Beginning in April 2019, I forayed into the world of freelance curriculum development and consulting. I’d had experience in this realm before, minus the freelance part, and had a blast getting to know a few educational companies more in-depth. One of these awesome organizations I worked with (and continue to!) is Sole Girls.
Sole Girls is a girls empowerment program that tackles self-esteem, physical and emotional health, and running through after-school programs, workshops, camps, and mentorship. Sole Girls was conceived by super-inspiring Canadian social entrepreneur, Ashley Wiles, in her late 20s. Ashley was impelled to take action after hearing about the tragic suicide of 15-year-old Amanda Todd, a teenager in Coquitlam, B.C. who was bullied, alone, without an advocate, and without the perspective of another way out. Ashley had been traveling the world working for a variety of organizations unsure of next moves, and after hearing about Amanda Todd, knew she had to come back to Canada and start a program that could support and empower girls while equipping them with skills and tools to navigate the frequently messy Girl World. And thus, Sole Girls was born.
Sole Girls works with females (and has a Sole 4 Boys program, too!) ages 5-12 through a 9-week curriculum, which is guided by the acronym S-O-L-E (Support, Open-Minded, Love, Enthusiasm) and culminates with a 5km run. The 5km run adds an element of challenge, forward-thinking, and bravery…all of which are absolutely transferable to social-emotional learning.
In addition to developing a variety of interpersonal skills, self-discovery, and running, Sole Girls also provides girls with a safe and encouraging community where they can share freely their experiences, questions, and connect with mentors ranging from high school to adulthood who play a diverse role in the programs’ communities. Six years of age, Sole Girls runs across Canada and has begun programming in Australia, as well.
I had the great privilege of working with Sole Girls, beginning in September 2019 in a variety of creative capacities, including leading programs (coaching) for both the Littles (ages 5-7) and regular (8-12) programs, curriculum development, and workshops.
…wait, can we bring this back to me for a second?
These programs are so special to me. As a kid, I never quite fit in, and I moved from a Montessori school to a public school and while I lived to tell the tale, retrospectively, I was thrown to the sharks. “Fitting in” was a totally new concept to me (made 0% easier by my strange obsession with growing a rat-tail and my parents’ wholeheartedly supporting nearly any form of said personal expression; side note- WHY, MOM AND DAD, WHY!? Jk- I love you); at my old school, all the kids played together, and for the first time, I experienced and saw that kids could be left out, which was jarring and confusing and really had no way of understanding any of it. I survived, yet constantly felt awkward, never knew when to “tell” on a student, and never knew what to do in the face of gossip or teasing. In short, I really had no clarity on my values.
And this is precisely why I adore Sole Girls programming, which takes a values-based approach in its curriculum and is also implicit in its mentorship programs.
But, I’m not really qualified to talk about that stuff…right?
Talking “values” with students might seem intimidating or “something they can do with their counselor,” but think about it. As educators, we learn about Maslow’s hierarchy of needs starting in day 0 of any training, so we know that students have needs they need met before they can master counting to 100 or writing a 5-paragraph essay or shooting a free-throw (pick your teaching poison). Specifically, these needs are Basic (which are physiological & safety), followed by Psychological (Belongingness & Esteem), and finally Self-Fulfillment…which, let’s be real, do we ever really attain?
If we want to reach our students, we’ve got to meet them on this triangle first and foremost, before we think about behavior adjustments, learning support, and calling home, it’s worth seeing where students are feeling in regards to how they feel about their friends, their learning communities, and themselves.
Teaching values need not be complicated or deeply emotional. Introducing a word or theme of the day/month/week/year is a simple way to help students start learning about values and unlocking or further developing their own.
Okay, maybe I’m on board.
So, what are examples of values you may be asking? Here’s a few:
…and so on! Chances are, some other words or values were sparked when you scanned the list. Using these words in grades or assessments, as well as at morning meetings and/or advisory periods is an easy way to incorporate more meaning into the academic schedule and help students’ navigate and further clarify their needs for belonging and esteem.
As it is February, a simple way to incorporate values into your classroom is with a fun resource I made for Sole Girls this year: VALUE-tines!
These simple, (free printable!) cards are an alternative take on Valentine’s Day, in which students can recognize and celebrate the values they see in one another. Have each student draw a name and create a VALUE-tine for a member of the class; or have small groups work together to create a VALUE-tine for someone who works at the school; or trade VALUE-tines with another class. Get creative! Remember to model yours first!
- What are your top 5 core values?
- Have you used values in your classroom?