

Gather everyone into a circle.

Explain the rules for sharing, and get agreement from everyone that they will follow the rules.

Sharing Circle Rules:

•  Everyone gets a turn to share, including the leader.
•  You can skip your turn if you wish.
•  Listen to the person who is sharing.
•  There are no interruptions, probing, put-downs, or gossip.
•  Share the time equally.

After everyone has shared, who wants to share, ask the discussion questions.

Get more in-depth information here.

Just click HERE to open a fully reproducible PDF of this Sharing Circle activity…

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

PS: If a friend forwarded this to you, you can just sign up to get your own weekly Innerchoice Counselor Activit

A Lifetime Skill – Handling Peer Pressure

Grades 7-12

In virtually every area of living life skills are needed. Along with math, science, technology, history and English, students also need to be taught how to manage themselves, their time and activities.  They need to know how to get along with others and to formulate goals and communicate their needs in a pro-social manner.  Too often these critical life skills are not addressed in a direct fashion but their acquisition is simply left to chance.  Students often don’t learn effective ways to deal with life issues.  They have ideas but can’t express them clearly.  They get into conflicts they don’t know how to resolve.  They have hopes and dreams but can only drift through life. 

The Current Reality

Often it’s the lack of skills and awarenesses that prevent many from becoming fully capable, contributing, happy members of society.  School is the ideal places to directly teach life skills, both for their impact on the future and because life skills ensure the effective application of academic skills today.

Here’s a Resource and How to Use It

Understanding Me develops, maintains, and enhances critical life skills.  Among the life skills addressed in these activity sheets are:

decision making
• goal setting
• communication
• conflict management
• learning
• leadership
• time management
• responsibility
• assertiveness
• career choic
• trust
• friendship
• culture
• justice 

In addition to your own enabling behaviors and the cultivation of an affirming classroom or counseling environment, you can assure a positive impact on the social-emotional development of your students by infusing these activities into your regular curriculum or counseling efforts.  They represent one of many possible approaches and can be enlisted as supplements to other strategies you are currently using. 

A Complimentary Activity

UNDERSTANDING ME is packed with meaningful information for teens to learn new ideas, attitudes, behaviors, perspectives, and skills while promoting self-awareness and self-esteem.  These flexible worksheets can be used by anyone working with teens – teachers, counselors, youth group and after-school leaders, home-schoolers, and parents.

Today’s selected student activity is entitled Pressure!. What is Peer Pressure and what do you do with it?

Use this activity now, and purchase the book to have a whole library of instantly usable social skills skills activities with which to engage your students.

You can check the book out HERE, and you can open a reproducible PDF of your student activity HERE.

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Dianne Schilling & Gerry Dunne (Authors)

How Feelings Factor Into Conflict

Grades K-8

This Sharing Circle topic comes from the grades K-8  resource book, TEACHING THE SKILLS OF CONFLICT RESOLUTION

Children who have learned to understand, accept, and control their feelings are not only less vulnerable to conflict, they are better equipped to deal constructively with conflict when it occurs. This Sharing Circle will allow students to better understand the connection between feelings and behavior. The topic for this Sharing Circle is, Something I Do That Makes Me Happy

  Here’s Your Monday Morning Sharing Circle.
Enjoy!

 

Something I Do That Makes Me Happy

Objectives:

The students will:
— identify something that they enjoy doing.
— state that all people can make themselves feel better.

Introduce the Topic:

Today we are going to think about things that we do to make ourselves feel good.  The topic is, “Something I Do That Makes Me Happy.”

Do you know that you can make yourself feel happy?  We all do things every day to help ourselves feel good.  We give hugs to people we love, and that feels good.  We sometimes sing or dance or tell jokes to make ourselves happy.  We might make ourselves happy by playing a favorite game or reading a good book; by getting together with a close friend, playing with a pet, relaxing in front of T.V., or taking a walk.  Close your eyes right now and think of one thing that you do to make yourself happy.  Maybe you eat a favorite snack in the afternoon, or cuddle up with your cat.  Perhaps you paint, or work on your computer.  Take a few moments to think about it.  The topic is, “Something I Do That Makes Me Happy.”

Discussion Questions:

1. Why is it important to know how to make yourself feel better?
2. What ideas did you hear that you’d like to try?
3. Who is in control of how you feel?  Explain.

 

Do you want more information?
• Leading a Sharing Circle • Sharing Circle Rules
• Books and Resources   • Free Activities   • Subscribe

www.InnerchoicePublishing.com

Here’s How It’s Done

Gather everyone into a circle.

Explain the rules for sharing, and get agreement from everyone that they will follow the rules.

Sharing Circle Rules:

•  Everyone gets a turn to share, including the leader.
•  You can skip your turn if you wish.
•  Listen to the person who is sharing.
•  There are no interruptions, probing, put-downs, or gossip.
•  Share the time equally.

After everyone has shared, who wants to share, ask the discussion questions.

Get more in-depth information here.

Just click HERE to open a fully reproducible PDF of this Sharing Circle activity…

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

PS: If a friend forwarded this to you, you can just sign up to get your own weekly Innerchoice Counselor Activity Blog.

Helping Children Deal Constructively with Anger and Conflict

Anger Control, Conflict Management lessons and activities
Elementary (Grades3-6)

Everyone gets angry, and everyone gets involved in conflict.  Both are normal human experiences and often one leads to the other.  Anger can lead to conflict, and conflict can lead to anger.  They generally go together and it’s hard to tell which came first anger or conflict.  Indeed, it’s often difficult to tell them apart.  It’s only natural then that the teaching of the skills and awarenesses that lead to the ability to effectively managing these powerful emotional events be taught together.   Children need to learn effective ways to control, express, and release their anger and strategies for dealing with the conflicts that inevitably arise in life.

The Reality

Because so many influences in their lives teach otherwise, powerful approaches and consistent intervention are needed to teach children positive, social and emotional skills.  Practice makes perfect.  Repeated exposure to positive alternatives, consistent reinforcement, and practice.  Lots of practice!

A Complimentary Activity

Learning together in a classroom or counseling session makes it easier to internalize the skills, strategies, and methods of anger control and conflict management.  We all are social beings designed by our long evolutionary history to learn our interactive behaviors with others.  The activities in ANGER CONTROL AND CONFLICT MANAGEMENT FOR KIDS are designed to actively engage the students with each other in applying knowledge, solving problems, communicating, cooperating, and relating experiences to their own lives.  They demonstrate to students the power of approaching anger and conflict with a win-win attitude, and to teach them a number of basic pro-social strategies for managing anger and resolving conflict.  The experiential group activities included in this book examine the nature of anger and conflict as well as their causes, effects, and resolutions.  A unique Sharing Circle and role-play process builds into the learning experience repeated opportunities for behavioral rehearsal.

Today’s selected group activity is Learning to Control My Anger.

 

Use this activity now, and purchase the book to have a whole library of instantly usable social skills skills activities with which to engage your students.

You can check the book out HERE, and you can open a reproducible PDF of your student activity HERE.

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Terri Akin & Susanna Palomares (Author)

Creating Character Education One Activity At A Time With Sharing Circles

Grades 3-8

This Sharing Circle topic comes from the grades 3-8  resource book, Guided Discussions for DEVELOPING CHARACTERYour students will build an understanding of character and its impact on them and the world around them. The topic helps your students identify the specific behaviors that comprise proactive, responsible citizenship.  The topic for this Sharing Circle is, How I Show That I’m a Good School Citizen

  Here’s Your Monday Morning Sharing Circle.
Enjoy!

 

How I Show That I’m a Good School Citizen

Purpose:

To identify and discuss specific behaviors that comprise proactive, responsible citizenship.

Introducing the Topic:

In your own words, say to the students: We have two major jobs to do at school.  One is to be a good student — to study and learn.  The other is to be a contributing member of the school community — a good citizen.  In this session, we’re going to focus on the job of citizenship.  Our topic is, “How I Show That I’m a Good School Citizen.”  

Tell us one way in which you demonstrate that you are a good citizen here at school.  Think about the things you do in class and on the playground that help the school community function well.  Maybe you make a habit of always following the rules.  Perhaps you volunteer for jobs in the classroom, like erasing the board, putting away materials and equipment, or tutoring other kids.  Or maybe you participate in a school-wide volunteer group, such as the safety patrol, or the conflict mediation team.  Do you always put your trash in a trash receptacle?  Do you take home notices and bring back permission slips on time?  Do you take part in special events, like assemblies, holiday celebrations, and open house?  Think about it for a few moments.  Being a good citizen involves many different kinds of attitudes and actions.  Our topic is, “How I Show That I’m a Good School Citizen.” 

Discussion Questions:

— Why is it important to be a good school citizen?
— How is being a good citizen of the school similar to being a good citizen of the community?  How is it different?
— Is part of being a good citizen encouraging others to be good citizens?  What are some examples?

Do you want more information?
• Leading a Sharing Circle • Sharing Circle Rules
• Books and Resources   • Free Activities   • Subscribe

www.InnerchoicePublishing.com

Here’s How It’s Done

Gather everyone into a circle.

Explain the rules for sharing, and get agreement from everyone that they will follow the rules.

Sharing Circle Rules:

•  Everyone gets a turn to share, including the leader.
•  You can skip your turn if you wish.
•  Listen to the person who is sharing.
•  There are no interruptions, probing, put-downs, or gossip.
•  Share the time equally.

After everyone has shared, who wants to share, ask the discussion questions.

Get more in-depth information here.

Just click HERE to open a fully reproducible PDF of this Sharing Circle activity…

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

PS: If a friend forwarded this to you, you can just sign up to get your own weekly Innerchoice Counselor Activity Blog.

We All Need To Be Getting Along!

Getting Along - Social Skills Activities for Middle and High School Students
Grades 5-9

What does it take for people to get along?  What is required for individuals and groups from diverse backgrounds to willingly seek common ground while respecting and proudly maintaining the sundry paths that brought them to the places they share? 

The Reality

Our multicultural society is made up almost exclusively of immigrants and the descendents of immigrants, many of whom arrived on these shores seeking religious tolerance and freedom from oppression.  What ethics must we nourish in our children, what skills do our youth need to learn in order to appreciate the brilliant kaleidoscope of colors and cultures they have inherited?  How can we get them to honor, enjoy, and protect what increasing numbers would shatter and separate into little piles of hues and textures with jagged, hostile edges?  

A Place to Begin

We can start by recognizing that a school is a community and the classroom a smaller community, and that whatever happens here not only goes home, but to the theater, the mall, the library, the park, the athletic event, and the religious service.  Children must grasp that in order for any of us to truly enjoy and benefit from the amenities and opportunities that are available in the community, in order for any of us to feel entirely safe and secure, in order for any of us to expect optimal conditions for learning and growth, we must ensure that those same benefits, securities, and conditions are available to all of us.  In short, we must learn to get along.  We don’t always have to agree.  We can expect to have different ideas, different values, and different goals, but we must learn to respect one another’s rights, to work and play cooperatively, to resolve conflicts, and to take responsibility for our own behaviors and the effects those have on others and on the community as a whole.

What It Really Takes

Merely admonishing students to be “good citizens” is not enough.  Most are very familiar with the label and can readily parrot all the implied expectations.  For students to get along in the deeper sense characterized by true interdependence, they have to develop self-awareness; undertake responsibility for their actions; accept and appreciate differences in others; listen with empathy and understanding; communicate their thoughts and feelings accurately and assertively; include others in their activities; be open to divergent styles and points of view; work together to solve problems and complete projects; and peacefully resolve any conflicts they experience along the way.  What’s more, they have to be conscious that they are doing these things, and be able to verbalize the reasons and benefits.  To develop competency in these areas involves the acquisition of specific skills, along with growing awareness and open discussion concerning the process.  This in turn requires not just explanation, but modeling, plenty of practice or behavioral rehearsal, and ongoing dialogue.  

A Complimentary Activity

The activities in GETTING ALONG – Social Skills Activities for Middle and High School Students are designed to introduce students to these skills in a deliberate, enjoyable fashion and, in the process, elevate their awareness of the responsibility that each has to make the classroom and/or school a cooperative environment where everyone is included, where people experience true interdependence, and where dissent and conflict are never fearsome or ugly but, rather, natural and productive. 

Today’s selected activity, Promoting Inclusion, comes from the unit “INCLUDING OTHERS”.

Use this activity now, and purchase the book to have a whole library of instantly usable social skills skills activities with which to engage your students.

You can check the book out HERE, and you can open a reproducible PDF of your student activity HERE.

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Dianne Schilling (Author)

How Our Actions Can Affect Others

Grades 3-6

This Sharing Circle topic comes from the grades 3-6  resource book, Hearts and MindsYour students will explore the impact of the things they do that make others feel good. The topic helps your students see the kinds of words and actions that create good feelings in others. They will also discover how to take credit for kind deeds and become aware of the benefits that acts of kindness produce.  The topic for this Sharing Circle is, Something I Did to Make Someone Feel Good

  Here’s Your Monday Morning Sharing Circle.
Enjoy!

 

Something I Did to Make Someone Feel Good

Objectives:

The children will:

— identify specific words and actions that create good feelings in others.
— accept credit for good and kind deeds.
— explain how acts of kindness benefit themselves and others.

Introduce the Topic:

Today’s topic is a very broad one that can be discussed in many ways. It is, “Something I Did to Make Someone Feel Good.” You see what I mean? You have probably done hundreds of things to make other people feel good. Just tell us about one.

Maybe you gave someone a flower, a present, or a compliment. Perhaps you hugged a friend who was feeling bad, or offered to relieve a parent of a chore or errand. Telling a joke can make someone feel good. So can telling a person what a good job he or she did, or saying, “I like you” or “I love you.” Describe what you said or did and how you felt inside. The topic is, “Something I Did to Make Someone Feel Good.”

Discussion Questions:

1. How do you feel when you know you’ve made someone feel good?
2. Usually, when a person feels good, everyone who comes in contact with that person benefits. Can you explain how that happens?
3. If everyone in our group tried to make one extra person feel good each day, how would our group benefit?

Do you want more information?
• Leading a Sharing Circle • Sharing Circle Rules
• Books and Resources   • Free Activities   • Subscribe

www.InnerchoicePublishing.com

Here’s How It’s Done

Gather everyone into a circle.

Explain the rules for sharing, and get agreement from everyone that they will follow the rules.

Sharing Circle Rules:

•  Everyone gets a turn to share, including the leader.
•  You can skip your turn if you wish.
•  Listen to the person who is sharing.
•  There are no interruptions, probing, put-downs, or gossip.
•  Share the time equally.

After everyone has shared, who wants to share, ask the discussion questions.

Get more in-depth information here.

Just click HERE to open a fully reproducible PDF of this Sharing Circle activity…

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

PS: If a friend forwarded this to you, you can just sign up to get your own weekly Innerchoice Counselor Activity Blog.

Games Children Should Play

What’s Happening:

All Ages

Scientific research into learning and the human brain is currently exploding with discoveries about how humans learn best. It’s now widely recognized that neuroplasticity (the ability of the human brain to grow, learn, and change throughout life) can, and should be, positively enhanced by schooling. Compelling evidence suggests that if educators understand how the brain learns and implement the correct skill-building educational experiences, all students can experience success.

Movement and Stress:

This current research explosion has made it apparent that physical movement is critical to learning. Voluntary large motor activities such as games, team sports, dance, and running raise the good brain chemicals needed for learning, focus, thinking and memory access, and also help to reduce stress. Since chronic, acute stress negatively impacts learning and behavior, providing regular physical activity becomes a natural de-stressor and an important part of any school day. Research suggests that students benefit from 30 to 60 minutes per day of movement and organized physical activity.

Games and Learning:

Pro-social games of all kinds offer additional important ways to purposefully promote social and emotional learning. The natural desire of children to play together and have fun makes games an ideal delivery system for teaching important life skills. Through the structure, rules, and social interaction of games, children learn to share and take turns. They practice self-control and the effective management of negative emotions. They learn that motivation and persistence pay off. Games teach children the benefits of interacting with others in fair, just, and respectful ways, and help develop the critical life skills of collaboration and teamwork.

These important social and emotional skills are not innate talents, but learned abilities. The acquisition of social-emotional skills is facilitated by the structure and rules of games, by peer interaction, and also by adults modeling these behaviors and helping students to make appropriate learning connections. 

A Complimentary Activity

Today’s selected activity comes from the unit “GET-ACQUAINTED GAMES” in our book, EVERYBODY WINS! – 100 Social-Emotional Games That Children Should Play.

The games in this section were selected because they encourage self-disclosure and sharing in the non-threatening context of play.  They can be used to help students become better acquainted, to promote inclusion, to build team cohesiveness, or as preludes to more challenging tasks.  Players introduce themselves to one or more persons, focusing on the value of each individual and acknowledging similarities and differences.

Use this activity now, and purchase the book to have a whole library of instantly usable games to engage your students.

You can check the book out HERE, and you can open a reproducible PDF of your student activity HERE.

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

A Sharing Circle About DEALING WITH DIFFERENCES

Grades 2-12

This Sharing Circle topic comes from the grades 2-12  resource book, Lessons in Tolerance and DiversityIt  lets your students explore the differences between themselves and their friends. The topic helps your students understand that we all differ from one another and that these differences are what really are at the root of all our relationships but, importantly, from the foundations for our friendships. The topic for this Sharing Circle is, Lessons in Tolerance and Diversity

  Here’s Your Monday Morning Sharing Circle.
Enjoy!

 

I Have a Friend Who Is Different From Me

Purpose:

This circle asks students to identify specific differences between themselves and their friends, and fosters respect for differences in race, culture, lifestyle and ability.

Introduce the Topic:

Today we are going to talk about friends who are different from us and what we like about them. The topic for this session is, “I Have a Friend Who Is Different From Me.”

We are all alike in many ways, but we are also different. Today, I want you to think about a friend who is different from you in at least one major way, and tell us why you like this person so much. Perhaps your friend is of a different race, or has a much larger family, or is many years older than you. Does your friend speak a different language or eats a different way than you do? Does your friend have a disability that causes his or her lifestyle to be different from yours? Maybe your friend celebrates birthdays differently than you do, or has different holidays. Tell us what you enjoy about this person. Does your friend listen to you and share things with you? Does he or she invite you to go places? Do you have something in common like a love of sports, music, or computers? Think about it for a few minutes. The topic is, “I Have a Friend Who Is Different From Me.”

Discussion Questions:

1. What are some of the ways we differ from our friends?
2. How are you enriched by the differences between you and your friend?
3. What causes people to dislike other people because of things like race or religion?
4. What would our lives be like if we could only make friends with people who are just like we are?

Do you want more information?
• Leading a Sharing Circle • Sharing Circle Rules
• Books and Resources   • Free Activities   • Subscribe

www.InnerchoicePublishing.com

Here’s How It’s Done

Gather everyone into a circle.

Explain the rules for sharing, and get agreement from everyone that they will follow the rules.

Sharing Circle Rules:

•  Everyone gets a turn to share, including the leader.
•  You can skip your turn if you wish.
•  Listen to the person who is sharing.
•  There are no interruptions, probing, put-downs, or gossip.
•  Share the time equally.

After everyone has shared, who wants to share, ask the discussion questions.

Get more in-depth information here.

Just click HERE to open a fully reproducible PDF of this Sharing Circle activity…

If you like our blog resources and would like to receive them regularly, please subscribe here or on our website at www.InnerchoicePublishing.com

Thanks so much for reading!

Susanna

PS: If a friend forwarded this to you, you can just sign up to get your own weekly Innerchoice Counselor Activity Blog.