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Ms. Jones' Classroom Edit display name

  • Cheyenne High School
  • N. Las Vegas, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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After almost 18 months of semi-isolation due to COVID-19, my students yearn to know who they are, cope with grief, transition back into an academic and social environment, and move forward with their life goals. Please help me as I strive to support my students to become their best selves. (American School Counselors Association's mindset's and behaviors: M2-5, B-LS.4, B-LS.7, B-SMS.5, B-SMS.6, B-SMS.7, B-SMS.10, B-SS.2, B-SS.8, B-SS.9, B-SS.10) My project is to create a space where students are comfortable to be and to provide learning experiences that will enhance their social, emotional, and personal development. These books and tools will provide students with opportunities to engage in self reflection, to explore deeper into their individual needs, and set goals so that they can work to overcome obstacles that impede their academic, social, and emotional well-being. These items will be used in working with individual students and small groups on their individual needs. For students, who struggle with opening up, I have requested games that can help break the ice and create trust. For students who are emotionally in the moment, I have requested coloring pages and putty to help them gather their emotions and prepare themselves to continue with their day. For other students, who are in need of a specific lesson or parable, I have requested books that teach a variety of social and emotional topics that will support a conversation and show examples of implementing skills that the students can try. These resources will promote Nevada Academic Content Standards (NVACS) for Health, specifically Content Standard 4: Interpersonal Communication (4.IC.HS.1, 4.IC.HS.2), Content Standard 5: Decision Making (5.DM.HS.1, 5.DM.HS.3) and Content Standard 6: Goal Setting (6.GS.HS.1, 6.GS.HS.2).

About my class

After almost 18 months of semi-isolation due to COVID-19, my students yearn to know who they are, cope with grief, transition back into an academic and social environment, and move forward with their life goals. Please help me as I strive to support my students to become their best selves. (American School Counselors Association's mindset's and behaviors: M2-5, B-LS.4, B-LS.7, B-SMS.5, B-SMS.6, B-SMS.7, B-SMS.10, B-SS.2, B-SS.8, B-SS.9, B-SS.10) My project is to create a space where students are comfortable to be and to provide learning experiences that will enhance their social, emotional, and personal development. These books and tools will provide students with opportunities to engage in self reflection, to explore deeper into their individual needs, and set goals so that they can work to overcome obstacles that impede their academic, social, and emotional well-being. These items will be used in working with individual students and small groups on their individual needs. For students, who struggle with opening up, I have requested games that can help break the ice and create trust. For students who are emotionally in the moment, I have requested coloring pages and putty to help them gather their emotions and prepare themselves to continue with their day. For other students, who are in need of a specific lesson or parable, I have requested books that teach a variety of social and emotional topics that will support a conversation and show examples of implementing skills that the students can try. These resources will promote Nevada Academic Content Standards (NVACS) for Health, specifically Content Standard 4: Interpersonal Communication (4.IC.HS.1, 4.IC.HS.2), Content Standard 5: Decision Making (5.DM.HS.1, 5.DM.HS.3) and Content Standard 6: Goal Setting (6.GS.HS.1, 6.GS.HS.2).

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About my class

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