1st Grade Students Brighten the Birthdays of Children in Need

Union Academy's 1st grade classes partner with Bright Blessings, a non-profit organization that cares for the needs of homeless and impoverished children in the greater Charlotte area. According to Cynthia Mitchell, first grade teacher, “This partnership focuses on the character trait of compassion. At the beginning of the year we introduce the trait to students through reading and writing.”  The team of first grade teachers then use this trait to educate the students on the needs of others in the community and the students’ ability to make a difference.  “At this young age, teachers want students to start thinking outside of themselves and start thinking about words like grateful, thankful, caring, giving, etc.  This theme of compassion is carried throughout the year whether working on service projects in the classroom, writing, reading literature, or visiting the Bright Blessings location itself,” said Mrs. Mitchell.

One of the main ways first grade students serve the community and learn the implementation of compassion is through Bright Blessings’ Bless-a-Birthday program.  This program provides presents and parties to children who do not have the financial means to celebrate their birthdays. Throughout the school year and as needs arise, first graders collect specific needs for Bless-a-Birthday such as gifts, juice boxes, cookies, lollipops, and other party supplies.  The first grade students at Union Academy do in-class projects for the program by making gift wrap and bookmarks that will be used to help celebrate the birthdays of these children.  Twice a year, first graders visit the Bright Blessings location in Matthews, North Carolina where they tour the facility and receive an update on growing needs and projects.  While at the facility, the first graders have an opportunity to do hands-on service such as making gift bags for parties or decorating gift wrap.

In addition to using this service project as a tool for learning compassion, reading, and writing, the first grade teachers also tie the project to First Grade Social Studies Essential Standards.  Standard 1.E.1.3 expects students to understand how supply and demand affects the choices families make, including why people cannot have everything they want. Discussing the causes of homelessness and poverty helps students understand why people often prioritize choices based on wants and needs.  Students recognize that birthday celebrations are a want and not a need.  Discussion on this essential standard allows the children to see how they can help fulfill this want for those less fortunate and make a difference in the community. 

 “This is a meaningful project for this age group because they are helping children just like themselves. This consistent connection to being kind and caring towards others is an important part of the whole C-A-R-R-O-T P-I, and developing the character of the students,” stated Mrs. Mitchell.

UA Students Learn By Doing!

  

      Students are running around the room, stepping on number cards.  Shouts are occurring across the room.  "Where is eight?"  "What number are you looking for?"  What appears to be a chaotic classroom turns out to be an environment filled with life lessons.  This is Mrs. Rushing's Experiential Learning class where she teaches all students in Kindergarten through 8th grade lessons on life and character.

     In Experiential Learning (EL), Mrs. Rushing facilitates a learning experience that almost always appears to be a fun game or activity.  Today's lesson is about communication, synergy, and helping each other, although the students will not figure this out until the end. She instructs the students to work as a group to step on a set of numbered cards in sequential order as quickly as possible.  To make things a challenge, the numbered cards are randomly dispersed around the room.
     After the first round, Mrs. Rushing asks students to reflect on the experience by asking, "What did you notice?" Students raise their hands, eager to respond.  "Everyone was so loud, I couldn't hear anything."  "There were only a few students who would help you." "It took some people a lot longer than others."  "It was hard to find the number you needed because they were all over the place."  They are then asked to think of possible strategies to make the challenge faster.  She doesn't agree or disagree with the ideas, but allows the students to process the suggested strategies.  The group sets a goal for improvements (a throwback to last week's EL lesson on goal setting) and then allows time to problem solve before restarting the experience.

     On round two, the room is less disorganized, but again filled with smiling students bumping into each other.  Yells continue to fill the air.  The group implements their system for finding numbers. Hands are raised in the air with numbers, students are looking out for each other.  They complete the challenge more quickly and are visibly proud of their accomplishment. When discussing round 2, Mrs. Rushing asks the class to think about how their ideas worked and what could be done differently. They are then asked to relate those lessons to school.  Students pipe in, "We should ask for help when we need it."  "Or if you see someone who looks lost, just offer to help them."  

  The bell is about to ring and Mrs. Rushing asks the most important question of the entire lesson, "What did you learn today?"  Fifth grade student Shelandee sums up the lesson by saying, "People may not know you need help if you do not ask."  "And when you help each other, it's a lot easier to get the job done," adds Shelby Brooks.

     But the lessons are more than asking for helping, or offering help to those who need it.  That may be the obvious goal accomplished, but experiential learning is more.  In this one class period, students step outside their comfort zone.  They are allowed the freedom to move around the room, get loud, interact with each other, and think outside the box.  They solve problems and learn to make mistakes in safe environment. They experience how to make eye contact while speaking and how to disagree without being disagreeable. According to Mrs. Rushing this is the biggest benefit of Experiential Learning.  "Kids do not have a lot of opportunities to solve problems in life without some sort of adult intervention- from a parent, teacher, or coach.  It takes a couple of lessons before they realize that no one is going to tell them the solution.  My class teaches students how to think on their own and how to collaborate with others.  We shouldn't wait until they are adults to learn these skills."
     Experiential Learning is an addition to Union Academy thanks to Dr. Walters.  "I believe Experiential Learning works hand in hand with our school's charter of developing the whole child.  It is an intentional approach to develop skills for life success that are not part of the regular curriculum.  Learning to work with others, develop compassion, and how to reflect on life's lessons are just a few of the benefits we expect to see through EL."  According to Mrs. Rushing, that is the beauty of her lessons.  "Because the group dynamics determine the final outcome, you never really know exactly what will be taught and it may be different for each child.  I can teach this lesson six times and walk away with each group learning something slightly different, all just as important."  For instance in this activity, one class walked away thinking about how important it is to ask for help and to offer help to those who look lost.  Another group reflected on how important it is brainstorm with each other and to plan before jumping into an activity. "Those unexpected lessons are just as important, or sometimes more important, than any that I may have planned."
     In a few short weeks, Experiential Learning has already demonstrated it's usefulness.  It is an excellent example of how UA defines character to include thinking, feeling, and doing (Principle 2 of the 11 Principles of Character Education) and how UA has a comprehensive, intentional, and proactive approach to teaching competencies needed for real-world success (Principle 3).

Chart above from http://www.joe.org/joe/2007february/a2fig1.jpg

Teaching Character through Team Leadership Jobs

While every student may not excel in athletics, every child feels valued and important in Kate Schill's lower campus Physical Education class.  "My team  counts on me," said Hayley in 2nd grade.  "As Equipment Manager I have to do a lot!" This is the culture that Miss. Schill has created for her students.   Through the development of student jobs, the lower campus gym is a place where every student matters and feels the responsibility to help others.

"I started team jobs over ten years ago for a variety of reasons," said Miss Schill.  Each quarter, students are placed into teams of 5 and assigned individual jobs for the team.  From Clothing Keeper to Problem Solver, each student is given responsibilities and consequently learn to work effectively together.  You can see right from the start that it helps create order and cuts down on chaos, but this is secondary to helping students practice leadership and Union Academy's eight Character Traits.

The skills learned in elementary PE are remembered years later as evidenced in speaking with current eighth grade student Jack Vitacco.  "I loved PE with Miss Schill," he said.  "Because of the teams in her class I was able to get to know my classmates better. I learned to never give up, even if it seemed too hard."   That is another benefit of student jobs; they help students feel connected to others by building relationships.  In addition, they provide opportunities for students to feel regular successes and appreciated.

Miss Schill advocates that all classrooms could benefit from creating student jobs in their classrooms.  Leader In Me, by  S, Covey states that teachers begin by asking themselves, "What can students do that I am currently doing?"  The key is not so much the jobs the students are doing, but the fact that they are taking ownership for the orderliness and success of the classroom.  Take a look in Miss Schill's gym.  Talk to her current or previous students and you will see that the lessons they learn in her PE class are more than how to hold a hockey stick or the proper form for push-ups.  They learn that they are significant to achieving their own success and to the success of others.  Those are the long-term lesson of Character Education.

Teachers and staff look below for some ideas on ways to create leadership jobs for students:

Help spread the word on how Union Academy focuses on Character Education.  Email Kelly Brun at kbrun@unionacademy.org with suggestions on a teacher, lesson, activity, or practice that should be highlighted on this blog.