|
Departments:
|
by Lisa Kosmicki With preparation and planning complete, the eighth grade class for Lincoln Junior High excitedly boarded yellow school busses for the trip to Northeastern Illinois University. As the girls and boys chatted and relished in the fact there would be no homework that day, the level of excitement grew. Upon entering the doors of the college campus, students filed into the gymnasium with a sense of anticipation and awe. As the first group of eighth grade students ever to experience Adventure Education, this group set the tone for future student groups. Silence befell the 120 eighth grade students as they listened to Dan Creely explain the focus of the day - working together. Each year, the staff at Lincoln integrate the annual field trip with the curriculum. Some grade levels choose to enhance the curriculum with trips to neighboring museums and zoos. The eighth grade staff worked to find an exciting trip that would not only be memorable, but also helpful for molding the future of these students. The idea of a fun, activity filled morning incorporated the team's goals of instilling a sense of cooperation, teamwork, selflessness, and understanding, foundations for preparing students for the future. In a non-traditional way, these teachers offered the opportunity to educate the mind and spirit, learning skills that carry over into every aspect of the classroom and the future. As the students moved into their small groups with their leaders, an amazing transformation took place. Eighth grade can be an awkward time. Physical changes and peer concerns can rattle self esteem and self confidence. One by-product of this can be put-downs - degrading, insulting comments to one another, directed at picking out the weaknesses in others. Put downs ensure one's self worth at the expense of others. With anticipation, the Lincoln staff waited for the first behavior/discipline issue (which usually stem from put downs) to arise. Smiles dominated the faces of the children. With activities that allowed them to not only enjoy and appreciate each other's company, but also to collectively problem solve, an aura of positive attitude grew. Looking around the gym, no student was left out; each member felt needed, part of a team. Via games, the laughter and cooperation between students allowed for learning about self and others in a different way. It opened up a chance to see others for their strengths, assets - what they could contribute instead of how they could bring the group down. The concepts of goal-setting, creative thinking, and cooperating reinforced, in a non-traditional way, the potential present in each of us. Returning to school, the student shared stories of their experiences. "Fun, "challenging." "teamwork" was heard throughout the bus. A transformation had begun. The students engaged positively with one another. Staff saw positives, too. Ideas flurried among faculty about how to promote these positive feelings throughout the year - how to make a day of problem solving and apply it to the daily problems junior high kids face, encouraging the betterment of their social interactions. One way Lincoln has incorporated some ideas of adventure education began with the two school social workers and the special education students. Lincoln provides special education services to eligible students in many capacities. Self-contained classrooms -where students with similar and severe difficulties in learning and behavior - provide academic and social support. Because students in these classes can experience low self esteem and social isolation due to their separation from mainstream peers, social work groups in these two classrooms provide a positive outlet and opportunity. Groups center around themes: cooperation, anger management, communication, etc. While students benefit from the therapeutic components and shared a forum to discuss concerns (an outlet), occasionally, behavioral issues interfere with the process. After the adventure education field trip, the two school social workers came back full of ideas and inspiration to incorporate into these groups. With minimal training and not only enjoy and appreciate each other's company, but also to collectively problem solve, an aura of positive attitude grew. Looking around the gym, no student was left out; each member felt needed, part of a team. Via games, the laughter and cooperation between students allowed for learning about self and others in a different way. It opened up a chance to see others for their strengths, assets - what they could contribute instead of how they could bring the group down. The concepts of goal-setting, creative thinking, and cooperating reinforced, in a non-traditional way, the potential present in each of us. Returning to school, the student shared stories of their experiences. "Fun, "challenging." "teamwork" was heard throughout the bus. A transformation had begun. The students engaged positively with one another. Staff saw positives, too. Ideas flurried among faculty about how to promote these positive feelings throughout the year - how to make a day of problem solving and apply it to the daily problems junior high kids face, encouraging the betterment of their social interactions. One way Lincoln has incorporated some ideas of adventure education began with the two school social workers and the special education students. Lincoln provides special education services to eligible students in many capacities. Self-contained classrooms -where students with similar and severe difficulties in learning and behavior - provide academic and social support. Because students in these classes can experience low self esteem and social isolation due to their separation from mainstream peers, social work groups in these two classrooms provide a positive outlet and opportunity. Groups center around themes: cooperation, anger management, communication, etc. While students benefit from the therapeutic components and shared a forum to discuss concerns (an outlet), occasionally, behavioral issues interfere with the process. After the adventure education field trip,
the two school social workers came back full of ideas and inspiration to
incorporate into these groups. With minimal training and
The reaction was overwhelmingly positive. No put downs. All were included. Smiles everywhere. A chance to bend the rules. Working together. A sense of community is developing in these rooms. Via creative thinking and laughter, an appreciation of similarities and differences and most importantly trust, is developing, which makes talking about "themes and topics" more natural and effective. A field trip day can be a "day-off from learning" in the eyes of a student. Lincoln Junior High students learned despite themselves; lessons of cooperation, pride, sharing, thinking. Plans, thus far, are for students to return next year to learn these life lessons in a non-traditional way. Learning takes place on many levels - academically and socially. Through some lessons, we discover more about ourselves and others. Through adventure education, students learned lessons to carry through life: making a connection, seeing the potential, and believing in one's self. Lisa Kosmicki, MSW, LSW, School Social
Worker
|