Class of the Week – Learning Disabilities Association of Niagara Region

Learning Disabilities Association of Niagara Region - Who Is NOBODY?

Amazing Class of the Week!

School of the Week Teacher: Sarah Farrell, Ashley Short & Ashley Miller

Grade: Grade 1 to Grade 6

School: Learning Disabilities Association of Niagara Region (LDANR)

School Board: District School Board of Niagara

1. What is the biggest impact/change you saw in your class?

The “Who is NOBODY?” project helped to enhance children’s self-esteem as they felt they made a difference in the lives of others. The children chose simple but practical ways to help make a positive difference in people’s lives. Some of the children’s contributions included: helping to complete household chores; providing care to a family pet; helping to clean up the environment; helping a friend find his missing dog; etc. The children became empowered through their own decisions and actions and, subsequently, recognized their capabilities to help others and the positive outcomes from doing so. The children not only made a difference in the lives of others, but also experienced a difference in their own lives as many of the children seemed to feel more worthy or valuable as a result of the contributions they made.

2. What is the biggest impact/change in one of your students and please share an example of one student’s project:

All of the children were very excited about the “Who is NOBODY?” project and were given the chance to take the NOBODY doll home. One particular child learned the concept of determination and hard work and that, by not giving up, he could accomplish his goal. For example, the child’s NOBODY project involved helping his best friend find his missing dog. The child explained it took three entire days to find his friend’s lost pet, which required a lot of effort in spreading the word about the missing dog and endlessly searching the neighbourhood. However, once the child and his friend found the missing dog, the child said he felt “great” about himself because they were successful in finding the dog and his best friend was no longer upset and worried. By the child not giving up, he was able to greatly help his friend find his dog and help make his friend feel relieved and happy again.

3. Please tell us about an example of one project that made you go WOW!

There was not just one project that made us go “WOW!” as all of the children did a really good job with their NOBODY projects. I was impressed to see how the children chose practical ways to help other living beings, particularly their family members, friends, and pets. The children’s positive experiences helped them develop important character traits as well as gain perspective.

The children seemed to feel more worthy or valuable as a result of the contributions they made— Ashley Miller, LDANR

For example, one child’s NOBODY project involved providing care to his baby sister. The child fed his baby sister an afternoon snack that consisted of mini Ritz crackers, which allowed his mother to get started on other demanding household work she wanted to complete. The object the child chose to attach to NOBODY was the package of the mini Ritz crackers he fed to his baby sister to represent his role of being a responsible, helpful big brother and the assistance he provided his mother.

The child exhibited empathy for his mother by caring that she had multiple tasks to complete, which compelled him to help her. We were impressed with the child’s choice of project as it required him to gain perspective and an appreciation of his mother’s numerous responsibilities (e.g. household tasks, caring for her children, etc.). The child demonstrated responsibility as a big brother by providing care to his young sister by feeding her. Therefore, the child’s project helped foster positive character traits, particularly compassion and responsibility.

NOBODY Project at LDANR’s B.E.S.T. Program

Below are descriptions of each child’s contribution to the NOBODY project (which complements the attached photo of the completed doll).

*The names of the children have been changed for confidential purposes.

Iven helped his mother by taking out the garbage to the front of the house on garbage day. As a result of showing his responsibility to help alleviate work for his mother, the child received two-dollar coins for his act of kindness. Iven chose to attach to the NOBODY doll two black circles of construction paper to construct NOBODY’s eyes which represented the two dollars he received. In addition, Iven added a piece of red construction paper in the shape of a smile to NOBODY’s face to represent the joy he brought to his mother for helping her with household chores.

Learning Disabilities Association of Niagara Region - Who Is NOBODY?Gary’s positive experience involved providing care to his baby sister. Gary fed his baby sister an afternoon snack that consisted of mini Ritz crackers, which allowed his mother to perform household tasks that she wanted to complete. The object Gary chose to attach to NOBODY was the package of the mini Ritz crackers he fed to his baby sister to represent his role of being a responsible and caring big brother and assisting his mother.

Holly’s contribution involved taking on the responsibility of providing proper care for the family cat which required her to ensure the cat had fresh water, food, litter box cleanup, and affection on a daily basis. Holly attached a hand-drawn picture of her cat and a little cut out heart to represent her responsibilities of being a conscientious pet owner and her love for her cat.

Lu made a difference by helping to clean up the environment. Lu cleaned up his local park by picking up litter. Lu attached a garbage bag to NOBODY’s hand to depict his contribution to the community and the environment.

Derek’s contribution involved helping his best friend find his beloved lost dog. Derek helped his friend by spreading the word that the dog was missing and searching the neighbourhood until they found the dog. Derek attached to NOBODY a missing dog poster to represent his hard work and dedication in helping his best friend get his pet home safely.

Damian’s positive experience involved tidying his bedroom without being asked. Damian gathered the dirty clothes that were strewn all over his bedroom floor and placed them into the proper laundry hampers. Damian attached to NOBODY a hand drawn picture of himself cleaning his bedroom to represent his decision and actions of tidying his personal space and belongings without his mom having to ask him to do so.

Amy made a difference in the life of her best friend, Beth, by creating a “Get Well” card for Beth, who was sick at home with the flu. Amy delivered the card to Beth with the hope that it would cheer her up and make her feel better. Amy attached a large red heart to NOBODY to represent her care and love for her best friend.

Emily made a difference by creating awareness about cancer and how to assist in restoring a cancer patient’s pride in his/her appearance. Emily explained to the class that many cancer patients experience hair loss from cancer treatments. Emily taught the class that we can make a difference in the lives of those suffering from cancer by donating our hair to make wigs for them. Emily attached a yellow ribbon to NOBODY’s head to represent hair that is used to create wigs in order to make those suffering from cancer who lose their hair feel attractive again.

 

Who Is NOBODY? was also highlighted in Education Journal 'Professionally Speaking' Magazine, that goes to every educator in Ontario! Click here to view and here to see the magazine edition!

To view the article in French, highlighting a class who participated in Qui est PERSONNE?, please click here.

Have you or your child participated in Who Is NOBODY? What project did he or she do? Please leave a sentence in the comment section below or upload a photo here to inspire others!

By | 2018-02-25T03:11:35+00:00 July 24th, 2013|Blog, District School Board of Niagara |0 Comments

About the Author:

Who Is NOBODY? is a literacy-based bullying prevention program for Grades 1 – 12 that applies the curriculum to real-life experiences. Students build self-esteem by discovering their strengths and using them to help others.

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