Windows and mirrors uua

The Program Mirrors in which they can see themselves, windows in which they can see the world. Program Structure From Windows and Mirrors. All sessions follow the same structure. Between an Opening and a Closing, activities guide participants to experience and discuss a variety of social Leader Guidelines From Windows and Mirrors. It is expected you will adapt sessions to fit your resources, time constraints and group of children. Nor does he hear the dripping faucet.

We just found the Legos at a garage sale, and their newness, the infinite possibilities, enthrall him. He sits rapt on the carpet inventing and quietly talking to himself—as if conferring with another seven-year-old inventor.

Every fifteen minutes or so, after he has clicked a few more of the red, blue, and green plastic pieces together, he shows me something. See this guy? But I put a lemonade maker on the shuttle. A driver sits in a little chair, and I assume a green thimble-size cylinder attached to the back is the lemonade maker. He flies the shuttle completely around the sofa, making a whooshing noise all the while and pausing twice to fire imaginary machine guns at a couple of Hot Wheels cars below him.

Then he lands it on my thigh. There he takes the driver out, straightens his legs, and walks him to my knee, which is now clearly a precipice looking out on an alternate universe. An inch tall, the plastic, square-headed man surveys the messy terrain of the family room. He is the explorer who most impresses me. Last week he brought me a red truck to repair. Or so I thought. I see it now on the carpet—a red plastic sled hitched up to a three-legged horse with a Star Wars character riding in the flatbed.

Luke Skywalker seems to be lashing the horse with his lightsaber. This feeling, this inability to see, is not new. I used to get it each day when I dropped Bennett off at the preschool at the college where I teach. Because it was a lab school, there was a long one-way teaching mirror in the front hallway. Students and parents could look in at the kids without them seeing us—our window was their mirror. But it took me several days to even notice this.

I was often in a hurry. Here are some tools to help to make sure that happens:. Bishop goes on to explain that windows help us develop understandings about the wider world. Students need to learn about how other people conduct themselves in the world in order to understand how they might fit in. For some children, this may be the first time they are exposed to differences in culture, skin color, religion, and lifestyle.

Let kids find some comparisons on their own before guiding them to see similarities and differences. Share lots of picture books with all age groups so you can provide rich information about a lot of topics in a short period of time.

Sliding glass doors further expand on the concept of windows. The goal here is to encourage reflection and action. There are lots of ways to use the concept of mirrors and windows in other subjects. This ritual welcoming reminds participants of the relational nature of the group experience. Gather the children in a circle around the chalice. Invite them to take a deep breath and release it, and create a deep silence for a moment.

Ask a volunteer to take a reading from the Opening Words Basket and read it aloud. Invite another volunteer to light the chalice. Then, lead a greeting:.