The initial sessions focus on building a positive relationship based on trust and rappor.
Our goal is to empower young individuals to achieve their goals and maintain a positive self-image, particularly in the school environment.
Mentors will receive guidance from the school regarding areas for improving students’ emotional well-being, ultimately enhancing their engagement in educational settings. While mentors have overarching goals for each session, continuous communication between the school and mentorship is crucial for optimal outcomes.
Recognising that some students may require year-round mentorship due to various external factors, we are committed to constantly improving and ensuring each session remains as enjoyable as the first.
Prior to each session, we’ll take a moment to reflect on our previous session and discuss various ways we can enhance our group dynamics. This may involve improving participation, engagement, collaboration, or refining our problem-solving skills during activities.
We will be heading out to Viking Park for our sessions. Taking the students off-site not only adds a sense of belonging but also contributes to improved school attendance.
After the game, we’ll reflect on our performance. Using our chart, we’ll collectively reflect on five categories: self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. We’ll engage in a group discussion, sharing our evaluations in each category and assigning the class a score between 1 and 5.
To wrap up, we’ll have a group discussion about our overall performance and brainstorm ways to improve for next week.
In the class-wide life rafts program tailored for entire classes, the main objective revolves around fostering emotional self-regulation, enhancing social skills, and cultivating heightened self-awareness among participants. structured to accommodate larger groups, this setting enables healthy competition between classes, motivating students to actively participate and excel. through an array of activities, including mindfulness sessions, social skills sessions, and reflective group discussions, the program is designed to provide students with the necessary tools to identify and effectively manage their emotions.
Encouraged to explore their individual strengths, weaknesses, values, and aspirations, students embark on a collective journey of self-discovery. facilitated by reflective exercises and self-assessment tools, this process not only enhances self-awareness but also strengthens the bonds of camaraderie among classmates.
In this class-wide format, each class competes for points based on their active participation, engagement, and mastery of the program’s objectives. this element of competition adds an exciting dimension to the learning experience, fuelling motivation and encouraging students to strive for excellence collectively. through this holistic approach, the life raft program fosters a supportive learning environment where students can thrive academically, socially, and emotionally, setting the stage for their continued growth and success.
Before each game, we’ll discuss which life rafts are crucial for the game’s success. While explaining the game, I’ll provide scenarios illustrating why these life rafts are essential.
We will explain the game with each game being different each week. Now for the fun part – let’s play the game! I’ll remind and focus on implementing the necessary life rafts throughout the game.
After the game, we’ll return to the classroom to reflect on our performance. Using our chart, we’ll collectively reflect on five categories: self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. We’ll engage in a group discussion, sharing our evaluations in each category and assigning the class a score between 1 and 5.
To wrap up, we’ll have a group discussion about our overall performance and brainstorm ways to improve for next week.
If you’re looking for something specific, whether it’s early intervention, targeted support, or addressing your school’s SAS data for minor and major behaviours, I’d love to open the discussion. Together, we can collaborate to achieve the outcomes you want for your school.
Copyright © 2024 Make The Time All Rights Reserved.
