Les Clés pour l'adolescence, un programme de promotion de la ...

Membres du personnel scolaire anglophone
Questions on the sense of belonging to the anglophone school and on the impact of the Skills for
Adolescence program: (teachers)
1. Sense of belonging to the anglophone school
What do you think of your school? How does it differ from the francophone schools in the
Prescott-Russell region? How is it different from anglophone schools in general?
What is it that allows the students to feel they are a part, or not a part, of the school?
2. Specific goals of the Skills for Adolescence program for Grades 7 or 8
What was the atmosphere like in your class, both at the beginning and at the end of the last
school year? Can you cite an example? Did the Skills for Adolescence program have any impact
in terms of atmosphere?
Recall the behaviour of the students when they felt angry, sad, and frustrated. Did you perceive
any changes in these three behaviours between the beginning and the end of Grade 7 (or Grade
8)? Do you have an example to relate? If there was a difference, in what manner did Skills for
Adolescence contribute to it?
Think back to the students’ behaviour at times when they were happy. Do you sense there was
a change in their behaviour between the beginning and the end of the last school year? Can
you highlight an example? If there was a difference, how did Skills for Adolescence contribute
to it?
Do your students take risks? If your answer is yes, how do they go about doing so? With
respect to last year’s Grade 7 (or Grade 8) students, was there a difference in their level of risktaking
between the beginning and the end of the year? If so, was this due in any way to Skills
for Adolescence?
Please provide us with examples of difficult decisions made by your students last year. What
factors helped them in making these decisions? In what manner did Skills for Adolescence
contribute to this process?
Think of two Grade 7 (or Grade 8) students (one boy and one girl) whose self-confidence grew
the most during the year. Cite an example for each. In what manner did Skills for Adolescence
contribute to their development?
Think of another boy and girl who learned how to make responsible choices in Grade 7 (or
Grade 8). What choices did they make? In what manner did Skills for Adolescence contribute
towards their making these choices?
Think of a boy and a girl who best defended their opinions since the beginning of Grade 7 (or
Grade 8). Give an example for each. Did Skills for Adolescence play a role in this development?
Think of a boy and a girl who improved their relationships with others during Grade 7 (or Grade
8). Provide an example for each. How did Skills for Adolescence contribute to this
development?
Think of a boy and a girl who had a hard time accepting responsibility at the beginning of Grade
7 (or Grade 8) and have since overcome this difficulty. Give an example for each. In what
manner did Skills for Adolescence help them to take on greater responsibility?