THE WARM FUZZIES ARE HERE! Warm Fuzzies made their debut last fall with the first book read by the elementary school Asset Building Champions (ABC) adult volunteers. In ABC, parents spend time in student’s classrooms reading a book a month and leading classroom discussions and activities.  The lessons address issues like student-to-student respect, how to avoid being a victim of a bully, and positive values including honesty, caring, and responsibility. So what are Warm Fuzzies?  Warm Fuzzies are little pompoms with faces that epresent a compliment, a feel-good action, or a warm feeling you get when you make someone happy, and they've been popping up in elementary schools all around the county!

Warm Fuzzies at San Jose's "Christmas in the Park"

Educator statements:

• Former San Jose Unified Superintendent Linda Murray said, “You’re saving these kids lives!” referring to the cross-age tutoring and other strategies for engaging high-risk students as leaders.
• One elementary school principal said, “While we still have a few bullies to deal with, all students at our school know how important their role as a bystander is – they know the words and actions they take to intervene in bullying situations.  This has caused a tremendous drop in problem behaviors escalating and ending up in the office.”

Teachers shared the following examples of how they have taken action to build assets based on what they have learned through Project Cornerstone:

• I had my students role play, discuss and describe situations regarding bullying behaviors and how to reduce bullying on campus and in the classroom.  We also practice giving “I” messages, how to discuss your feelings when someone is being approached by a bully and how to behave or what to do if you see someone being bullied.
• I organized a tutoring program for students who are not involved in other programs.  I have also been involved in working with middle school students to do presentations on bullying in the elementary classrooms.

Parent statements:

• I have seen my place within the school and community, not just as a parent.  In turn I am more aware of that role while being with other children.  For example, I have offered to drive a friend’s child to an out-of-school weekly class.
• I’m more willing to speak up to other children about what’s OK and what’s not OK.  Everywhere I go, I feel empowered and compelled to talk with children and adults!  I find positive things about them – I ask questions.

These stories and comments demonstrate the simplicity and power of asset building.  Through positive shifts in our attitudes about and interactions with young people, we can contribute to the healthy development of children and youth, the strength of our families, the success of our schools and the well-being of our communities.  

It takes a village to raise a child.  It takes a movement to change a community so that every child has a village.  Project Cornerstone invites you to join our asset-building movement!