Vs Expand Their Social Skills

As we near the end of the school year, the Vs are developing not only mentally, but socially. Spring marks a time when the Vs have matured verbally and improved their problem-solving skills, as well as their social skills.

The Vs have gotten to know their classmates much better and have created stronger relationships with each other. Coming back from the break, they are enthusiastic about seeing their friends and continuing their projects.

“They came back dedicated and filled with energy,” confirmed Mona De Victoria, the VsM teacher.

The VsM classroom is a collaborative environment, and the Vs enjoy working with each other, whether they are drawing, doing crafts, painting, or building with blocks. Being collaborative is important, in the future.

Arlo Berg, VsW, explained a new game that he plays with his friends called “The Super Game.”

“The Super Game is where we’re all our own superhero, like I’m a cyber-gorilla with spider legs. Basically, I’m still thinking about my superpowers, like metal, power, or fire. I have the element stone of fire.”

Everyone gets to come up with their own powers, abilities, and superhero name. There are a lot of secrets and drama involved. The game is popular in the VsW.

Sarah Kegeles, VsW, is the leader of the Super Game, and many other Vs enjoy playing it as well.

“Augustus [Lerner] is Mouse-Man, Rhett [Yeung] is Cyber-wolf, Sarah is a girl with powers. Oh yeah, and Ayala [Feinberg] is the super-unicorn,” said Arlo. When asked about any other games he likes to play, Arlo said that they mostly just play the Super Game.

The Super Game is a great example of how the Vs collaborate to create and have fun. However, collaboration can also result in conflict. Though exclusion, an issue that has been a problem in past years, has not been as much of an issue with this year’s Vs.

“It’s a very cohesive group,” said Mona. However, even with the most cohesive group, there is still friction when it comes to working together. The most common example is during block building when disagreements can arise about how a certain building should look.

“They all have visions in their heads but [those] can sometimes conflict,” said Mona.

In the event of a conflict, the Vs teachers generally step back from the problem and let the kids figure it out. While in the fall teachers might have had to intervene, the Vs’ social skills have developed to a point where they are able to figure out how to work through problems on their own. If an argument gets particularly heated, a teacher might step in, but usually the Vs are left to their own devices.

Some Vs like to spend time on their own as well. Lucy Bloom, VsW, does not like the Super Game that much and prefers to draw random things in the classroom. She also enjoys going on the monkey bars in the River Yard.

In terms of friendships, the Vs are generally flexible. There are definitely close friends and the Vs are aware of that.

“For instance, if one V is upset, other Vs will call over their best friend to cheer them up,” said Mona. But even though there are people that are closer, the whole group is close enough that during teacher-assigned groups, no one complains. Mona hopes that the Vs will continue to sustain these friendships over the summer and into the VIs.

Since the fall, the Vs’ commitment to their work has gotten more intense. Completing a project has become much more important to them, and they are motivated to work through any issues, so they can accomplish their goal.

The VsM recently put on an art show, and all the Vs teachers noticed how well they were working together. They were always energetic and dedicated, and enthusiastic to show their next group around. Now that Spring Break is over, all the Vs look forward to getting back to their projects and seeing their friends.

“I think it will be a strong end to the year,” said Mona.

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