1. American International School of Bucharest March 2013

2. The Philosophy Rachel Kessler’s Soul of Education Helping children with Deep Connections Occur when there is a profound respect, a deep caring, and a quality of ‘being with’ that honors the truth of each participant in the relationship Deep Connections to Self Helps one develop autonomy and identity Deep Connections to Others Achieving authentic intimacy—deeply caring, mutual, respectful relationship with another Deep connections to Community Feeling a sense of belonging; connecting meaningfully with a group—encourages authenticity for each individual in the group

3. The Goal Leads to Deep Connections Cooperation working together in groups Companionship coming together as friends Compassion revealing sympathetic concern for others and a desire to help them Communion moments when we let go of preconceived ideas about each other and communicate openly and authentically

4. The Structure-Broad At our school, 40 minutes, 2 times per week, P/NP Groups of no more than 15 Sitting so all can see each other-circle of chairs or pillows on the floor Ensemble Activities—Name Activity, Ground Rules, Are you more like…,Wink, Pick your Brain, Cosmic Journey, Ungame Symbolic Discussions Council Discussions Specific Subject Activities

5. Developmental Considerations Grade 8’s More structured Informational as well as Discussion based Introductions to Identity Development Grade 10’s Major emphasis on student-created discussion content Strong focus on acceptance of self and recognizing commonalities as a way of accepting others Some emphasis on identifying internal and external sources of values systems

6. Class Activities – Grade 8 Focus on Listening skills as a base for mutual respect and understanding of others, development of empathy Understanding Components of Identity Development using the Johari Window, beginning aspects of the Meyers Briggs Preferences, and Third Culture Kids concept awareness Understanding Self and Others through the model of Emotional Intelligence – EQ

7. Class Activities--Grade 10 Understanding personal traditions: sources of compassion, personal standards, support Council discussions on student-selected topics (frequently includes: relationships, public vs. private self, parents, sex, substance abuse, life’s mysteries) Career exploration and discussion Diversity and privilege training (understanding multi- faceted personal identity, social dominance, different kinds of privilege, systems of privilege and egalitarianism, action plans)

8. Homework Reflections Give yourself a Victory—Self Care Make something Right in a Relationship Random Acts of Kindness Week Johari Window reflection Choosing something about yourself you want to change or improve using EQ, develop a plan, implement the plan and write a reflection about what happened

9. Symbolic Discussions Day before, a question is posed to the group Students bring in an object that symbolizes what they would like to share with the group in answer to the question. Designed to guide students carefully and respectfully to more disclosure about themselves Process

10. Symbolic Discussion Process Use cloth in center of a circle. Objects placed on cloth without students in room Students return and then choose an object, tell why chosen Owner of the object discloses what the object means to them If time, can have group do a general reflection to help encourage building trust

11. Council Discussions Student generated ‘deep’ questions about things that they ‘wonder’ about. Students need some think time and guidance to help them frame the questions, especially in Grade 8 Sample questions

12. Council Question Process Students individually write questions on an index card Questions collected in a large envelope Typed up anonymously Questions read out seriously and respectfully Students vote anonymously on questions they individually would like to discuss

13. Council Discussion Structure Question selected for discussion at next class Students sit in a circle with pillows Lights in room darkened, candles placed on cloth in the center Originally began process with open ended discussions about the questions with a foos ball passed around to indicate who has the floor Found that some structure was better to help guide students

14. Council Discussion Process Round 1 Dedication: I dedicate my openness in this council to…. Round 2 Opening Statement about the question Intermediate Round: Where students respond to the opening statements of someone in the group Round 3 Each student tells a brief story connected to their opening statement, then Intermediate Round Round 4 Risk Round. Where student takes a risk in what they reveal about themselves, then Intermediate Round Closing Statement/Reflection

15. Focus on Group Process Symbolic Discussion Video of Group at Beginning of Group Process

16. Focus on Group Process Symbolic Discussion Video Group at End of Semester

17. Questions?