Pic 1: Fade to an empty classroom where Ms. Abbie is sitting in a chair across from Kira.
Ms. Abbie: Thanks for sitting down with me, Kira.
Kira: (pauses) Am I in trouble?
Ms. Abbie: No, no, you’re not in trouble. I wanted to talk with you for a couple of minutes, see how you’re doing, and then you can join everyone else at recess.
Kira: (pauses) Okay.
Ms. Abbie: I’ve noticed you’ve been quieter in class. Last unit, when we were learning about Egyptian mythology, you used to share so much.
Kira: (perks up a little) That was fun. (beat) I liked the thing, like when you go to the afterlife, and they take your heart and like, put it on a scale, with a feather.
Ms. Abbie: Yeah, Osiris! That was pretty cool, right? And now, it’s been a little different. I feel like we haven’t heard all of your interesting thoughts.
Coach: Ms. Abbie used a specific example of past participation, making this a very clear example of an observable behavior.
Kira: Yeah, I don’t know. I’ve just been thinking about some stuff, like at home.
Kira’s thought: I liked talking about Egyptian mythology. I didn’t have so much on my mind then.
Ms. Abbie: This might seem a little silly but sometimes it helps to describe how we’re feeling as a color.
Coach: This was a great way to create space for her student to share their feelings.
Kira: Oh, like we do in morning meeting sometimes?
Ms. Abbie: Yeah, exactly.
Kira: Okay, uh, I feel like (pauses) grey. Dark grey. Like a cloud or something. But not a not a fluffy one, a rainy one.
Ms. Abbie: Mm. Yeah, I can see that in my mind. What makes you say dark grey?
Kira: I don’t know, I’m just kind of (pauses) sad. And it’s like a cloud, because my mom still cries a lot.
Kira’s thought: It is like a cloud at home, because of (pauses) Yeah.
Ms. Abbie: It sounds like something intense happened recently, and it’s been on your mind.
Coach: This reflection shows that Ms. Abbie was listening without judgment.
Kira: (nods) My cousin.
Ms. Abbie: If you want to share, I’m here to listen.
Kira: My cousin, he, he got in an accident. And he died.
Ms. Abbie: (nods, concerned)
Kira: My mom said he was drinking and driving. And she said it was a bad choice. I was like, "why did he do that?" And, my mom didn’t want to talk about it. I don’t know why he did that. He was my favorite cousin.
Ms. Abbie: (nods) I’m sorry to hear that. I appreciate you sharing all this with me. Earlier when you said something was going on at home, I didn’t know.
Kira: (nods)
Ms. Abbie: I think I have a better sense of where you’re coming from now.
Coach: Ms. Abbie let the student know that she was listening, which helped build connectedness and strengthened their relationship.
Kira: (warmly) Cool. That’s, I’m glad. In general, I’m okay to talk about school stuff.
Kira’s thought: I don’t mind sharing with you. You make me feel (pauses) safe.
Ms. Abbie: Thank you for sharing as much as you have. Maybe we can talk through what we can do in class?
Coach: It’s a good idea to move on whenever you feel ready. There’s no need to talk about more than you feel comfortable with.
Kira: (pauses) Sure thing.
Ms. Abbie: How would you feel about talking a little about ways we might, things we could try, to help you have a better time in class?
Coach: This was an open-ended question that gave the student the option to weigh in and share their thoughts.
Kira: (hopeful) Yeah, I could. Let’s try. I (pauses) want to do better in school. And I don’t like being, feeling so sad.
Ms. Abbie: Of course.
Kira: (pauses) Thanks.
Ms. Abbie: What do you think about the mindfulness activities we do in class? Like taking a few minutes to notice how you feel, focus on your breathing, that kind of thing.
Coach: Asking about mindfulness can be helpful, especially if it’s something you’ve done as a whole class.
Kira: I, I like doing that. It kind of helps me slow down. A little.
Ms. Abbie: (nods) Well, if you ever feel like it would help, you’re welcome to take a minute and sit, shut your eyes, focus on your body, and your breathing, same way we do with the whole class.
Kira: Okay, yeah. Maybe I’ll try that. (open) Can I go to recess now? That was already something to think about (trails off).
Ms. Abbie: How do you feel about, like when you have a lot of thoughts in your head, or big feelings, writing them down?
Coach: Asking about writing can be helpful, especially if it’s something you think the student would enjoy.
Kira: (nods) Like, when you have us write down what we’re thinking about in morning meeting.
Ms. Abbie: Exactly!
Kira: Yeah! Yeah, that’s nice.
Ms. Abbie: And if we’re not in morning meeting, and you think it would help to take out your notebook, even if we’re in the middle of a discussion or something, you’re welcome to write.
Kira: (nods) Okay.
Ms. Abbie: And if you run out of space in the one you’re in, let me know. I have more I can give you.
Kira: Oh yeah? Now I’m going to write all over it!
Ms. Abbie: (chuckles) Good!
Kira: (a little antsy) I’d like to go to recess (pauses) unless you have something else? That’s already a couple things to think about.
Ms. Abbie: What are some things that help you when you’re feeling down?
Coach: By asking an open-ended question Ms. Abbie was able to collaborate and find something that works for them.
Kira: Uh, I really like drawing.
Ms. Abbie: Oh yeah?
Kira: Yeah. It’s fun.
Ms. Abbie: (nods) Maybe you could try drawing when you have a lot on your mind. And if I see you drawing, I’ll know you’re just, you’re taking a few minutes. And I know you’ll join us again when you feel up to it.
Kira: (smiles) Okay. I could use that journal, some one I do for writing down feelings.
Ms. Abbie: Definitely! And like I said, I’m happy to give you more if you fill that one up.
Kira: Okay!
(ready to go) Was there any last thing? Or can I go to recess?
Ms. Abbie: What do you think about talking with Ms. Ines, the school counselor?
Coach: Even if the student doesn’t agree to go, it is still important to offer them the option, just in case.
Kira: (shrugs) I like her.
Ms. Abbie: (nods) I really like talking with her when I have a lot on my mind. If you ever wanted to talk with Ms. Ines about what’s going on, I’d be happy to go with you.
Kira: Oh. Okay. Maybe not today.
Ms. Abbie: That’s fine.
Kira: But, I’ll think about it.
Ms. Abbie: (warm) Okay.
Kira: If we do go sometime, maybe I can show her my drawings.
Ms. Abbie: I’m sure she’d like that a lot.
Kira: (nods)
Also, when can I got to recess?
Ms. Abbie: Very soon.
Kira: (pauses) Okay. There’s already a few things to think about but, anything else?
Ms. Abbie: Let’s try that as a starting place, and see how things feel from there.
Kira: (a little hopeful) Okay.
Ms. Abbie: Would it be okay if I go over what we talked about? To see if we’re on the same page?
Kira: (nods)
Ms. Abbie: Well, you’re going to try to use mindfulness, like focusing on your body, or breathing, write down some of your thoughts in a journal, draw when you feel like there’s a lot in your head, you’ll think about talking with Ms. Ines, and also, you can always let me know if there’s something we’re talking about as a group you’d rather not talk about.
Kira: Yeah, that all sounds good. Hearing you go through all that, it really helps.
Ms. Abbie: Well, thanks again for talking with me today. Maybe we can check in, a few days from now, and see how everything is going.
Kira: Yeah, I like talking to you.
Ms. Abbie: (smiles) I like talking to you too.
Kira: (half-smile) Thanks.
Overall Result:
Ms. Abbie did a good job helping Kira and encouraging her to try some strategies to help her cope. She knows Ms. Abbie is there for her and there are resources to help her. She’s excited to try one of the strategies Ms. Abbie talked about. It’s good Ms. Abbie’s checking in with her again in a few days.