Inyahead - Autumn 2010

2010

ORDER RISK FREE!Phone Toll Free 1300 556 830

Fax (03) 5258 3512WE WILL PROVIDE RESOURCES ON 14 DAYS APPROVAL

(Excluding posters)

AutumnU-PRINT AND INTERACTIVE WHITEBOARD GAME

Requires Acrobat Reader (Mac and PC versions included see ‘Extras’ folder)

Social and Emotional Problem Solving Game — Primary

Kristy throws her rubbish at the bin and misses. She notices that

there is lots of other rubbish that has also missed the bin. So she

decides not to worry trying again.

What is the problem?What might be the reasons for littering?

How might Kristy feel?What could Kristy do to solve the problem?

Littering06

FRIENDSHIP

What is your guiding value in this instance?

DILEMMASYour best friend has just broken up with their partner. They are not speaking to each other. You are having a party.

Do you invite both of them?

Tell a teacher

Right thing

catalogue

ABN: 24 092 331 336

p15

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p15Written and compiled by Bob Bellhouse

The Circle TimeResources Toolkit

CD ROM

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Circle Time Games and Activities BookThe Circle Time Book of Games and Activities gives an insight into why Circle Time is such a popular and effective approach for developing social and emotional knowledge and skills. The book provides: • A discussion of the defining

characteristics of Circle Time. • An explanation of typical Circle

Time activities. • An identification of the key factors for

effective social and emotional programs. • 109 Circle Time games and activities for

primary and secondary. • 36 activities for using image, feelings and character cards.• Sentence completions, silent statements, suggested games and

activities for specific social and emotional skills:• Emotional knowledge and awareness • Managing emotions • Empathy • Handling relationships • Social knowledge and memory • Personal values and insights • Reflection sheets • Behaviour evaluation sheetsThis is a valuable book for Circle Time practitioners whether they are just beginning or are experienced.

$44.00

Written and compiled by Bob Bellhouse

The Circle TimeGames and Activities Book

Circle Time Image Cards 82 B&W laminated cards

Image cards may be used as props to help children create stories, explore similarities and differences, talk about themselves, their family, their past experiences, their future dreams and more.

$15.00

Circle Time Feeling Cards 60 B&W laminated cards

Feeling cards help children to build an emotional vocabulary, recognise emotions, discuss feelings, link feelings with thoughts and behaviour, play games, and reflect on team work and other learning experiences.

$15.00

Circle Time Character Cards 52 B&W laminated cards

Character cards are used to reinforce values and behaviours that provide strength, confidence and optimism. Children use the cards to discuss themselves, their peers, and the others, like parents, historical figures, characters in books and the like. The cards are also great for setting goals, evaluating group work and discussing team sports.

$15.00

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Circle Time Resources ToolkitCircle Time Resources Toolkit is a CD Rom which may be readily printed to create multiple copies. The toolkit contains the 3 sets of cards

from the Circle Time Games and Activities Kit, Animal Masks with feeling expressions for children to cut out and decorate, or to use in games and role plays, reflection sheets for student journals, lesson planners and more. By providing these materials on a CD Rom, they may be readily printed so teachers have multiple copies to use with their students. They are also handy in case a card gets damaged or lost, they may be easily replaced.

$44.00 (CD ROM)

Written and compiled by Bob Bellhouse

The Circle TimeResources Toolkit

CD ROM

NEW

Circle Time in the Early Years

Circle Time Games and Activities Full Kit

$100.00 (Book, 3 sets of Cards and CD ROM)

Circle Time Games and Activities Book and Cards

$75.00 (Book and 3 sets of Cards)

Order Toll Free 1300 556 830 3

Cope Cards for Little KidsHelping children to learn social and emotional problem solving and coping strategies48 A5 full colour laminated cards

Being able to solve problems and cope with difficulties are key developmental skills. They are fundamental to developing resilience and autonomy. When children are in their early years, they need the support of adults to develop these skills. Through kindergarten, transition to school and the early years, the sorts of social issues many children are grappling with include:• Learning basic social skills like; manners, smiling,

welcoming, asking, appreciating.• Learning about cooperative play; being aware of

self and others, sharing and taking turns.• Learning about fairness and being considerate.• Learning to follow rules.• Learning how to be assertive; asking others to stop

and how to join in.The Cope Cards for Little Kids have been developed to help scaffold the teaching and learning process. They use soft friendly colours and a friendly ‘monkey’ character to engage children. They are intended to aid learning by; providing a vocabulary; acting as a prompt; and providing a scaffold for thinking.The cards cover both helpful and unhelpful strategies and come with a comprehensive set of simple activities for use.

$55.00

The Beginners Guide To Circle Time With Primary School StudentsCircle Time is a simple methodology for learning in a group. In fact, it is so simple that sometimes people may underestimate its power. The author describes how Circle Time is an effective way of teaching Social and Emotional Learning (SEL) and Character Education, as well as being a method that promotes safety, inclusiveness, fun, team work and deep thinking. The Beginner’s Guide to Circle Time explains: • What is Circle Time? • How you do Circle Time?

• Role of the Facilitator • Managing Behaviour

It provides explanations and instructions for all the types of Circle Time strategies for junior, middle and upper primary including: • Welcoming and Name Games • Pass Around the Circle Games • Rapport Building Games • Mixing Games • Sentence Completions • Silent Statements • Pair–Share • Imagination Games • Sequencing Games • Team Games • Stories

Also included is an explanation of the importance of reflection as part of the Circle Time process and easy to use reflection sheets that may form the basis of a student journal. Resource sheets for feelings, behaviour, character education, Circle Time themes, sample sessions and session planners all make this a comprehensive and practical resource for teachers.

$25.00

Circle Time for Emotional Literacy Sue Roffey — University of Sydney. 144pp, Teacher, primary and secondary

Explores all the key skills of emotional literacy through the circle time method.

$52.00

Circle Time and Learning About FEELINGS Teacher, primary

Full of lesson formats and activities that build interpersonal skills. Students explore how their feelings influence their behaviours and their relationships. The resource includes a set of 60 blackline master ‘feelings’ cards that have been created by popular cartoonist Adrian Osborne.

$33.00

Circle Time Poster

$10.00

$33$33.03

Circle Time and Learning About STORIES Teacher, primary

Students play games, do activities, use their imaginations, create dramatic interpretations and movements, share opinions and ideas through sentence completions, silent statements and guided reflections. In this way a shared passion and understanding of stories is created. Children are playfully united. The method is applicable to all

students regardless of reading ability. The resource is packed with activities, includes sample lesson formats and visual prompts.

$33.00

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Feelings Cards for the Early Years: Big Cards for Little KidsA tool for building emotional language with children in the early years.24 A4 full colour laminated cards

Using the cards children learn:• About their emotions. • What their emotions are telling them. • How to interpret the emotional cues

from others.The feelings illustrated are happy, sad, angry, worried, calm, excited, kind, tired, surprised, giggly, sorry and proud. They represent 12 feelings relating to diverse and identifiable physiological states. Children use their emotional knowledge as a foundation for other skills like empathy, motivation, self control, conflict resolution and perseverance. The 24 feelings cards come with 4 additional cards describing activities for how to use them with children in the early years. The size of the cards makes them ideal for wall posters or as inter-active teaching tools.

$44.00

Happy Calm

VeryKind Excited

Angry Sad

Tired Worried

Helping children to learn social and emotional problem solving and coping strategies

Cope Cardsfor Little Kids

I pretend

I tell a joke

Humour

I tell my friend

Circle Time


And WHETHER PIGS HAVE WINGS? Scaffolding the inquiry-based learning processHelping students to become self regulating learnersTo manage inquiry-based learning students require a range of strategies. ‘And Whether Pigs have Wings’ provides a set of cards, activities and rubrics to support the development of independent learning and management strategies. It is aimed at students in the middle years of schooling, but may be utilised at either end of the spectrum.

$25.00 Book: activities for understanding how I learn

$40.00 Cards: a set of 48 meta-cognitive questions about learning

$20.00 CD ROM: a hands-on self evaluation and goal setting tool

Everyday Leadership CardsWriting and Discussion Prompts Help build leadership skills and instill a leadership attitude in young people with these writing and discussion prompts that encourage teens to think about their beliefs and goals.

$25.00

What Do You Stand For? Character Building Card Game Based on What Do You Stand For? For Kids players collect cards representing character traits. Each card features a “What If” scenario or question about character that gets kids thinking about what they would do-and what they stand for.

$20.00

Bully Free Card GamePlays like Crazy Eights. The cards are divided into four categories: “What Would You Do If...,” “Self-Esteem Boosters,” “Ways to Stay Bully Free,” and “Why Should You Do This?” Kids get rid of cards by offering reasonable suggestions and responses to questions.

$20.00

The Mind Masters: Thinking Cards26pp booklet, 30 plastic coated full colour cards

Imagine trying to learn a new sport, a dance, or a mathematical formula, if you couldn’t see it. It would be very difficult. Many students would get confused and give up. This is often the problem with thinking. It is invisible. It is something that goes on in our heads. The Mind Masters: Thinking Cards are a deceptively simple tool comprised of 30 meta-cognitive questions that may be used for critical thinking, to enrich discussions or to solve problems. For instance, when discussing an issue with a group, ask students to choose those questions they might consider before they are in a position to form an opinion. Students explain why they believe a question is relevant. They then place the card where other students can see it. As more students place cards, the complexity of their thinking begins to develop before their eyes. Students may use the cards to plan essays, imaginative pieces of writing, inquiry-based learning or as a monitoring and evaluation tool. The possibilities are boundless.

$46.50

Helping students to become self regulating learners

Bob Bellhouse Craig Deed Fay Agterhuis Glenda Johnston

And WHETHER PIGS And WHETHER PIGS HAVE WINGS? HAVE WINGS?

There’s a Gorilla in my Classroom! Strategies For Overcoming Resistant Behaviour60 plastic coated cards, A5 book

‘There’s A Gorilla In My Classroom: Strategies for overcoming resistant behaviour’ provides a new perspective on students in the classroom. Dr Craig Deed has worked with primary and secondary students, and their teachers, to understand the behaviour of students, whether they be engaged or disengaged. He found that in most instances, behaviour in the classroom is not motivated by deep issues. In contrast, it is a choice to engage or not to engage, to learn or not to learn. In this resource, Craig has teamed with his co-authors to provide a set of tools for responding to classroom resistance. It includes:A set of cards. These illustrate many classroom behaviours, both pro and anti-learning, depending on the circumstances.A book filled with ideas and activities.

$55.00

Craig Deed :: Bob Bellhouse :: Faye AgterhuisStrategies for overcoming resistant behaviour

I tell storiesI use my strengthsI am determined

I run away

$65 for kit

Social and Emotional Learning


The Heart Master: Promoting Resilience and Emotional Intelligence

Values andAttributes

RESILIENCE CARDS

Feelings

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116244 Feelings Cards.indd 52 14/9/06 10:59:45 AM Resilience Cards: Values and Attributes52 plastic coated, full colour cards, booklet

Central to self esteem, friendly relationships and the development of resilience is an awareness of the positive qualities of self and others. These cards are a helpful resource for children to discover and discuss these qualities in a non-threatening and playful way. They may be used in a one on one discussion, or in groups.

$46.50

Resilience Cards: Feelings58 plastic coated cards, full colour cards, booklet

Lovely illustrations accompanied by a feeling word. These cards are designed to help children and young people share their thoughts about feelings. They may be used for self reflection,circle work, literacy, behaviour and many other imaginative discussions. A booklet full with ideas is included to assist teachers.

$46.50

Resilience Cards: Behaviours40 plastic coated, full colour cards, 26pp booklet

The Resilience Cards may be used as teaching aids in class or as discussion starters in counselling situations. The accompanying booklet provides many ideas that cover topics including; resilience; coping; emotions; teamwork; friendship; supportive relationships; bullying and problem solving. No doubt the cards will be adapted for many other uses with young people, staff and families. The ‘Ghost’ character exhibits many behaviours, some helpful, some not-so-helpful. Just like most humans really. People of all ages find them humorous and thought provoking.

$46.50

Coping Strategies for Young People 30 A6 card set, UV coated, A4 booklet with blackline masters

Based on the brilliant research of the Late Dr Chris Madden, these cards and accompanying book may be used in games, lessons or when communicating with young people about coping with many of the challenges of school and life.

$40.00

Communication Cards 38 full colour cards, 42 page booklet

The Heart Masters’ Communication Cards are a set of 38 playfully penned caricatures that people of all ages will be able to recognise. Teachers, trainers and counsellors may use the cards to explore verbal and non-verbal behaviour. An accompanying booklet provides many ideas for using the cards in discussions, role-plays, games and activities.

$46.50

Set of 3

$115



Cool Down andWork Through Anger Everyone gets angry, so it’s never too early for children to learn to recognize feelings of anger, express them, and build skills for coping with anger in helpful, appropriate ways. Children learn that it is okay to feel angry—but not okay to hurt.

$17.50

Learning to Get Along Series Interactive Software The complete Learning to Get Along series is now available in one kid-friendly software package (for Windows only). Teachers can choose which books to make available to each child, manage audio features, and track students’ progress. Children follow along or read on their own, using a special

highlight feature to click and hear word definitions. A sequence of questions follows each book; test results are stored for teacher review in individual student files. Designed for classroom use, yet equally useful at home. User’s Guide included. Developed in association with Attainment Company.

$100.00

• Accept and Value Each Person

• Be Careful and Stay Safe• Be Honest and Tell

the Truth• Be Polite and Kind• Join In and Play• Know and Follow Rules• Share and Take Turns

• Try and Stick with It • Reach Out and Give• Respect and Take Care

of Things• When I Feel Afraid• Listen and Learn• Understand and Care• Talk and Work it Out

Best Behaviour Series Ages 4 – 7

• Words are Not for Hurting • Hands are Not for Hitting• Tails are Not for Pulling • Germs are Not for Sharing• Feet are Not for Kicking (Board Book Only)• Teeth are Not for Biting (Board Book Only)

Soft Cover $16.00, Board Book $12.00

$17.50 each

Learning to Get Along Series

Complete

14 book set

$200

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Junior Primary School Teachers, 5 – 6 year olds, 160pp

Packed with stories and activities aimed at building emotional awareness and creating a sense of belonging for young children in

the classroom.

$55.00

Dreamer’s Club Teachers, 7 – 9 year olds, 150pp

Full of activities, games, stories and reflective questions to guide discussions that encourage social and emotional development.

$55.00

Middle to Senior Primary SchoolTeachers, 10 – 12 year olds, 180pp

Has an emphasis on building emotional awareness, as well as social confidence and competence.

$55.00

Junior Secondary SchoolTeacher resource, 12 – 13 year olds, 170 pages

Has an emphasis on emotional, social and study skills. Mastery of these skills provides a platform

for creating the sense of belonging that is critical to individual well-being and success in secondary school.

$55.00

Building Resilience and Managing the Difficult Emotions Teachers, 11 – 13 year olds

Helps teachers to help young people who are at the on-set of adolescence to develop

awareness, skills and behaviours that will help them to manage their difficult emotions.

$44.00

Managing the Difficult Emotions Students, 11 – 14 year olds

An interactive, engaging and entertaining book to help young people keep their stress low and their energy high.

$20.00

Walking in Other Shoes: Empathy and Deep Understanding for Middle to Senior Primary Students9 – 13 year olds, 55pp

Takes a comprehensive approach to the teaching

of empathy. A book full with insights and activities, and like all Inyahead books, ‘Walking in Other Shoes’ may be used as a stand alone unit of work, or integrated with other programs.

$33.00

Quick and Lively Classroom Activities (Years 3 – 6)260 brief, meaningful, enjoyable activities grouped into 52 themes are perfect for 15- to 20-minute periods.

$48.00 (Book & CD ROM)

Grades Pre K–K

Use the PreK–K Guide to teach young children positive life skills through daily practice. Themes

developed during the year; Learning about me and my safe and caring school; Discovering my feelings and the feelings of others; Caring people; Respect for myself and others; Bullying; Cooperation; Getting along with others; Making good choices; My talents and the things I can do.

Grades 1–2One of the key components of the Grades 1–2 materials is teaching children to get along. Teachers are encouraged to use

classroom meetings to create a forum where students can share their feelings, as well as review, process, and discuss ways to positively resolve conflicts. Key concepts explored include: Discovering our feelings—learning how to Stop, Think, Choose; My support system—

caring for others and being a friend; Caring about one another—helping to prevent bullying; Cooperation—how to team up for success; Getting along with others—using conflict resolution skills; responsibility and; Follow your dreams—using my gifts and talents and more.

Grades 3–5The Grades 3–5 resource guide creates opportunities for students to ask questions, discuss their interests,

and find out what motivates them to get along with others. Key concepts: My support system—give and take, compassion, and friendships; Respect yourself and others—good manners, honesty, equality, and inclusion; Bullying—mean words hurt, kidding vs. teasing, and getting help; Teaming up for success—responsibility, leadership, and sharing; Conflict resolution—listening skills, attitude matters, and using a Stop, Think, Choose process; The power to choose—making positive and wise choices, consequences of choices, and being fair and; Follow your dreams—heroes, perseverance, and mobilizing your dreams.

Grades 6–8Students use creative ways, including art, drama, writing, music, and reading, to express themselves and reflect on their

experiences. Key concepts: Me and my school community; character building, dealing with anger, stress, and attitude makes a difference; friendship factors, stress stoppers, peer pressure, and people who care about me; the language of respect, blaming, compassion, and private space; bully survey, courage to be a positive bystander, and how to handle bullies; accountability, leadership, verbal and nonverbal communication, and cooperation; keeping my cool, problem solving steps, and team spirit; targeting good choices, learning from my choices, thinking before acting; positive role models, using my gifts and talents, self-discipline, and setting goals.

The Heart MastersWalking in Other ShoesEmpathy and Deep Understanding for Middle and Senior Primary Students

Bob Bellhouse

Fay Agterhuis

Craig Deed

Glenda Johnston

Safe & Caring Schools Resource GuideSafe & Caring Schools helps you provide social and emotional learning (SEL) in classrooms to improve student dynamics, school climate, and academic achievement. Safe & Caring Schools offers:• Easy-to-use lesson plans with more than 100 activities per teacher guide • Nine flexible themes to use

monthly or as individual, stand-alone lessons throughout the year

• Character-based teaching and learning on such topics as integrity, respect, responsibility, honesty, persistence, accountability, bullying prevention, and anger and conflict management

• Classroom-tested reproducible activity sheets for positive reinforcement, available in teacher guides and on included CD ROMs.

$55.00 each$195.00 set of 4 books

Primary School 3 book set $135



Snappy Ideas: Ideas for Pastoral Care Groups and Activities Teacher resource, Inyahead Press, 14 – 16 year olds

The authors of ‘The Heart Masters’ series of books have developed over 20 fun and engaging sessions to help young people explore some of the important questions that confront them at the beginning of their adult lives.

$40.00

Building Everyday Leadership in All Teens Promoting Attitudes and Actions for Respect and SuccessCurriculum Guide for Teachers and Youth workers, Years 6 – 12, 240pp,

The sessions in this book guide teens to explore what it means to be a leader, how to work with others, ethical decision-making, risk-taking, team-building, communication, creative thinking,

and more. Requires use of the student book, Everyday Leadership. Includes reproducibles.

Teacher Resource $37.50 Student Workbook $12.00Everyday Leadership Cards $25.00

Creating Student Leaders!A resource designed to equip teachers with training options that provide students with authentic leadership opportunitiesTeacher, 160+pp

The author, Pam Mathieson, provides teachers with a range of training options in the area of student leadership. The resource is based on Pam’s experience developing training options with schools. She believes all students have the potential to take on leadership roles. A variety of leadership

options have been implemented in many secondary and primary schools. This resource contains the following training packages: • General student leadership • Peer mediation • Peer support/Buddies • Games leaders• Student Council RepresentativesEach training package includes:• An agenda for each training day • Student worksheets • A running sheet for the teacher conducting the training • Relevant teacher support materialAn extensive set of ideas for physically active games and a CD ROM with printable materials is also included.


Pam Mathieson

a resource designed to equip teachers with training optionsthat provide students with authentic leadership opportunities

The Complete Guide to Service Learning Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action 11 thematic chapters covering topics commonly selected for service learning projects: AIDS Education and Awareness, Animals in Danger, Community Safety, Elders, The Environment,

Gardening, Hunger and Homelessness, Immigrants, Literacy, Social Change: Issues and Action, and Special Needs and Disabilities.

$55.00 (Book & CD ROM) Stick Up for YourselfEvery Kid's Guide to Personal Power and Positive Self Esteem

A 10 part course in self esteem and assertiveness for kids Years 4 – 8, 124pp

Teacher’s Guide $40.00Resource Book $20.00

What Do You Stand For?...Filled with dilemmas and activities that help young people explore strengths like honesty, kindness, empathy, integrity, tolerance, patience, respect, and more.

For Teens $25.00For Kids (Years 1–6) $20.00A Leader’s Guide to What Do You Stand For? For Kids CD ROM $25.00Character Buttons $25.00Character Building Card Game $20.00

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Change Agents A program for promoting self-awareness, team work, leadership and community action in the middle yearsDianne Summers, Gloria Douglas, Jane Anastasios, 150pp

Change Agents is a Middle School curriculum-based program aimed at developing social and emotional learning, personal strengths and problem

solving skills. The program focuses on four inter-related areas: • Knowing Yourself • Working With Others • Leading Others • Taking Community Action and Making a Difference

$75.00

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a program for promoting self-awareness, team work, leadership and community action in the middle years

Strengths and Character Education


Siblings: You’re Stuck with Each Other, So Stick Together Wacky full-color illustrations and plenty of humor combine to offer fun, practical advice on getting along with brothers and sisters and building positive relationships.

See You Later, Procrastinator! (Get It Done) With this colorful, laugh-out-loud guide, kids learn 12 Procrastination Busters, 20 ways to kiss procrastination good-bye, tips for avoiding setbacks, and dozens more strategies for getting and staying motivated.

Dude, That’s Rude! (Get Some Manners) Kids today need manners more than ever, this lively book makes it fun and easy to get and use them—at home, online, at school, in the bathroom, on the phone, at the mall, or anywhere.

Get Organized Without Losing It Practical, humorous help for kids who want to manage their tasks, their time, and their stuff. Kids learn to conquer clutter, handle homework, prepare for tests, plan projects, stop procrastinating, and enjoy less stress and more success.

How to Take the Grrrr Out of Anger A hot temper isn’t cool. Knowing how manage anger feels grrrreat. Through tips, jokes, facts, and cartoons, this book helps kids understand and handle anger in healthy ways.

Stress Can Really Get on Your Nerves! Packed with facts about stress, ways to deal with it, things not to try and why, and plenty of jokes and cartoons for stress-relieving laughs, this book is a must for every kid who’s a stressed-out mess!

True or False? Tests Stink! Other study guides can be dry, boring, and much too long, but this book is fun, entertaining, and small but mighty. It can inspire even reluctant and anxious students.

Cliques, Phonies, & Other Baloney Sound advice and witty cartoons help kids deal with cliques and learn how to make real friends.

Bullies Are a Pain in the Brain Practical suggestions and humor help kids become bully-proof, stop bullies from hurting others, and know what to do in dangerous situations.

How to Do Homework Without Throwing Up Author Trevor Romain knows how horrible homework can be, and kids will see this right away as they page through the book, grin at the cartoons, and smile at Trevor’s funny insights.

$12.00 each$105.00 Complete Series

The Learner’s Toolkit:Supporting the Social, Emotional & Learning Framework for Secondary Schools 200 pp

Activities for creating independent, confident and resilient learners. Aimed at 11–16 year olds, the resource contains 50 lessons to teach 50 competencies. A CD ROM includes all the student

forms and worksheets. Includes; getting to know yourself; taking responsibility for your own life; persistence and resilience; setting goals; controlling moods; building brain power; asking questions; developing self control; taking risks; prioritising and planning.

$66.00The Essential Guide to Talking with TeensReady-to-Use Discussions for School and Youth Groups All young people need a safe, supportive place to “just talk” with caring peers and an attentive adult. Tested with thousands of young people in many kinds of schools (plus community centers, churches, and workshops), these guided discussions are proven ways to reach out to

young people and address their social and emotional needs.


The Essential Guide to Talking with Gifted Teens Ready-to-Use Group Discussions About Identity, Stress, Relationships, and More Like other kids their age, highly capable adolescents experience developmental challenges. They’re forging identity, finding direction, exploring relationships, and learning to resolve conflicts. These are difficult tasks to

do alone, no matter how smart one may be. The 70 guided discussions in this book are an affective curriculum for gifted teens. By “just talking” with caring peers and an attentive adult, kids gain self-awareness and self-esteem, learn to manage stress, build social skills and life skills, and discover they are not alone. Each session is self-contained and step-by-step; many include reproducible handouts.


Teambuilding with Teens Activities for Leadership, Decision Making, & Group Success Mariam G. MacGregor M.S.

Leadership isn’t just for a chosen few. All young people can practice the skills and attitudes leaders use. The 36 hands-on activities in this book make learning about leadership meaningful and fun while building character. Young people are called on to recognize each other’s strengths,

become better listeners, communicate clearly, identify their values, build trust, set goals, and more. Each activity takes 20–45 minutes, so adults have a lot of flexibility in deciding when and how to use them.


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Strengths and Character EducationLaugh and Learn Series


Restorative Practices in the Early Years — Visual Script and CardsA child’s ability to successfully engage in a restorative approach develops in line with their ability to reason. ‘The Visual Script’ has been developed as a modified version of the original Restorative Practice Conference Script.It has been designed to support the following groups: • Children in the Early Years (K – 2)• Children with Special Needs (Autism Spectrum Disorder, Language Disorders)• Children who have experienced trauma• Children from Generational Poverty • Some boys The Visual Script aims to support these groups by:• Helping them to identify and express their feelings and thoughts,

and understand those expressed by others. (expressive and receptive language)

• Providing them a concrete aid to help them follow what may be an abstract process.

• Providing the facilitator with language that is brief, clear and concise.

$44.00

The philosophy of Restorative Justice encourages schools and organizations to shift their thinking from a traditional model of punishment to one of education, accountability and meaningful change. It provides schools with a set of guidelines to manage even the most confronting behaviours.

Restorative Justice views wrongdoing as a violation of people and relationships. When wrongdoing occurs, it is concerned with healing and repairing those individuals and their relationships. In this sense, it strengthens feelings of caring, belonging and community among school members.

The restorative teacher views wrongdoing as an opportunity for learning. They use methods that develop social and emotional knowledge and skills. They create safe environments by using processes that treat all participants fairly, and with respect and dignity. Their discussions are concerned with reconnecting people and repairing relationships. They focus on the needs of everybody, including the wrongdoers.

Students learn to trust the school and its processes. Victims and others learn to trust that they will be protected, that relationships will be repaired and that things will be made right. Wrongdoers learn to trust that the restorative dialogue will help them to understand and take responsibility for the harm done.

The Restorative Approach Explained

At school Embarrassed

What was I thinking?

Right thing

7

What were you thinking?

The question, ‘What were you thinking?’ often provides insight into the motivation

behind the behaviour. When children are asked a thinking question, they often

respond with a feeling answer! “I was angry” or “I was sad because …”

Initially, children fi nd this a diffi cult question to understand and as such, ‘what were

you thinking?’ may be a question that is not introduced until children are more

confi dent with the other questions in the restorative process. Children can be

supported through adaptations such as, “What did you want to have happen when

you … ’hit’ … Billy?” or “What were you thinking in your head at the time when you

… hit … Billy.”

If the child has drawn a picture of what happened (Carol Gray’s: Comic Book

Conversations strategy), the facilitator may also like to direct the child to record

what they were thinking through the inclusion of thought bubbles.

As children become better able to refl ect on and articulate their thinking, responses

such as ‘dunno’ or ‘nothin’ become less frequent.

In the visual script, this question is

represented by a thought bubble.

It assists children to articulate the

thoughts that were going on in their

head at the time of the incident. This

gives an insight into a child’s motives,

which are useful to understand when

problem solving.

Place the card in front of the child and

ask “What were you thinking when you

…*hit… Billy?”

(*Naming the specifi c behaviour to be

addressed )

What was I thinking?

The question, ‘What were you thinking?’ often provides insight into the motivation

behind the behaviour. When children are asked a thinking question, they often

respond with a feeling answer! “I was angry” or “I was sad because …”

Initially, children fi nd this a diffi cult question to understand and as such, ‘what wer

you thinking?’ may be a question that is not introduced until children are more

confi dent with the other questions in the restorative process. Children can be

supported through adaptations such as, “What did you want to have happen whe

you … ’hit’ … Billy?” or “What were you thinking in your head at the time when yo

… hit … Billy.”

If the child has drawn a picture of what happened (Carol Gray’s: Comic Book

Conversations strategy), the facilitator may also like to direct the child to record

what they were thinking through the inclusion of thought bubbles.

As children become better able to refl ect on and articulate their thinking, respon

such as ‘dunno’ or ‘nothin’ become less frequent.

11

To fi x things up you need to ...

Working restoratively involves not only looking at what happened, but also taking

steps to make things better.

Place the apology prompt card in front of the child and say, ‘To fi x things up you

need to apologise.’ Then help the child choose the appropriate words required for

the apology.

Many children who have diffi culty working restoratively do not have the language or

cognitive development to understand what needs to happen to make things better.

These children are guided through the repair process, being explicitly taught how to

give and receive an apology.

Initially, children may need to be led step by step through this process until they are

able to independently say (for example), “I’m sorry for *hitting you … I was upset/

mad/cross because … * I wanted a go of the truck.”

Likewise, the harmed child is also supported in the process, acknowledging the

apology by saying (for example), ‘Thank you for your apology, but I didn’t like it

when you … *hit me … it made me feel … *sad …’

From time to time the repair process goes beyond words and requires an action,

such as cleaning up mess or fi xing damage to property. For this reason an, ‘And

sign’ has been added to the visual script as an optional card. The facilitator may

choose to place this car in front of the child and say (for example), ‘To fi x this up you

need to apologise for … hitting Billy … and help him … rebuild his sandcastle.’

I’m sorry Fixing things up

Includes detailed instructions

20 Cards!

m.au.aum a

Restorative Practices


Restorative Practice Poster The Restorative Practices poster includes 4 key questions that represent a framework for the restorative process.• Telling the story — What

happened? What were you thinking?

• Encouraging thoughtfulness and empathy — How have people been affected?

• Problem solving — How will you make things better?

Having a visual representation of the restorative process helps all members of the school community to follow and understand it.

$12.00

Working Restoratively in Schools: A guidebook for developing safe and connected learning communitiesBill Hansberry

“What we have here in this resource is a wide-ranging variety of ideas, theories and suggestions which should deepen your understanding of how to use Restorative Practices, why and how they work, combined with clear guidelines for the practicalities of doing this work in schools.” Marg Thorsborne

$29.50

Restorative Practices and Bullying: Rethinking Behaviour Management M Thorsborne & D Vinegrad, Teacher, 48pp

This book is the third in the school series of books on Restorative Justice. The guiding principles of restorative justice provide for a different response to bullying. When harm is done (deliberate or otherwise) it needs to be fixed. These principles are not based on definitions of bullying behaviour or measures of frequency and intensity. The authors believe that what matters most about bullying is what is done about it. The challenge for schools is

to provide processes that are effective, safe and fair for all stakeholders—victims, wrongdoers, bystanders and the adults (parents and staff) who become involved. This manual is aimed directly at those at the chalkface—in classrooms, corridors and playgrounds, and now in cyberspace. This manual is intended to provide responses that can bring about repair and healing, and in the long term, make the school a safer place.

$33.00

Restorative Practices in Schools: Rethinking Behaviour Management M Thorsborne & D Vinegrad, Teacher, 75pp

A ‘just’ school is a place where victims and offenders and their respective communities of care are active participants in processes that ensure equal justice and fairness. Victims are empowered to have their needs met and to have their experience validated. Offenders are able to tell their stories and be given the chance to make amends. And finally, the community of care may seek ways to ensure

that the incident does not happen again. This book takes you through the restorative practice process with chapters on: deciding whether to conference or not, conference preparation, convening the conference, managing the emotional dynamics, what if? Appendices and case studies.

$33.00

Restorative Practices in Schools:Rethinking Behaviour Management

Iny

ahead Press

learning well-being resilience

Margaret Thorsborne and David Vinegrad

Restorative Practices in Classrooms: Rethinking Behaviour ManagementM Thorsborne & D Vinegrad, Teacher, 80pp

Based on the above philosophy, this book shows how the approach may be applied to classroom practice. Chapters include; working proactively, classroom conferences, individual, small and medium group conferences, facilitating conferences, what if? Appendices include; classroom script, the No Blame conference script, classroom conference report, classroom conference evaluation, letters to parents, case studies and recommended reading.

$33.00

Restorative Practices in Classrooms: Rethinking Behaviour Management

Iny

ahead Press

learning well-being resilience

Margaret Thorsborne and David Vinegrad

Restorative Practices Prompt Cards 35 cards & instructions

A set of 35 cards that feature the 4 key rules and most commonly used questions in the restorative process. One of the most common reasons that an intervention fails occurs when the facilitator gets lost in the process. Students become confused and can quickly lose trust. The Restorative Practices Prompt Cards may be used to:• Help facilitators to plan the process.• Ensure that the process stays on track.• Empower students.• Act as a prompt.• Help students to stay on task.• Consult with students about the important questions.

$35.00

Restorative Practices


Teen Cyberbullying Investigated Where Do Your Rights End and Consequences Begin? The Internet age has led to a different kind of teen bullying: cyberbullying. In Teen Cyberbullying Investigated, American Judge Tom Jacobs presents a powerful collection of landmark court cases involving teens and charges of cyberbullying and cyberharassment. This riveting, informative guide will help young people

understand what cyberbullying is and is not, recognize when they may be its victims or perpetrators, and learn tactics for successfully dealing with it. Cyberbullying includes: • sending harassing or threatening emails, voicemails, texts, or instant messages to someone • spreading hateful comments about someone through emails, blogs, or chat rooms • stealing passwords and sending threatening messages using a false identity • building a Web site to target specific people. In his timely book, Judge Jacobs shares a wealth of knowledge, ideas, suggestions, and expert opinions honed from his years as a juvenile court judge, law professor, and author. Each chapter features a seminal cyberbullying case and resulting decision, asks readers whether they agree with the decision, and urges them to think about how the decision affects their lives.

$27.50

The Bully Free ClassroomOver 100 Tips and Strategies for Teachers K–8 A.L. Beane, Ph.D.

Positive and practical, reinforced with true stories and enhanced by reproducible forms, checklists, and resources, this solution-filled book can make your

classroom a place where all students are free to learn without fear.

$32.50How to Be BULLY FREE Workbook $6.00The Bully Free Classroom CD ROM $25.00Bully Free Card Game $20.00

The Bullying Intervention ToolkitAims to provide schools with a range of effective bullying intervention strategies. The strategies are all solution focused, encourage individuals to make pro-social choices, avoid labelling and aim to educate and heal, rather than punish. The authors believe that no one intervention for bullying works best in all circumstances. Effective intervention occurs when teachers have a range of strategies, with the accompanying knowledge and skills to know when (and when not) to use them. Making a choice about which approach to use is critical to the success of the intervention. The authors provide guidance to help make this choice, along with facilitator notes and detailed scripts. The resource includes: • 60 page book • 4 large laminated scripts (A4 size); Method of Shared Concern, Classroom Conference Early Years, Classroom Conference, Support Group Method. • 5 pocket scripts; restorative chat early years, restorative chat, No Blame brief intervention, mediation, small group discussion.

$65.00

Bullying in Schools: Six Methods of InterventionWith Ken Rigby

This new training resource for teachers outlines the pros and cons of six different approaches to bullying. It contains clear and practical guidance and shows how to apply each method, depending on the nature of the bullying and the resources available to deal with it. This DVD is ideal

for staff training and teacher training. It helps you make better choices about your approach and shows you how to implement strategies more effectively. It includes; the traditional approach, restorative practice, strengthening the victim, mediation, the support group method and the method of shared concern. DVD plus CD-ROM and comprehensive booklet with summary information and useful discussion guidelines. Total running time: 45 minutes.

$180.00 DVD, CD ROM and Booklet

The Method of Shared Concern: A Staff Training Resource for Dealing with Bullying in SchoolsDr Ken Rigby interprets and describes in detail this

proven technique for dealing with bullying in the secondary and late primary years. The DVD and accompanying User’s Guide present a step-by-step group training session for staff, built around two case studies enacted by practitioners trained by the originator of the Method, Swedish psychologist Dr Anatol Pikas.

$165.00 DVD & User Guide

t h i f d li

Stories of Us (Upper Primary Students) 2 DVDs about bullying and belongingEndorsed by the Australian Primary Principals Association: “They really are a fantastic resource

and should be in every primary school in the nation”. Easy to use, classroom-based and age-appropriate for the upper primary years. Each Stories of Us resource combines an extensive Teacher’s Guide with a film developed and produced with primary school students. Step-by-step instructions, activities and discussion starters for use over a number of lessons, and detailed support information for teachers.“Stories of Us is the best, most realistic account of bullying in schools that I have come across. Compulsive viewing for both children and educators.” Professor Ken Rigby

$210.00 Set of 2 DVDs$110.00 per DVD

h ld b i id h

Stories of Us (Secondary Students)3 DVDs about bullying, relationships and stressUnique new approach to education resources.

Internationally acclaimed by leading academics in Australia, the United Kingdom, Canada and the USA. Easy to use, classroom-based resources combine extensive Teacher’s Guides with films developed and produced with school students. Step-by-step instructions, discussion starters and activities for use over a number of lessons, with detailed support information for teachers.

$305.00 Set of 3 DVDs, $110.00 per DVD

f t ff t i i d tt t i i

by Ken Rigby

LOGGERGHEADFILMS

Six Methods of Intervention

BULLYINGIN SCHOOLS

BULLYINGBULLYINGTOOLKITINTERVENTIONINTERVENTION

TheTheBULLYINGTOOLKITINTERVENTION

The

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· Jacqueline Van Velsen · Pam

Mathieson · Kaye Dennis · Jane La

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The Bullying Intervention Toolkit SCRIPTS

School Support Group Method—Meeting With Target

Purpose Key Statements And Questions

Describe Feelings

The reason I asked if we could meet is that I have heard/noticed that…

I was hoping we might be able to discuss what has been happening. Nobody is going to get into trouble, but I can help you if we decide it is necessary. ‘Could you explain to me a little more about what has been happening to you?’

‘How have you been affected by this? How have you been feeling?’

‘What is the worst of it for you?’

Gain Permission For Meeting With Aggressors And Request A Piece Of Writing Or A Drawing

If you agree, I would like to meet with the students involved in bullying you to explain to them how you are feeling and to ask them to help find ways to solve the problem. They will not be in trouble so you needn’t fear that they will retaliate or make things worse for you. To help me explain to them your feelings, could you write down how you are feeling or write a poem about your feelings or draw a picture? You do not have to write anything you do not wish to share with them.

Plan Support Group Meeting

Let’s make a time to meet so you can give me the writing or picture. Remember to concentrate on explaining your feelings; don’t mention any of the people involved in this in your writing. To help me understand who should make up the support group to solve the problem could you help me by telling me who is involved, who is watching. Who do you think knows but does not really likes what is going on?

Arrange Another Meeting

Thank you for this writing/picture, it will help me explain to the other students how you are feeling and help us to solve the problem. I will meet with you in a week’s time to see how things are going.

Restorative Practices POCKET SCRIPTS

Restorative ChatPurpose Target Aggressor Onlooker

Engage And Describe

What happened?

I just noticed/heard… (if there’s some level of acknowledgement)

What happened?

What were you thinking?

What happened?

What do you think (X) wanted?

Encourage Thoughtfulness

How have you been affected?

How are you feeling?

Who has been affected?Who has been affected?

How do you feel?

Problem Solve

What can we do to make things better?

How can we make sure this doesn’t happen again?

What can I do to help?







Bullying and Behaviour Intervention


Anger and Conflict ManagementHow to cope when tempers fly in the classroom, the corridor, the playground or, indeed, the staffroom. Find out about the anger cycle; how to recognise early warning signs and intervene to prevent an eruption;

how to handle angry explosions/conflict situations; how to repair relationships following an outburst; how to teach children to manage difficult emotions and how to maintain your sanity. Paul Blum pulls no punches, taking us into fighting, steaming and ‘happy slap’ territory. However, you’re in the hands of an expert who really does give you a survival toolkit.

Asperger SyndromeExplains what Asperger syndrome is and offers a range of helpful strategies for overcoming the challenges it poses in the classroom.

The Behaviour ManagementUnravels the complexities of teacher-student relationships and covers different styles of classroom management, patterns and types of behaviour and offer a range of core principles and key strategies for dealing with everyday scenarios.

Effective Classroom CommunicationRichard Churches draws from a range of disciplines, such as psychology, NLP and neuroscience, to provide a practical compendium of communication expertise based on what highly effective teachers do.

Restorative JusticeExpert practitioners Margaret Thorsborne and David Vinegrad provide a thorough grounding in restorative practice, with worked examples and easy-to-follow teacher scripts to get you started.

The Challenging BehavioursFintan O’Regan, an internationally renowned expert on ADHD, explains why some children are prone to developing a can’t learn, won’t learn or don’t care attitude. Practical classroom strategies include lesson scenarios, with example dialogues showing

how different teacher responses can lead to different outcomes.

The Creative TeachingRoy Watson-Davis draws on a deep well of creativity and imagination to inspire you with this compendium of lively, inventive approaches to lessons.

The Learning to LearnPractical strategies and study skills for motivating learners to register, retain, recall and revise with confidence and success.

The Teaching Assistant’sExpert advice on the skills, strategies and approachesthat make for excellent classroom support.

Pocketbooks

English in My PocketPrompt cards for Secondary School‘English in My Pocket’ has been specifically designed by Lynn Jennings for secondary school English students. Lynn has been encouraging her students to use study cards for many years. They are a practical resource that may be used individually as a study aid, or to help facilitate discussion groups. Each card describes a literary technique used by writers, and gives an example. Many students will be familiar with at least some of the literary techniques that are described on the cards, but may have difficulty remembering them. By repeatedly using the cards to assist with the

analysis of texts, students will begin to learn the strategies and meta-language that is fundamental to mastery in English. Ultimately, students will be able to evaluate with greater clarity, insight and understanding. The cards come with a simple set of instructions and a variety of ideas for how they may be used.

$20.00

IN MYenglishpocket

Prompt Cards

for Secondary School Students

Lynn Jennings Copyright 2009 • Lynn Jennings

These cards can be used in a variety of ways. Most

students are familiar with at least some of these

techniques, however, the biggest problem many students

face is that they have difficulty in remembering them.

These cards are meant to stimulate thought and through

rote learning, and repeated usage, students should be

able to move from lower order thinking processes to

higher order thinking skills. Our aim is to direct student

learning so that our pupils will ultimately be able to

deconstruct texts, analyse and synthesise information

insightfully, with confidence and to the best of their ability.

Depending on the class or group, the teacher can vary

the following activities. I would suggest that you do not

spend the whole period on revision activities as this will

tend to become boring. Introduce texts (extracts of texts,

pictures, poems) and start off small. Select texts that

cover specific literary techniques / metalanguage. You

might initially only focus your students’ attention on five

techniques. As their knowledge and confidence grows,

you can introduce more complicated texts and a greater

variety of techniques.

(Bear in mind that when we refer to texts we are referring

to any material that conveys meaning, for example, a

newspaper article, photograph or DVD. When we refer to

metalanguage we are referring to the parts of speech,

namely verbs, nouns and descriptive words that are

used to verbalise our thoughts).

Most of the activities that are listed below are aimed at

low ability learners, however, this is not to say that they

cannot be used in mainstream classes. Even when one

teaches an homogeneous group of students, one will

still find students who have difficulties in class.

The main purpose of these cards is to help students

recall techniques that they have already learnt, but

forgotten. By providing them with a proverbial crutch, I

am confident that students will master these techniques

and new ones with greater ease and this will ultimately

assist them in writing with flexibility, creativity and

insightfulness.

The following activities illustrate a few basic ways these

cards can be used.

Teacher Instructions On Using These Cards

Prompt Cardsfor Secondary School Students

IN MYenglishpocket

EXAMPLE/S

English in My Pocket

Example:

The movie The Dark Knight (2008).

Batman is the protagonist.

The Joker is the antagonist.

Antagonist

EXAMPLE/S


Example:

“I walked down the alley. As I did so I grabbed

my mobile and dialled Tim’s number ...”.

First Person Perspective/Voice

DEFINITION


Definition:

First person narration means writing or speaking

from the “I” or “We” point of view.

First Person Perspective/Voice


rotagonist.

antagonist.

DEFINITION


Definition:

The antagonist in a play or narrative is the

character who opposes the main character or

hero (protagonist). (See Protagonist).

Antagonist

Set of any 6$75$15.00 each

$75.00 for set of any 6

Student Welfare and Support

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School:

Attention:

Invoice to:

Delivery address:

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Contact phone: Mobile:

Would you like to receive information via your email? If so, please provide your email address.

SECTION B: PLACE YOUR ORDER

SECTION C: PAYMENT OPTIONS

Cheques payable to Lifeshift Pty Ltd. Our terms are 30 days from receipt of invoice.Credit Card Cheque/Money Order

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Expiry Date:Name on Card: Amount: $

Signature:

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POSTAGE:

Order Risk FreeWE WILL PROVIDE RESOURCES ON 14 DAYS APPROVAL (excluding posters)Phone toll free: 1300 556 830Fax: (03) 5258 3512

Email: [email protected] Order Online: www.inyahead.com.au

ABN: 24 092 331 336 Fax: (03) 5258 3512

Postage and handling: $10 for orders less than $100 anywhere in Australia. 10% of total order over $100, maximum $30.

NB: We are happy to provide books on approval to schools, as long as the purchaser is doing so with an intention to buy. Any returns should be returned in mint condition within 14 days without charge (except for postage and handling). Sorry, we do not provide videos or posters on approval.

Inyahead Press, PO Box 32, Queenscliff Vic 3225. ABN: 24 092 331 336 www.inyahead.com.au

Order Form


RELATIONSHIP AND SEXUAL

DILEMMAS


You have been going out with someone for a while. You are very keen. But she/he doesn’t like your best friend.

What would you do?

Speaking about Acceptance, Tolerance and Appreciation This game may be purchased ain a U-Print format, or in hard copy. It is a card game to encourage conversations about our hidden prejudices (12 years to adults). This simple game encourages young people to think about others more deeply, and to confront the attitudes that

often dictate their behaviour. The game comes with a full set of instructions, a set of cards and a set of discussion questions.

U-Print $20.00, In print $25.00

Emotional Literacy GameThe Emotional Literacy Games are pitched at 3 levels of difficulty (Junior – Middle Primary).

U-Print $45.00

Social & Emotional Problem Solving Game (Secondary)The Social & Emotional Problem Solving Game engages young people in discussions about issues that are relevant to their lives.Students construct a profile of a young person with a particular social and/or emotional issue. They then discuss with a group, the seriousness of the issue, what are the risks and protective factors, and how they might problem solve. The topics covered are: • Friendship • Bullying • Relationships • Alcohol and other drugs • Risk taking May be used on an interactive whiteboard.

U-Print $33.00

Social and Emotional Problem Solving Discussion Cards (Primary)These are a set of discussion cards using hypothetical social and emotional problems. 40 separate cards cover a range of social and emotional issues that are relevant to children from 8 – 12 years olds.May be used on an interactive whiteboard.

U-Print $33.00

U–Print GamesU-Print Games allow teachers to print as many games as they need for their classroom. U-Print Games come in a convenient CD ROM. They are simple to use. Teachers insert the CD ROM in their computer, click on the game of their choice and print off the instructions, cards and game boards. This allows for the flexibility of printing multiple copies to use with the whole class. The Games can be printed in 2 sizes, either A4 or A3. And they can be printed in B&W or colour. Teachers may even choose to laminate the games to provide a durable and professional finish.

U-PRINT AND INTERACTIVE WHITEBOARD GAME

Requires Acrobat Reader (Mac and PC versions included see ‘Extras’ folder)

SOCIAL

DILEMMAS


Do you laugh, ignore it, or tell your friend your real thoughts?

A friend tells you an embarrassing story about another student in your class. You know the story is so exaggerated it is misleading and untrue.


13Raindrop is on a holiday camp. She has been to the beach, the movies, rock-wall climbing and the circus. She has had great fun! Apart from one thing - the food! Yuck. Yuck. Yuck. She refuses to eat it.

What is the problem?

What might be the reason for Raindrop not eating?

How might Raindrop be feeling?

What could she do to solve the problem?

Being Stubborn


Kristy throws her rubbish at the bin and misses. She notices that there is lots of other rubbish that has also missed the bin. So she decides not to worry trying again.

What is the problem?

What might be the reasons for littering?

How might Kristy feel?

What could Kristy do to solve the problem?

Littering06

ASSSSS

, ignore gnore itit, orit, or t lltelltell l th ht ?

arrassing story about ass. You know the story

sleading and untrue.

FRIENDSHIP


DILEMMAS

Your best friend has just broken up with their partner. They are not speaking to each other. You are having a party.

Do you invite both of them?

Level Two — Forest FeelingsForest Feelings requires children to match the face with the feeling word.

Level Three — Haunted HouseIn Haunted House children match the feeling on the face with a compatible body.

Level One —Farm FeelingsThis game is for younger students. Children match their cards with identical faces on the game board.

Games


The Heart Masters Series of PostersFeelings and Faces, Self Control, Problem Solver and Mistakes and Muck-ups make up The Heart Masters series of posters. A booklet with explanatory notes and teaching ideas is included.

$48.00 for poster set and booklet

$12.00 individual posters

The Feelings Series of PostersThese posters were designed to help students with their emotional vocabulary, and to demonstrate the diversity and varying strength of emotions.

$10.00 each

Circle Time Poster

$10.00

Poster: I Feel…

$12.00

Restorative Practice

$12.00

When I Feel Bad…

$12.00

When I Feel Bad...I tell a friend I tell a teacherI tell a joke I stay calm

I look after friends

I listen I try harderI do my best

I hope things will get better

I think happy thoughts

I cheer myself up

I pray

I do fun things I relax I eat healthy food

I tell my parents

Outrageous Outdoor Games Ages 6 – 16, 140pp

133 group projects, games and activities, all games are easy to play, require little or no preparation, and are readily adaptable to a variety of situations and skill levels. Step-by-step instructions are included for each game.

$30.00

Incredible Indoor Games Ages 5 – 12, 140pp

175 games and activities. Each game is simple enough to learn quickly, yet substantial enough to play again and again.

$30.00

$50

set of six

Posters

Inyahead - Autumn 2010

Documents

Transcript of Inyahead - Autumn 2010