The Lyme School •  Lyme, New Hampshire
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Guidance Instructional Guide

Grades K-2

The Lyme School guidance program is for all students. It follows a sequential curriculum, which is taught with a developmental approach. It is an integrated part of the educational process, involving all teachers, and it has been designed to help students gain insight into themselves and others. One important outcome of the program is for students to become confident, effective learners.

The guidance program also offers individual and group counseling.

Grades K–2 meet weekly and units of study include:

  • Understanding the School Environment
  • Understanding Self and Others
  • Decision Making and Problem Solving
  • Personal Safety
  • Interpersonal Communication/Social Skills

The Lyme School values—respect, responsibility, honesty, kindness, creativity/individuality, best effort/work ethic, fairness and companionship/belonging—provide the foundation for the guidance curriculum. Although the identified skills for each grade may be the same, the expectations for acquisition are commensurate with developmental ability.

Goals of the guidance program are that student will:

  • be able to recognize feelings and how to express them appropriately
  • have a working knowledge of the four steps to problem solving
  • understand consequences of behavior
  • be able to identify bullying behavior and know the appropriate response, including resources for help
  • be able to recognize peer pressure, driven by self or others
  • learn basic human rights of privacy and safety
  • learn to recognize abuse, whether it is physical, verbal, or sexual, and be given a plan for getting help if they or someone they know is a victim of abuse
  • understand what it means to be a friend, how to initiate and maintain a relationship
  • learn the difference between working independently, cooperatively, and competitively and understand when each is appropriate
  • be introduced to the idea of choosing and achieving a career
  • resolve conflicts appropriately
  • understand their role in the larger community
  • broaden their thinking by actively listening to thoughts and opinions of others
  • be open to risk taking in a supervised setting (role playing) for the purpose of rehearsing what is learned in he classroom
  • make a concerted effort to practice what is learned in guidance outside of the classroom

Grades 3-5

The Lyme School guidance program is for all students. It follows a sequential curriculum, which is taught with a developmental approach. It is an integrated part of the educational process, involving all teachers, and it has been designed to help students gain insight into themselves and others. One important outcome of the program is for students to become confident, effective learners.

The guidance program also offers individual and group counseling. Grades 3–5 meet weekly and units of study include:

  • Understanding the School Environment
  • Understanding Self and Others
  • Decision Making and Problem Solving
  • Personal Safety
  • Interpersonal Communication/Social Skills

The Lyme School values—respect, responsibility, honesty, kindness, creativity/individuality, best effort/work ethic, fairness and companionship/belonging—provide the foundation for the guidance curriculum. Although the identified skills for each grade may be the same, the expectations for acquisition are commensurate with developmental ability.

Goals of the guidance program are that student will:

  • be able to recognize feelings and how to express them appropriately
  • have a working knowledge of the four steps to problem solving
  • understand consequences of behavior
  • be able to identify bullying behavior and know the appropriate response, including resources for help
  • be able to recognize peer pressure, driven by self or others
  • learn basic human rights of privacy and safety
  • learn to recognize abuse, whether it is physical, verbal, or sexual, and be given a plan for getting help if they or someone they know is a victim of abuse
  • understand what it means to be a friend, how to initiate and maintain a relationship
  • learn the difference between working independently, cooperatively, and competitively and understand when each is appropriate
  • be introduced to the idea of choosing and achieving a career
  • resolve conflicts appropriately
  • understand their role in the larger community
  • broaden their thinking by actively listening to thoughts and opinions of others
  • be open to risk taking in a supervised setting (role playing) for the purpose of rehearsing what is learned in he classroom
  • make a concerted effort to practice what is learned in guidance outside of the classroom