This council helps students articulate their feelings about love, a surprisingly abstract concept, and recognize sources in their lives where they give and receive love. Includes one session of valentine-making.
- To recognize where in our lives we give and receive love
- To identify different types of love and how they might be shown
- Express love or thoughtfulness by making a valentine
Two sessions; one for making valentines; one for the council.
Valentine materials (paper, glue, scissors, markers, sequins or feathers if you want to get fancy...)
Photos of people showing "love" - a parent or grandparent with a child, friends having a good time together, a couple embracing, etc.
In your first session, create valentines as usual - one to take home, one to decorate the room. Encourage spontaneity and non-judgment of the product. Before or during the process, discuss what students think love is. Help them to identify the many different kinds of love - love for family members; love for friends; romantic love, which students may experience in the future; love for those in the community - teachers, neighbors; and love and compassion for the wider world - nature, spiritual figures if appropriate, etc. From these many sources, each student chooses a recipent for his valentine. When valentines are made, clean up and prepare for council. Be prepared with a facilitating story that takes into consideration personal stories or needs that may be present in your class.
Pass the talking piece once around the circle for a dedication round. Each student places his valentine in the center as part of the centerpiece decoration, and has the opportunity to make a dedication to the recipient.
Speed rounds: "When you get the talking piece, name someone who loves you or whom you love." For youngest students, this may be enough.
"Think of someone you named. Share what comes to mind when you think of that person. It might be a good time you shared. It might be something you enjoy doing together. It might be something nice that one of you did for the other. It might be something about him you appreciate."
(Recommended to build listening skills)
"Without sharing a new story, say a few words or a sentence yo heard from someone else."
It may happen that a student will say that no one loves him. If this occurs, be prepared to "turn into the skid." Take your facilitator's piece and propose a new prompt to suport the student who has so bravely shared what's in his heart. The new prompt might be, "Tell about a time when you wanted to feel loved, and didn't." Encourage students to show support by making a connection. Ask if someone in the circle can think of a story to share, and if someone can, ask that peson to take a talking piece and begin the new round. Read the field, and decide when or whether to return to the previous prompt.
Bonnie Tamblyn, Joe Provisor, Julia Mason Wasson
