Middle School 101 Group

Created by: Danielle Nagy & Serena Schad

Sessions
Pre-session
Session 1 Introduction
Session 2 Making Friends
Session 3 Sustaining Friendships
Session 4 Time Management & Organization
Session 5 Study Skills
Session 6 Goal Setting
Session 7 Conflict Resolution
Session 8 The End
Individual Check-in
 Pre-Session

Materials:
Group interest survey, parent consent form, pens/pencils

Activities:
Introduction
Introduce yourself to the group
Talk about what the group will be about
Tell students why they are in group and who referred them

Group Interest Survey

Provide students with group interest survey
Answer any questions they may have
Collect surveys and look them over prior to starting group

Parent Consent Form

Provide students with parent consent
Explain to students that they must get formed signed
Answer any other questions students may have
 Session 1 Introductions

Materials:
Find Someone Who worksheet, pens/pencils

Activities:
Introduce Yourself
Have students state their name
Have students say what grade they are in
Have students name one interesting fact about themselves

Find Someone Who Ice Breaker

Hand each student a People Finder worksheet
Give each student about 5-10 minutes to complete activity
See who was able to get the most signatures on their worksheet

Group Rules/ Guidelines and Confidentiality

Talk about the rules of confidentiality
Explain the importance and reason behind creating group rules
Go around the group and have each member provide a rule for the group
Group leader will write down rules and type out later to hand out to each member
 Session 2 Making Friends

Materials:
Pieces of paper with student names, hat, pens/pencils

Activities:
Name Game
Have each student explain what their first name or last name means
Provide students with examples (e.g. culture, family tradition)
If student does not know answer, assign Name Game as homework

How to Start Conversations Lesson

Explain to students the importance of introductions (first impressions)
Ask students what each of the following statements means to them
o How to introduce yourself
o Body language
o Eye contact
o Facial expressions
o Personal space
o How to end conversation
Answer any question students may have regarding introductions

How to Start Conversations Activity

Write student names on paper and place them in a hat
Pull out two student names and have members partner up
Have students break into assigned pairs and practice having conversation
Leaders should circle around room to assure for accuracy
After 5 minutes ask students how they felt about the conversation
 Session 3 Sustaining Friendships

Materials:
Paper, Are You Empathetic Quiz and Scenarios, pens/pencils

Activities:
Paper Planes
Have students make a paper airplane
Tell each student to write on the plane any place they would go right now
Have student throw the planes into the air
Tell each student to pick up an airplane that is not theirs
Go around the group and have each student state the place on their plane
Once stated have the student that wrote it down explain why they chose the destination

Are You Empathetic Quiz

http://www.tolerance.org/sites/default/files/general/are%20you%20empathetic.pdf
Ask students and have them explain what empathy is
Explain how empathy is related to sustaining friendships
Have each student take the Are You Empathetic Quiz
Discuss quiz results with group as a whole

Are You Empathetic Activity

http://www.tolerance.org/sites/default/files/general/someone%20else's%20shoes.pdf
Have student choose a partner they want to work with
Provide each pair with a character scenario
Have partners read scenario and practice using empathy in responses
Have each pair read scenario out loud and explain their responses
See if other member would have responsed to scenario differently
 Session 4 Time Management & Organization

Materials:
Binders, backpacks, Locker Time Worksheet, pens/pencils

Activities:
Midpoint Check-in
Ask each student what they have learned most in group so far
Ask each student what they would like to learn in next few weeks
Based on feedback, tailor group to member needs

Binder and Backpack Check

Go around the group and ask students how they organize their binder/ backpack
Brainstorm different methods of organizing binders/ backpacks
Have each student take out binder/ backpack and organize it
After organizing is complete, have students explain their organization method

Locker Time Worksheet

Explain to students the best times to go to their locker (breaks, lunch, etc.)
Provide students with a Locker Time Worksheet (create based on bell schedule)
Have students write down each of their classes/ periods
Have students write down when they think they should be going to their locker
Assign homework to organize lockers (check-in with lockers next session)
 Session 5 Study Skills

Materials:
What Type of Learner Are You Quiz, Study Tips for Learning Style Handout, pens/pencils

Activities:
Locker Check-in
Take a group fieldtrip to each students locker
If students lockers are organized provide them with prize
If students lockers are still messy, have them organize it
Provide each student with prize once locker is organized

What Type of Learner Are You Quiz

Explain to students that each person learns in a different way
Provide student with learning quiz (online or paper)
Have students explain what their results are
Ask students if they were surprised or were they knowing all along

Study Tips for Learning Style

Provide students with a handout of study tips for learning styles
Ask students to read the tips of their specific style
For homework, ask students to use one of the study tips provided
 Session 6 Goal Setting

Materials:
SMART Goals Worksheet, pens/pencils

Activities:
Learning Style Check-In
Ask students to explain how they used one of their learning style tips
Ask students if they feel it was beneficial and/or helpful
Have students make recommendations based on what they have tried

SMART Goals
http://foundcom.org/wp-content/uploads/2015/01/1.-SMART-Goal-Worksheet.pdf
Explain to student the importance of setting goals for school
Hand out a SMART Goal Worksheet to each student and read through it
Have students choose a goal for the rest of the school year
Go around and have each student explain their goal

Transition to End of Group

Tell students that group is coming to an end in two more sessions
Go around group and ask each student how they are feeling
Ask students what they would like to get out of the next two session
 Session 7 Conflict Resolution

Materials:
Conflict Resolution Scenarios, Temper Tamers, pens/pencils

Activities:
Conflict Resolution
Ask students what conflict meant to them and what resolution means
Give an example of a problem (preferably middle school situation)
Ask students to explain how they would resolve the example problem
Have students break into small groups or partners
Provide students with conflict scenarios and have them practice resolving problem
Have each group explain their scenario and how they would resolve it
See if there are any group members that would solve problem differently

Temper Tamers
Explain to students the importance of not getting angry when resolving conflicts
Have students choose a card from the Temper Tamer jar
Go around the room and have each student read the scenario out loud
Have each student explain how they would respond to the situation in a calm way
Ask students if there are any real-life conflicts they would like to talk about

Transition to End of Group

Remind students that next session will be the last session
Tell the group that they should feel very accomplished for reaching the end
Ask students if they have any questions or concerns about group ending
 Session 8 The End

Materials:
Ice cream, stress balls, feedback survey, certificates of completion, board games, pens/pencils

Activities:
Ice Cream Sundae Bar
Provide students with ice cream sundaes as a celebration for last session of group
As students are eating, ask them what they enjoyed about group
Ask students how they feel about group ending today
Provide students with information (e.g. counseling office hours)

Certificates of Completion
Provide each student with a certificate of completion and a stress ball
When handing out the certificates give individual praises for work well done
Have student explain how they will use information from group in the future

Final Feedback
Have each student fill out a feedback form for the leaders
Once feedback is complete allow students to play board games
Answer any questions students may have about group ending
Make last session a positive atmosphere for students feel a sense of accomplishment
 Individual Check-in

Materials:
student grades, paper, pens/pencils

Activities:
Student Check-in
A couple weeks after group call in students individually to check-in with them
Ask students how they are doing and feeling since group has ended
Check in on student grades to see if there are any concerns to speak about
If applicable create a plan for students in order to help improve academically

Group Evaluation
Look at feedback that students provided for group leader
If another group will be implemented, design group based on feedback
Make note of group evaluation to keep student success data up to date