September-October 2021

New NHEG Heights Magazine Educational | September Group - October
www.NewHeightsEducation.org
A guidance counselor and/or special education teacher can help teachers
and parents understand the student’s disorder and share effective
ways to help the child. Guidance counselors can work with individual
or small groups of AD/HD children to foster social and anger management
skills as well as feelings of self-worth. Depending on the severity
of the disorder, these children may receive Special Education services.
BUDDY PROGRAMS FOR ELEMENTARY SCHOOLS
Buddy programs consist of upper-grade students reading and/or
completing activities or projects with younger children. Older students
are paired with younger children from their buddy class and the most
effective programs have at least two grade levels between students.
The experience provides children with stimulating opportunities for
learning and skill development.
Younger children especially enjoy the one-to-one attention they receive
from their older buddy. They make comments such as, “He makes me
feel special;he says nice things to me!” and”We do lots of fun things
together. She`s my friend.” Teachers report that participation in buddy
programs enhances children`s cooperative learning behaviors such as
taking turns, listening, sharing knowledge, praising another`s effort,
helping one another, and completing a task. Due to the extra attention
and assistance, the younger children`s work often improves. As the
older students assume the role of the teacher, they are motivated to
do their best. They also experience pride in their ability to be helpful.
The younger children bond with the older buddy and friendships flourish
as the year progresses.
By Leah Davies, M.ed.
Buddy classes start each fall and meet weekly, bi-monthly, or monthly
throughout the year. The children usually spend between thirty to forty
minutes together. Some buddy programs include special education
students. A teacher may pair older children with preschool or elementary
age children in special education classes to read together or
participate in activities. (Information on Best Buddies, an International
Buddy Program for people with intellectual disabilities, can be found
If the students are to meet often, it is helpful if the two participating
teachers have similar teaching styles. The schedules can be flexible
since there are only two teachers involved.They typically take turns
planning the sessions. If possible the two classes of children meet
once or twice before buddies are paired. Playing “Getting Acquainted
Games” (see Getting to Know Each Other Activities Parts 1,
2, and 3) can be beneficial.Then, if the teachers want input from
their students in deciding matches, they ask the children to write
down three names of students they would like as their buddy. The
teachers match the children by considering the requests as well as
the academic, emotional, and social development of their students.
They may partner children who both have reading difficulties, a shy
child with an outgoing one, or a calm child with an active one.
Depending on the age of the students and make-up of the classes,
student genders may be mixed -- but usually they are not. Also, if
there are more children in the older class than the younger one, a
child may have two buddies. Pairing older students who are good
friends is not recommended since they may pay more attention to
each other than to their buddy.
A training session is sometimes held for the older children before
a program begins. Team-building exercises and role-plays can be
included to provide students with listening and non-judgmental
responding skills. Guidelines for a successful program, such as
no “put-downs” and how to model enjoyment of learning, can be
emphasized.
If buddies are matched up by the teachers in advance, the first
meeting can include a short interview, a game or an activity. The
older students can read to their new friend and/or listen to the
younger child read. The session can include a snack and be held in
either classroom, outdoors or anywhere it is convenient.
Activities that buddies can do together vary widely and are only
limited by the imagination of the teachers, the age of the students,
and the boundaries provided by the administration. They can read
books, write stories, plan skits, do science experiments, play math
games, cook, sing songs, go on scavenger hunts, complete art
projects, or go on field trips. In some schools, young children dictate
stories to the upper grade students who write everything down in a
Teachers may allow time for the children to reflect on how the program
is working. If a student is not relating well to his or her buddy, teachers
need to offer guidance, support, and possibly make changes. The
program can also include a mix of small group work as well as partner
projects. For example, if the students decide to present a play at the
end of the year, they could write it, assign parts, practice lines, paint
scenery, make costumes, and perform it for faculty, students and/or
at www.bestbuddies.org).
Buddy Journal. Projects can be presented to other students and/or
6. My grandma died.
displayed in the library, hallway, or classroom.
Active listening can be used in short encounters to defuse a situation.
7. I had a bad dream and I couldn’t go back to sleep.
Buddy programs promote a favorable school atmosphere. In some
Providing guidance in a computer lab is another way buddy programs
For example, if a child says,”I hate Justin…” the teacher might respond,
8. I get to go to the beach!
cases, the students sit with their buddy during lunch or have time
function. Computer activities provide an opportunity for older
“You’re really angry.” The child may say, “Yes, I am. He hit me for no
9. Nobody likes me.
together on the playground. Some younger students make posters
students to show what they know. As a result, computer skills are
reason!” Then the teacher might state, “Would you like to write down
10. She made fun of me.
and cheer for their older buddies who are on sports teams. Treats are
fostered by both partners. Since the younger children look up to the
what happened?” or “Would you like to tell Justin how you feel?”
11. I can’t do this work.
sometimes shared for holiday celebrations and students may exchange
older students, the older buddies try hard to be of assistance and
The teacher could then encourage the student to use the “When you
12. My dad moved out.
notes or cards for special occasions.
their feelings of self-worth are enhanced.
______, I feel__________, because _________” statement.
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parents.
Students who are new to a school or are English language learners
benefit from having a buddy assigned to them. For example, students
entering a school for the first time, or moving to a new school district
need help to make a successful transition. A buddy can be an older
student or a classmate who assists them in finding their way around
and answering their questions. A student who speaks the newcomer`s
language is a great asset to the learner.
A peer-tutoring program is similar to a buddy program. However, it only
includes children in need of academic assistance. An older student is
paired with a child that he or she tutors once or twice a week, before or
after school or during school hours. Some programs are coordinated by
an elementary school counselor or by a school librarian.
Teacher comments confirm that buddy programs have a positive influence
on the students involved. The form they take is varied and flexible.
A program may begin by a principal asking two interested teachers to
establish a partnership. As Sue Gruber, a kindergarten teacher whose
class buddies with a sixth grade class wrote,”It is wonderful to see the
bonds that form.... It really brings out the best in the kids.”
EDUCATOR`S GUIDE TO ACTIVE LISTENING
By Leah Davies, M.Ed.
Active listening focuses attention on the speaker and includes listening
and restating what was heard. This form of listening helps students
feel valued and connected to the adults in their school and enhances
mutual understanding. Studies demonstrate that when children sense
that they are an accepted part of a school community, they are more
motivated to learn.
For example, the child could say, “When you hit me, I felt sad and
angry, because I don’t treat you that way.” The child may answer,
“I’m okay,” or “I’ll talk to Justin.” Most children do not like to write
down the details of what happened, but it can be offered as an
option.
Since the child’s feeling was acknowledged, he or she would
probably be less resentful. If the teacher had said, “You’re okay.
Get your book out,” or “You shouldn’t be angry,” the student might
have absorbed the anger and then later expressed it inappropriately.
Helping students express their negative emotions without
fear of being judged or punished can have a positive impact on
their actions.
When educators participate in active listening, they set aside their
prejudices and opinions. They do not disagree, pry, warn, lecture,
evaluate, diagnose, or demand. The following words inhibit communication
and decrease the chance that the child will deal with
his or her own difficulty in a constructive way:
“You should know better...”
“You think you have it bad...”
“Your problem is...”
“You had better...”
“Here is where you are wrong...”
“Who? What? When? Why?” (Asking too many questions
can put the child on the defensive.)
Since identifying feelings is a fundamental part of active listening,
completing the following activity may be helpful.
Read each child’s comment separately, listening carefully for the
underlying feelings; discard the content and write only the feelings
being expressed. For example, if a child could be feeling frustrated,
angry or inadequate if he says, “I hate school!” Write the
feeling word or words that you detect in the following statements.
1.My mom’s in jail.
2. He tripped me on purpose!
3. I spilled my juice and everyone laughed.
4. My mom had a baby and she doesn’t play with me any more.
5. I got an A+ on the test!