2020 learning curve teacher planner NAME.........................................................................................POSITION................................... mobile..................................................... TOP CHARACTER STRENGTHS................................................................................................................................................................ EMERGENCY CONTACT AND MOBILE....................................................................................................................................................
inspiring MY BEST POSSIBLE SELF The first choice we all have in life is to choose to choose. When we make the choice to create healthy Keystone Habits, which enable our other habits to exist, we will be able to inspire our best possible selves to shine through. (For example, a keystone habit could be leaving school at 3.45pm two or three days each week, which enables you to create exercise, family time or leisure habits.) Choosing to live a life focusing on:
Choosing to use our strengths to:
rit to challenge our current rituals to enhance our g wellbeing and life satisfaction.
l ive and teach with passion and purpose to see both our students and ourselves personally shine.
mpathy to show that other people matter in our e thoughts, words and actions.
do good to feel good and feel good to do good.
self-forgiveness and self-kindness to love the life we live.
ease engaging in rituals which don’t make a positive c difference to anyone. Acknowledgement: Tal Ben Shahar
At parent and teacher forums, when I ask them what they want their 21st century children and students to act like, look like, sound like, know and can do, because of their collective efforts, their answers are invariably the same. They say – happy, confident, compassionate, kind, independent thinkers, enthusiastic, curious, persistent, welcoming challenges, self-aware, self-disciplined, creative, empathetic, having the courage to stretch themselves to make mistakes and then being prepared to learn better ways to fix them. The vast majority of these are personal and social and emotional in nature. We value what we measure, but tests don’t measure any of these qualities! Is what we say we want for our students, reflected in what we do? Achieving these desirables attributes requires infusing these qualities into the curriculum as we teach it and explicitly practising the activities in the Learning Curve as we do. This takes courage to open our hearts to engage in social-emotional building conversations in our classrooms, but it’s worth the effort, because the benefits to both students’ and our wellbeing are immense. The Learning Curve PERMAH+ Curriculum, provides more than enough evidence-based social-emotional, learning and thinking resources for schools to fit their own context. Each week choose one or two of the most appropriate activities to discuss with students to grow each of their elements of wellbeing. As staff confidence in their own social-emotional capabilities develops, they may incorporate more of these activities and strategies into their learning and teaching practices.
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The research from the likes of Martin Seligman, Ed Diener, Tal Ben Shahar and Shawn Achor shows quite clearly that such an approach results in significant personal and academic growth in students and enhanced staff wellbeing.
Strengths’ FOR RELATIONSHIPS Weeks The challenge over the week is for students and their classes to enjoy focusing their energies on creating activities for and showing the suggested strength to grow all members of the school community’s wellbeing (see pages 27 to 30). Term 1: Gratitude – February 17th to 21st Term 2: Teamwork – June 1st to 5th Term 3: Kindness – August 17th to 21st Term 4: Leadership – October 26th to 30th
Any feedback will be welcomed. All the best, Mick Walsh
“I am not what has happened to me, I am what I choose to become.” Carl Jung 1
POSITIVE EDUCATION AND WELLBEING The Learning Curve provides you with frequent opportunities to experience positive emotions, to self-assess and then set self-expectations, participate in character building and wellbeing boosting activities to enable you to thrive and flourish. The Positive Education activities listed below are in either the planners/journals or in the Positive Education section of the website www.learningcurve.com.au
Wellbeing Bank Builders Are? – focusing your attention on experiencing the wellbeing builder every day What are the Elements of Wellbeing? – looking at all of the elements of your wellbeing which are equally important What is Thriving and Flourishing? – enjoying life by having healthy state of wellbeing What Are Growth Mindsets? – believing that by lifting your efforts to learn new things you can grow your brain’s abilities Regulating Your Emotions? – regulating the strength of your emotions to reduce stress and anxiety What Is Mindfulness? – connecting with yourself and the moment to broaden and build your engagement with your world Why Develop Grit? – nothing good in this life comes easy, tap into your persistence and passion Why Active Constructive Responding? – responding to someone’s good news story with enthusiasm and genuine interest Why Show Empathy? – observing, understanding and accepting the needs and feelings of others Assertive Language Is? – getting your message across firmly, clearly and respectfully What Are Acts Of Kindness? – giving of yourself to perform kind acts to make a positive difference to others’ lives What Is Help Seeking? – knowing the right people to ask to support you for different issues and then showing gratitude Savouring: Why Live and Relive the Best? – prolonging and reliving great experiences and the positive emotions you felt Why Self-Calming Strategies? – having strategies to calm yourself when you experience stress and anxiety What is Iceberg Thinking? – going beyond first impressions about issues to explore beneath the surface to understand more Your Life Roles Are? – developing your connection with yourself to understand each of your life roles Why Key Competencies for Life? – strengthening your essential life competencies to thrive and flourish Why a Healthy Body, Healthy Mind? – focusing on your physical and mental health to thrive and flourish Why Habits of Mind? – increasing your thinking and reasoning capabilities by knowing how to think for different situations Why Reflect on Body Language? – understanding the messages others send and those you send through your body language Positive Memory Habits are? – activating your long-term memory through positive learning, thinking and living habits Character Strengths Builders are? – building your state of wellbeing by developing your character strengths Why Feelings and Emotions? – understanding and recognising your emotions to be in charge of them What are Positive Personal Descriptors? – becoming your best possible you by showing positive behaviours Why Positive Self-Talk – ‘I can and I will’? – lifting your efforts through telling yourself you can and you will push on Healthy Wellbeing Habits Are? – looking for opportunities to develop each of these as habits in yourself What Are Learning Styles? – discovering about how different people use their senses to learn in different ways What Is Emotional Intelligence? – having healthy emotional wellbeing by making a positive difference to yourself and others What Is Flow: Total Engagement? – engaging and connecting totally with a challenge using your favourite skills What Is Healthy Living? – exercising and eating well to enjoy healthy physical wellbeing to thrive and flourish What Is Your Learning Style? – identifying your personal best ways to learn to thrive and flourish Why Apologise and Forgive? – being fair and humble to make things right for others by saying sorry for your actions Why Positive Personal Safety? – raising your self-awareness of situations which can endanger your personal wellbeing “No one tests the depth of the water with both feet.” Ashanti Proverb. 12
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ONLINE WELLBEING PROGRAM
“Some succeed because they are destined to, but most succeed because they are determined to.” Saying. 13
respectful relationships Content from Student Planner
Other than your health, is there anything more important than the relationships you have in your life? Humans are hard wired to be at their best when working cooperatively in person with others. Every week there is a respectful relationships activity to practise to help you build and maintain respectful relationships. The three factors which underpin respectful and resilient relationships are: Connected – sharing, communicating cooperatively and openly with others. Protected – feeling emotionally and physically safe. Respected – feeling others value all of you as a person who matters. Experiencing these enables you to understand your emotions, use your character strengths, have positive coping strategies, solve problems, show empathy, manage stress and seek help. Reflect on the following and journal your thoughts:
Respectful Relationships Perspectives
Your thoughts and an example to explain them
In what ways do you feel connected when with others?
In what ways do you feel protected when with others?
In what ways do you feel respected when with others?
Think of a great time you enjoyed with others. What emotions did you feel?
What are five relationships you have where you feel valued?
What are five relationships you have where you feel trusted?
Acknowledgement: Youth Research Centre, Melbourne Graduate School of Education, University of Melbourne
“Being smart isn’t something you are, it’s something you think, say and do.” MW 16
habits of mind Content from Student Planner
You will be able to make better choices in what you do when you learn to think in different ways for different situations. It has been shown that there are 16 different ways to think when you have to make a decision. For example, if you were with a friend who was upset, you could Listen with Understanding and Empathy, whereas, if you were brainstorming ideas for a project, you could think using Creating, Imagining and Innovating. Check out www.habitsofmind.org for great ideas. Practise looking for the best ways to think using the interactive Exploring Habits of Mind thinking tool from the website throughout the year. Rate yourself for each habit using:
Not Yet
Sometimes
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Always
LISTENING WITH UNDERSTANDING AND EMPATHY understanding the needs, views and feelings of others listening to others with my head and heart reading what messages their body language is sending. Describe a time I have listened with understanding and why. Who has impressed me with his/her listening empathy and why? For which character strengths would I think this way?
Not Yet
Sometimes
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Actions: What are two situations where I will start to listen with empathy? 1........................................................................................... 2...........................................................................................
PERSISTING
THINKING FLEXIBLY
l ifting my efforts to achieve what you set out to do seeing when something doesn’t work and why learning and trying other ways to overcome my challenges. Describe a time I have continued persisting and why. Who has impressed me with his/her persistence and why? For which character strengths would I think this way?
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Describe a time I have been flexible in my thinking and why. Who has impressed me with his/her flexible thinking and why? For which character strengths would I think this way?
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Actions: What are two challenges where I will start to persist more?
Actions: What are two areas where I will start thinking more flexibly?
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MANAGING IMPULSIVITY
THINKING ABOUT THINKING (METACOGNITION)
thinking before I speak and act planning ways to do what I need to do ounting to ten to slow down my c emotional mind.
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hanging my views when I receive new c information shifting from “my way is the only way” to “perhaps another way is better”.
Describe a time I have been in charge of me and why. Who has impressed me with his/her self-control and why? For which character strengths would I think this way?
Not Yet
Sometimes
Usually
Always
k nowing which habits of mind I am using in my thinking self-assessing and creating process self-expectations for my thinking changing the way I think for different situations. Describe a time I have changed the way I usually think and why. Who has impressed me by being able to change his/ her thinking and why? For which character strengths would I think this way?
Not Yet
Sometimes
Usually
Always
Actions: What are two situations where I will start to think before speaking or acting?
Actions: What are two situations where I will start changing my thinking?
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“Give yourself permission to shine.” MW 17
semester curriculum plans CLASS:
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“Teamwork divides the task and multiplies the success.” Saying 38
semester curriculum plans CLASS:
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REFLECTIONS / INTENTIONS
“To do is to be.” Socrates 39
4 TUESDAY TERM:
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Learning and teaching in the 21st century Learning and teaching must focus on: students framing their own questions through thinking tools such as mind maps; replacing, students answering questions asked by us students focusing on using thinking processes with information; replacing, students remembering and using content thinking must be visible in our classrooms Try antioxidant foods, they reduce the damage to the skin by the sun.
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“The most wasted of all days is that on which one has not laughed.� Nicolas Chamfort
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Learning and teaching in the 21st century Learning and teaching must focus on: students expanding their understanding through shared dialogue of their experiences; replacing, building knowledge banks through instruction and individual study students focusing on applying their own individual multiple intelligences in their learning; replacing, believing IQ approaches fitted all students connecting key points and creating new understandings; replacing, students summarising chunks of information Set aside non negotiable time for exercise each day.
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“To live long, live slowly.” Saying
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Our 21st century student digital lifestyles As the Dean of the Harvard Medical School once said to his first year students, “by the end of your course, half of what you have learnt will not be correct, we just don’t know which half.” For us to be engaged with our digitally native students and co-evolve with and reach them in our teaching: we must get “wild” and treat learning as a performance, not a possession the world and teaching needs creative and innovative thinkers, with key competencies. Ask family members to share highlights of the day nightly.
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“The time to repair the roof is when the sun is shining.” John F Kennedy
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WHAT WENT WELL THIS WEEK?
Reduce the amount of salt that you add to your food.
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“Great minds have purposes, others have wishes.” Washington Irving
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