Learning to be Super: City Year’s Leadership Lunch Curriculum Supports Social-Emotional Growth
Starting the City Year experience, the thing I was most looking forward to being involved in was Leadership Lunch. I was excited to incorporatesocial emotional learninginto the school day because I would have loved to have something like this when I was in 3rdgrade, as these skills areResearch is increasingly showing that social emotional learning (SEL) is a key part of a student’s education, and focusing on it can improveacademicachievement by anwhile also increasing ӰԺ’ optimism, satisfaction with school, and general well-being.
TheLeadership Lunch curriculum, part ofCity Year’sWhole School, Whole Child model,focuses on severalincluding relationship skills, decision-making, self-management, and more. My role as a City Yearis to work with agroup ofӰԺin my classon theirsocial emotional learningover the year to develop them into the most incredible leaders they can be.Now, being a little over a month into the process,LeadershipLunch certainly has not disappointed.
I was fortunateto work closely with my partner teacher to pickthe focus groupof four ӰԺ, each of whom is incredibly special.I wanted to get my ӰԺ excited for a year-long commitment of coming to lunch with me twice a week, so I created theSuper Leader Club.They were given a top-secret letter that was an invitation to leadership lunchwhich revealed thatBeech Street School needs great leaders, and a super hero club will help them learn how to be super. I was amazed that one of the ӰԺ whom I had not heard speak the entire year looked at the invitation and said, “Oh I amsogoing to this.” With all my ӰԺ on board for the club, each session I am still continuously surprised at how excited the ӰԺ are to do each activity.
Our first month focused onHere we discussed our strengths and how to manage emotions effectively. We played emotions bingo which was a big hit. Students got to learn about some complex emotions such as anxiousness and guilt, and we expanded upon common emotions like anger and happiness. By the end of the month ӰԺ were able to express themselves more and had methods to deal with their emotions appropriately.
To continue with the theme of superheroes,we thencreated super powers and superhero names. Each student created a fictional super power and a real-life strength they can use to make Beech Street School a better community. Some of their powers included teleportation, reading minds, and being super-fast, while others included the ability to make people laugh,being flexiblewith others, having patience,and super kindness.
Each lunch, ӰԺ come in very excited for the next activity. Even the quiet ӰԺ in the group come up to me during the day to ask me what the activity forLeadershipLunch is. I have found the ӰԺ have been more comfortable approaching me if they need anything and they are starting to become friends with one another, which warms my heart. They are even sharing their successes with me which is such a difference from the beginning of the year.They are starting to take pride in their work and think positively about themselves.
At the end of the month ӰԺ earn badges on the topic we focused on, and they get to decorate their badge to show off their hard work. This month we are focusing on,which is how our actions affect others and what we can do to make other’s lives easier. Our first activity was teaching me,a “robot”, how to stand up by explaining every step on how to stand, because I had not been programmed to know how to stand. The ӰԺ loved this activity and really understood why we did it. Together they explained that everyone thinks differently, and we need to learnmany different waysto explain something so everyone can be involved.
I am excited to continue working with these incredible ӰԺ and see what lessons they can learn through our activities. I am truly fortunate for my time with these ӰԺ because every session they amaze me with their experiences and wisdom.
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