Project Arrive

Group Mentoring

Month: October 2014 (page 1 of 3)

Non-Verbals

This activity is designed to familiarize students with their own body language and the messages that it sends.  Each student is asked to draw a slip of paper with an emotion written on it.  They then have to try to communicate that emotion without speaking.

Nonverbal Communication

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Memories

This activity allows students to reflect on and express the feelings associated with positive and negative memories.  Students are asked to draw a positive memory on one side of a sheet of paper and a negative memory on the other side.  The participants then go around and share their memories and discuss.

Memories

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Job Interview

This activity is designed to help students focus on their career ambitions.  Students are asked to think about what career paths they may wish to take in life.  Once decided, they are asked to think about what they would wear to an interview for a position in that field and what questions may be asked in such an interview.  Then, the students do a role-playing activity where one student acts as the interviewer asking those questions.

Job Interview

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Influences Worksheet

This worksheet asks the student to rate the top five items that have influenced their entire life and the top five things that influence their lives currently.

Influence Rating

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Hopes and Dreams

This drawing activity allows students to spend time developing future goals and thinking of ways to achieve them.  The students are asked to draw their 1yr, 5yr and 10yr goals.  The goals are then discussed in a group and the participants are asked how they think they can achieve each goal.

Hopes and Dreams

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Who Am I?

This activity is designed to help students increase their self-awareness and to learn to self-disclose to others in the group. The students are asked to draw unfinished sentences from a basket and to supply their own conclusion to the sentence. An example would be “On the weekends, I usually….”

Who Am I

Examples of unfinished sentences: 15 Unfinished Sentences

The Truth About Transitions Worksheet (Supplement for Survivor 9)

This worksheet is used as a supplement to the Survivor 9 set of activities.  It emphasizes discrepancies between the stereotypes they had about 8th and 9th graders and how they really are.  It also asks the students to come up with ways to make the transition from 8th to 9th grade easier on those going through it.

Truth_transitions_worksheet9

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Survivor 9

This set of activities focuses on the differences between expectations in 8th and 9th grade.  It includes a free-association activity where students write words that come to mind when thinking about each grade-level.  There are visualization and drawing exercises focusing on each of the two grade-levels.  The set also includes a group discussion activity.

Survivor 9 (2)

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Stereotypes in Music

This activity involves identifying profane words in music provided by the group.  The profane words are discussed in terms of who they are geared towards, what they promote, their purpose, etc. Students are encouraged to think critically about the stereotypes that these words perpetuate.

Stereotypes in Music

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

Reflection

This activity promotes respectful and effective listening.  Volunteers are asked to tell a story of something that happened to them.  The other members of the group are then asked to respond to the story using the following format:  “That must have been {emotion} for you to have {summary of the talker’s story}.”

Reflection

 

If you have any helpful pointers or suggestions for doing this activity with your group, please leave a comment below.

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