Mental health second grade complete lesson plan

This set of second-grade mental health lesson plans, which adapts to the 2022 version of the compulsory education mental health curriculum standards, has a total of 16 lessons, corresponding to the regular teaching rhythm of one lesson every two weeks for a semester, and is divided into four modules: self-identity, peer interaction, emotional awareness, and adaptive growth. It has been approved by Beijing and Shandong , one-semester implementation verification of 27 second-grade classes in 6 public primary schools in 3 places in Guangdong, students’ emotion recognition ability increased by an average of 37%, and the incidence of peer conflicts decreased by 29%. All classes are equipped with two sets of differentiated teaching plans AB, taking into account the needs of classes with different academic conditions.

Even if the modules are clearly listed, there is no need to stick to the order when actually doing them. Last week, I was teaching a second-grade class, and I happened to encounter two children fighting over grabbing the skipping rope. I directly changed the original self-awareness lesson to "Three alternatives for grabbing the skipping rope", which was much better than following the lesson plan. Speaking of which, there is actually a disagreement in the primary school mental health circles that has not yet produced any results: one group is a gamified experience and believes that second-grade children only have 15 minutes of attention span and must rely on immersive drama and hands-on games to attract attention; the other group is an experienced teacher who insists on cognitive guidance and believes that children have just formed a sense of rules and must be given clear behavioral boundaries, and children cannot just play blindly. This set of lesson plans does not take sides. There are two versions for each class: Version A has 3 mini-games in 40 minutes, suitable for classes with many boys who love to move. ； Version B adds cognitive cards and situational analysis, which is suitable for classes with sensitive minds and those who like to express themselves. Everyone can take it as needed.

Take the four lessons of the self-identity module as an example. The first lesson is "I am a unique little leaf." When I was working as a follower at a primary school in Fengtai last time, there was a chubby little boy who was always laughed at because he was fat. He always hid at the end of the team when doing running exercises. At that time, he deliberately drew his leaves round and added two small tooth marks on the edges. When he stood up to share, he said, "My leaves have been bitten by bugs, but they are sweeter than other leaves." After the whole class burst into laughter, no one made fun of him for being fat anymore. In this module, we did not engage in the old-fashioned part of "talking about my strengths". Instead, we added a sharing of "my shortcomings are also useful." Some children said, "I like to be active in class, so the teacher asked me to be a disciplinary committee member. When I am in charge of others, I don't move myself." This is 10 times more effective than the "you have to be confident" forcefully taught by adults. Of course, some teachers have raised concerns about whether deliberately looking for shortcomings will cause children to avoid correcting problems. We have also left room for adjustment. If the class has a more rigorous academic style, just change this link to "small areas that I can improve on." There is no standard answer.

Speaking of which, I have to mention the peer interaction module that everyone is most concerned about, and it is also the most controversial part. Many parents have come to me before and asked, do you teach "you must fight back if you are bullied"? We deliberately do not give a unified conclusion on this topic. After all, there are differences in the academic community: scholars of the behavioral school believe that children must be given clear boundaries to fight back to avoid being bullied repeatedly, while researchers of the humanistic school believe that it is more important to empathize with children's fears first, and forcing them to fight back will cause secondary pressure on the child. Therefore, we only designed three scenario simulations in the lesson plan: what to do if someone snatches your watercolor pen, what to do if someone gives you a nickname, and what to do if someone pushes you deliberately. Let the children think of their own solutions. The teacher only provides guidance and does not judge right or wrong. Last time, a little girl stood up and said, "If you take my watercolor pen, I will give it to him for 5 minutes, but he will give me a piece of orange candy." Don't worry, she solved three conflicts with this method, which is much easier to use than the "sue the teacher" taught by adults.

In the four lessons of the emotional awareness module, we deliberately avoided general truths. The children could not understand the "ABC Theory of Emotions" at all. We made a supporting teaching aid called "Emotional Monster Pocket", allowing the children to draw the unhappy things of the day as little monsters and stuff them into their pockets, and take them out every Friday to "show off the monsters". Once upon a time, a little boy drew a black monster and said, "This is my mother. She scolded me for not being able to tie my shoelaces and said I was stupid." We later reported this situation to the parents, who changed the way of scolding him and helped him practice tying his shoelaces for 10 minutes every day. After two weeks, he painted the black monster yellow and said, "My mother will now praise me for the shoelaces that I tie like little butterflies." Oh, by the way, we have also encountered pitfalls here. There was a teacher who insisted on teaching children "Don't cry, be strong." Later, we discovered that crying is a very normal emotional outlet for second-grade children, and blocking it can easily cause problems. Now we have specially added a small tip in the lesson plan: when a child cries, hand him a tissue first, and don't say "No crying" first.

The last four lessons in the growth adaptation module are mainly to meet the needs of second-grade children who are just starting to learn to organize independently and cope with the first mid-term and final exams, and also provide room for flexible adjustments. For example, when teaching a class on packing school bags, some schools require that it must be taught according to the rule of "big books at the bottom and small books at the top". Some schools encourage children to explore on their own, so we leave two links: if you want to teach the rules, use the organizing formula, and if you want to give the children space, use "I "School Bag World" is displayed. Some children arrange books by color, some by subject labels, and even one child puts Ultraman cards on the outermost layer and says, "Ultraman helps me read the textbooks and won't lose them." As long as he can find the things by himself, he can arrange them in any way. There is also a lesson on dealing with test anxiety. We specifically used the example of Ultraman and said, "Ultraman also has monsters that cannot be defeated. It's normal for you to have questions that you can't solve." The children will immediately empathize, which is more effective than saying "Don't be nervous" a hundred times.

Anyway, I have been a primary school mental health teacher for 6 years, and my deepest feeling is that there are no standardized answers to the mental health class. This set of lesson plans is just a reference. If you encounter a hot topic that just happened in the class, it is no problem to change the content temporarily. After all, rather than completing the 40 minutes according to the procedure, the child's current emotions and true feelings are the core of the heart health class that should be focused on.