| There is an old Chinese proverb: "Tell me, I forget. | | | | Working independently, they draw a horizontal line |
| Show me, I remember. Involve me, I understand." Kids | | | | across the middle of a sheet of paper, at least 8.5x14 |
| are often visual and kinesthetic learners. Talking at | | | | or larger. The left end is their birth and the right end is |
| them, or even with them, is usually not nearly as | | | | the present. Then they add perpendicular lines above |
| effective as getting them involved in something | | | | and below the timeline. Lines going up are for positive |
| concrete, before going to the abstract. | | | | experiences, and down are for negative ones. A |
| In conducting a counseling program for adolescents, I | | | | shorter line indicates a small good or bad event, while a |
| hear an unfortunate number of them talk about their | | | | longer line means something much more extreme in |
| lives as if they are over. This girl feels like a failure | | | | either direction. Each of these lines is labeled to show |
| because she doesn't have a boyfriend. That boy is | | | | what it represents: starting kindergarten, getting a pet, |
| drinking and using heavily. Those over there are running | | | | sister's birth, going to the hospital, moving to a different |
| with a tagging crew or a gang. Some cannot imagine | | | | school, etc. If desired, kids can use drawings in addition |
| living to age 25. | | | | to or instead of words to identify each event. These |
| Because so many kids are stronger in visual and | | | | timelines are then shared with the group, with each |
| kinesthetic intelligences than in verbal or mathematical, I | | | | person describing as much (or as little) as is |
| find it is much easier to connect with them and to get | | | | comfortable. They discover commonalities, as well as |
| an idea across if they can see it and experience it, | | | | differences in perspective. For example, "dad left" |
| than if they just hear it. In group or individually, I ask | | | | could be a huge negative for one person, but a |
| them, "Who is the oldest person in your family?" or | | | | positive for another. |
| "How old was your grandpa when he died?" The | | | | The following session, I return their papers. Now they |
| answer usually is around 75. | | | | are instructed either to work on the back or on a new |
| I get out two yardsticks and lay them end to end, | | | | sheet, and draw another timeline, this one starting with |
| saying, "Let's imagine each inch represents one year. | | | | the present and projecting into the future, to the age of |
| How many years do we have here? Right - 72 - so if | | | | the oldest person in their family. (NOTE: This is an |
| your grandpa was 75, he lived longer than the length | | | | important instruction, because otherwise, some will |
| of these two yardsticks. Let's see - you are 14 (or | | | | show their life ending at age 21 or so. Another |
| whatever their age is). So that's right here on the | | | | extension of this activity is to discuss what choices or |
| measure. Hmm, just over one foot, and there are six | | | | chances could lead them to live a longer or shorter |
| feet here, so you are only about 1/6 the age of your | | | | time.) Again, they fill in the markers of what they |
| grandpa. You know that longevity tends to run in the | | | | anticipate will be the high and low points, if they were |
| family, so it looks like you have a long way to go ... | | | | to live to that age. This, of course, is more difficult for |
| unless you get hit by a car or a bullet or get really sick | | | | some than for others, and leads to discussions about |
| or something. Did you ever ask grandpa what his life | | | | having dreams, goals, and anticipations. |
| was like at 14, whether he had any idea how long he'd | | | | A natural follow up is a series of activities on goal |
| be around or what kinds of things might happen in his | | | | setting and steps to achieve goals. Another follow-up |
| life?" | | | | is a series I created called "I Have a Dream, Too." This |
| Just going this far with the activity can have a big | | | | pamphlet of activities helps them identify dreams, goals, |
| impact. I have seen that proverbial light go on, when | | | | and how to get there. |
| they actually see the length of their lives laid out on | | | | Adolescents are generally eager learners when the |
| that simple yardstick. | | | | subject is "Me." The yardstick, timeline and other such |
| From there, we often go to another activity, a timeline. | | | | activities actively engage even the most reluctant kid |
| First, I draw a sample on the board or a sheet of | | | | into some self-exploration. |
| paper, to give them the general idea of the project. | | | | |