Issue link: http://digital.copcomm.com/i/13098
“Walk toward the light, look through, and talk about what you see with your partner,” she urges. Naturally one student sees the ka- leidoscope patterns one way, and the partner sees another. “That’s called perspective,” explains Sal- maggi. “We all see, view and think about things in different ways. Maybe the best thing to do is for each partner to present his or her own perspective, and then you can compro- mise.” The kaleidoscope lesson, explains Sal- maggi, is a way to help students “agree to dis- agree” and understand that everyone can be right in a way. Everyone in the Edison Language Acad- emy ranging from administrator to classified employee is on board with the program, and many believe that Cool Tools helps grownups other. I think they learn much more from each other than they ever could from me.” Like Edison, the entire staff at McKinley h as embraced t he program. “As for staff, we have no cliques or groups,” says Sanchagrin. “Everyone here gets along wonderfully. There’s a lot of col- laboration, and it wears off on the kids.” The program, he thinks, makes students more resilient for the challenges that lie ahead. “We are planting the seeds,” he says. “Sometimes you will never see the plant that results, but you know it’s there, and that you have helped to make it stronger.” ABOVE: Fifth-grade teacher Marc Sanchagrin at McKinley Elementary School; student Lilia Mendo- za looks through a kaleidoscope. BELOW: Fourth- and fifth-graders in the Cool Tools Leader- ship Team at Edison Language Academy perform skits for other students to demonstrate how the program works. get along better, too. “These issues don’t just affect children,” says Salmaggi. “It’s almost like we are learn- ing along with them about the different solu- tions for solving problems.” Marc Sanchagrin, an SMMCTA member and fifth-grade teach teacher at nearby McKinley Elementary School, is also a fan of the Cool Tools program and has a tool chest in his classroom. “It’s all about social responsibility,” he re- lates. “They are learning that they are a group and that they are part of a team — not just succeeding in their own right. And the pro- gram works because they learn from each Ways to foster resiliency in students > Enhance students’ self-worth by complimenting them on their character and contributions — not just academic achievements. > Help identify problems and break them down into smaller parts so they seem more manageable. > Emphasize that bad times are temporary and the future can be better. > Help create a positive personal vision for the future to focus on. > Suggest healthy habits such as eating properly, getting enough sleep, and exercising. > Recommend avoiding triggers that cause stress, including negative people or situations. > Use relaxation techniques like deep breathing, yoga and meditation to manage stress. > Employ positive diversions such as reading, taking a nature walk or listening to music. > Create outlets for feelings and emotions such as art or writing down feelings in a journal. JUNE 2010 | www.cta.org 15