Mental health second grade complete lesson plan

This complete set of mental health lesson plans suitable for the second grade of primary schools (7-8 years old) has a total of 16 lessons (each lesson is 40 minutes, covering the first and second semesters). It is designed around the four core development goals of self-awareness, emotion management, peer interaction, and learning adaptation. All contents have been verified by front-line teaching in 12 public primary schools and can be used directly or flexibly adjusted according to class conditions without the need to prepare additional complex teaching aids.

To be honest, when I taught the second-grade psychology class at the district experimental primary school, I ran into many pitfalls. The first one I used was a unified template I found online. Every step was stuck. As a result, when I was in the first class "I am a unique little seed", when I just talked about "everyone has their own advantages", Xiaoyu in the back row who usually couldn't sit still suddenly raised his hand and shouted, "Teacher, does my ability to do somersaults count as an advantage?" ”The whole class burst into laughter. According to the original lesson plan, I should have said, "Please be quiet, let's finish explaining the knowledge points first." But that day, I accidentally said, "Forget it, can you come up and turn it over for everyone?" ”

He did three somersaults in a row, and the whole class clapped the table and applauded, so I asked, "Is there anyone who still wants to show off their special skills?" ”In class that day, some people recited ancient poems, some imitated cat meowing, and a little girl showed everyone how to tie braids in 10 seconds, which was ten times better than me following the lesson plan. Later, when we revised the lesson plan, several of our teachers specially added the link of "showing specialties" and specifically noted that "there is no need to limit the content of the display, even if you can make faces."

Oh, yes, we were also struggling with the design of the self-awareness module at the time. There were two different ideas in the academic community: one was to use a structured self-efficacy assessment for children, first giving the children a scale, and then providing targeted guidance.； The other is completely gamified, without any evaluation and relying solely on activity penetration. We tried both, and used the scale for three classes. The introverted children either didn’t dare to fill it out, or they filled in all “I’m great”, and they couldn’t understand the real situation at all. ； Later, we changed to the "My Super Power Handbook" drawing activity, allowing children to draw three of their own super powers, such as "I can help my mother carry vegetables" and "I never spill rice on the table." The content was much more realistic. One little girl who is usually silent drew "I can understand what my kitten means when meowing", which was particularly interesting.

After solving the problem of self-awareness, the next thing that bothers the teacher the most is the child's emotional problem. For a second-grade child, emotions come as fast as a summer thunderstorm. One second they are playing together, and the next second they cry for a long time because they touched the pencil box. Our emotion management unit has a total of 4 lessons. The core is to teach children to "recognize emotions first, then manage emotions". It uses the IP of the emotional monster that everyone is familiar with, but we did not copy the content of the picture book and added many practical methods.

There is actually controversy about emotional guidance. Some experts say that children should be allowed to vent completely and not be suppressed, while others say that children should be taught to be restrained and not to lose their temper casually. Our lesson plans take both into account. For example, we specifically teach the "emotional pause for 3 seconds" method. When you are angry, count three times before deciding whether to speak. ； At the same time, each class can set up a "small corner to calm down" and put a doll or pillow. If you are really angry, you can hold it for two minutes. There was a little girl in the class I taught last time who usually cried when someone touched her. One time, her deskmate spilled her colored pencils. She stood up and was about to cry when she suddenly turned around and walked to the calming corner and hugged the rabbit doll for three minutes. Then she came back and said to me, "Teacher, I'm fine. He didn't mean it. I just wiped it off myself." I was shocked.

Then came the 4th lesson of peer interaction. The second-grade children have already begun to form small groups. Some children are always excluded, and some always like to bully others. The activities we designed deliberately "left holes". For example, in the lesson "Let's Build a Tower Together", the number of building blocks given to each group was different, some were more, some were less, and some groups even deliberately missed key rectangular blocks. In fact, some teachers objected at the time, saying that the same materials should be given, otherwise some groups would feel frustrated. We tried a class with the same materials, but each group just talked about it and no one spoke at all. ； After changing the different materials, a child immediately came over and asked, "Teacher, can I borrow a few blocks from the group next door?" ”Some groups took the initiative to give extra triangular blocks to groups that were short of materials. Needless to say, the children themselves learned to actively communicate and help each other.

Finally, there are 4 lessons for learning and adaptation, which are arranged during the midterm, finals and before holidays, such as "Exams are about fighting monsters" and "My little holiday plan". Some parents have previously suggested that exams should not be mentioned in class for fear of causing anxiety to their children. However, quizzes have already begun in the second grade. The more you avoid them, the more your children will feel that exams are a particularly scary thing. We talk about answering questions as beating monsters. Getting a question right means defeating a monster. The score you get on the test means how many monsters you defeat. Last time, there was a little boy who cried as soon as he took the exam. After class, he went home and told his mother, "I'm going to school today to fight monsters." He finally got a score of 95 and showed off to me when he came back that he had defeated 95 monsters. He was very happy.

Oh, yes, there is a "small sticker record" attached to the back of each lesson in the lesson plan. It is not for giving grades to the children, but for the children to put them on themselves. For example, today I found one of my strengths and posted stars. Today I posted small flowers when I didn't lose my temper. Today I posted small red hearts when I helped a classmate. After one semester, there is no need to write a lot of evaluation forms. Teachers and parents can see the changes in their children by flipping through the sticker book.

Of course, this set of lesson plans is not universal. For example, some rural primary schools do not have teaching aids such as colored pens and building blocks. We later added a version without teaching aids. All activities can be completed by telling stories, making gestures, and playing small games. There is no need to buy anything. Also, if there are children with special needs in the class, such as children with autism or ADHD, there are adjustment plans attached at the end of each class. For example, children with ADHD can be used as activity assistants to help distribute materials, so that they can sit still. ； Introverted children do not need to be forced to share on stage, they can just talk to the teacher in private.

We have used it for one semester for second graders in 12 primary schools in the district, and 87% of the teachers reported that they can use it directly without any modification. Of course, if you get it, you can adjust it according to the situation of your class. For example, if the children in the class like to be active, add more outdoor games, and if they like to be quiet, add more painting and storytelling sessions. There is no standard answer in psychology classes, as long as the children feel happy and gainful.