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
PERMAH+ ... THE ELEMENTS OF MY MENTAL AND PHYSICAL WELLBEING Knowing isn’t enough to grow, you must do. Your state of wellbeing is a combination of the six equally important elements below. You can develop these yourself by doing the activities in this planner/journal. The journal/planner has four sections. They are: Learning about how to become your best possible self and what things create and make up your wellbeing. Doing the weekly wellbeing builders and respectful relationships activities to grow personally and academically. Growing your wellbeing and learning abilities further by doing focused learning skills and wellbeing activities. Developing your abilities to function well as young women and young men and as students.
positive emotion + gratitude To create and enjoy positive emotions, handle negative emotions and be grateful for how these benefit your mental and physical wellbeing, respectful relationships and personal and academic growth.
ENGAGEMENT + MINDFULNESS To live your life with curiosity, zest and interest by having a focus on accomplishing your goals and involving yourself fully in your passions to grow your state of wellbeing.
RELATIONSHIPS + EMPATHY To develop the social and emotional skills to build and maintain respectful and caring relationships with others and yourself and grow your resilience to mental health issues.
MEANING + PURPOSE For thriving and flourishing wellbeing.
To identify and have a purpose in life bigger than yourself and to live meaningfully by showing other people and our planet matter.
ACCOMPLISHMENT + OPTIMISM To have optimism and hope for the future by setting, striving for and accomplishing personal goals and feeling positive emotions through your efforts to deliberately practise.
HEALTH + STRENGTHS To use your strengths to develop habits which will enable your thriving mental and physical health, support your learning progress and reduce the likelihood of disease later in life.
Acknowledgement: P – Lyubomirsky, King & Diener, E – Hunter & Csikszentmihalyi, R – Norrish, Robinson & Williams, M – Cotton, Bronk & Damon, A – Hendren, Sheldon, H – Norrish, Robinson & Williams
“You’ve always had the power my dear, you just had to learn it for yourself.” Glinda, Wizard of Oz 8
TEACHER POSITIVE EDUCATION & WELLBEING ROAD MAP There is no silver bullet to building student or your own wellbeing. It is about regularly feeling positive emotions through connecting with other people. A confidence building way to begin, is to just do the weekly Wellbeing Reflection activity from the website.
Start slowly by looking at the next two pages which show and describe the wellbeing building activities on offer in the planners/journals and on the website. Start your wellbeing journey by choosing several which suit your school’s context.
Each week rotate the engaging wellbeing activities you do with your class, which include: eflecting on how you can use the weekly Character R Strength in your life
Road maps are only useful when you deliberately use them. To do this, the secret is to openly discuss how the activities apply to their and your own life, which at times takes courage, because you may feel vulnerable.
In the student planners/journals explore the front pages before the body of begins with your students.
sing the character strengths to complete the U Wellbeing Fitness Challenge or Strengths Booster
These pages explain what wellbeing is, what character strengths are, reflection activities, learning skills and goal setting and growth mindset exercises.
ompleting the Respectful Relationships to build their C resilience and wellbeing.
A positive way to end each week is for you to role model completing What Went Well for things you are grateful for.
oing the Mindfulness Activity for five minutes several D times during the week xploring the Thinking Tool to build new brain E pathways and to slow down to think hard Spending five minutes reflecting on the weekly Wellbeing Tip ooking at the Thinking Trap to learn about emotional L hijacking thinking Describing what the quote or saying means to you.
And just for you to focus on building your own state of wellbeing, over the week apply yourself to complete: Optimism: what are you looking forward to most this week? Wellbeing Reality: research based wellbeing building ideas to try in my life. Booster: opportunities for you to DO to develop your resilience and state of wellbeing. Gratitude Journal: What went well that you are grateful for this week? These are on the bottom of page 4 of each week.
Like anything worth accomplishing in life, following this road map will take a deliberate effort on your part.
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Your growth mindset will enable significant personal benefits to both you and your students.
“A great many open minds should be closed for repairs.” Toledo Blade 9
teamwork for relationships week The warmest feelings you will have in your heart are when you are part of a group or team who achieve something together. They don’t have to be big, just things where each of you gave of yourself to share your best to achieve what you set out to do and are grateful for. This week make a Teamwork Wall in your classroom for your class to write down or draw things they did together to make something happen. Make a Teamwork Wall at home for your family to write down or draw what things you did as part of a team this week.
This Week’s Teamwork Gratitudes: This week write down or draw times you were part of a team which achieved something you are proud of and grateful. Also, include other teams you saw this week do well.
“We can’t help everyone, but everyone can help someone.” Ronald Reagan 28
kindness for relationships week There is a Japanese saying which says that one kind word can warm three winters. Being kind to others and to yourself are great ways to live a full and happy life and make a difference in the world. Kind acts don’t have to be big. Sometimes a smile or saying hello are kind acts which bring warmth to others that they are grateful for. This week make a Kindness Wall in your classroom for your class to write down or draw kind things they did for others or kind things others did for them. Make a Kindness Wall at home for your family to write down or draw kind things you did for others or they did for you this week.
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This Week’s Kind Gratitudes: This week write down or draw times you were kind to others or they were kind to you that you were grateful for.
“Alone we can do so little; together we can do so much.” Helen Keller 29
semester curriculum plans CLASS:
SEMESTER:
WEEK 1
WEEK 11
WEEK 2
WEEK 12
WEEK 3
WEEK 13
WEEK 4
WEEK 14
WEEK 5
WEEK 15
WEEK 6
WEEK 16
WEEK 7
WEEK 17
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WEEK 9
WEEK 19
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REFLECTIONS / INTENTIONS
“The noblest pleasure is the joy of understanding.” Leonardo Da Vinci 42
semester curriculum plans CLASS:
SEMESTER:
WEEK 1
WEEK 11
WEEK 2
WEEK 12
WEEK 3
WEEK 13
WEEK 4
WEEK 14
WEEK 5
WEEK 15
WEEK 6
WEEK 16
WEEK 7
WEEK 17
WEEK 8
WEEK 18
WEEK 9
WEEK 19
WEEK 10
WEEK 20
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REFLECTIONS / INTENTIONS
“If you never change your mind, why have one.” Edward deBono 43
WEEKLY WELLBEING BUILDER: FLOW: FULLY ENGAGED / TOTAL ENGAGEMENT Wellbeing Element: Engagement + mindfulness Mindful Learning Intentions: by mindfully engaging themselves in activities, students give themselves opportunities to experience flow, where they are totally connected to what they are doing and lose track of time. Character Strength: using Humility to explore Gratitude Letter. Mindfulness: noticing moments to connect with just who they see in the mirror. Respectful Relationships: discussing and role modelling what creates healthy relationships. Habit of Mind: practising Thinking Flexibly using Exploring Habits of Mind Thinking Tool (see website). Thinking Tool – developing critical and creative thinking abilities using Truth Traffic Lights (see website). Wellbeing Measurement Tool: Free PERMAH survey at https://permahsurvey.com/ Acknowledgement and thanks: Dr Peggy Kern & Michelle McQuaid
MIDDLE PLANNER
PAGE 50
FLOW: FULLY thingsENGAGED to do
WEEK
Flow enables you to learn and connect different ideas faster, increase your memory, multiply your creativity and extend your previous bests.
Acknowledgement: Kotler & Csikszentmihalyi
Discuss with a classmate – when are times you felt that you experienced flow and were they enjoyable at the time?
Acknowledgement: Kotler & Csikszentmihalyi
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Discuss with a classmate – when are times you have experienced flow and were they enjoyable?
times you y enjoyable?
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What are challenges you have which you could turn into flow experiences through lifting your efforts?
What are outdoor activities you you feel flow?
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Last Word – Flow is reserved for those who choose to leave their comfort zones. Do you?
Last Word – choose to engage fully to live fully to enjoy flow.
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JANUARY/FEBRUARY 2020
TOTAL ENGAGEMENT
Wellbeing Reality: through mindfully and fully engaging with a challenge, which really stretches your abilities, you may experience a state called flow. Flow often causes you to lose your sense of time, be totally immersed in the challenge, feel that you are at your best and experience feelings of fulfillment. Elite performers in any field are usually in a state of flow. The powerful brain chemical, dopamine, is released into your bloodstream, enabling you to feel a natural high. For most people it is an enjoyable state to be in.
Wellbeing Reality: by mindfully engaging yourself in activities, you give yourself opportunities to experience flow, where you are totally connected to what you are doing and lose track of time. You need clear written goals, immediate feedback on your efforts and a challenge which matches or slightly stretches your skills.
aging yourself in ties to experience d to what you are ed clear written
PAGE 50
ENGAGEMENT + MINDFULNESS
ENGAGEMENT + MINDFULNESS
LNESS
SENIOR PLANNER
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o live fully to enjoy
avourite relatives op five character sonal descriptors motions they make
MINDFULNESS
MINDFULNESS
Favourite Relatives. Think of your favourite relatives and write down what you think their top five character strengths would be, five positive personal descriptors to describe them and the positive emotions they make you feel.
Favourite Relatives. Think of your favourite relatives and write down what you think their top five character strengths would be, five positive personal descriptors to describe them and the positive emotions they make you feel.
RESPECTFUL RELATIONSHIPS
RESPECTFUL RELATIONSHIPS
With a classmate discuss – what are three goals you have set for yourself to strive for as a senior student this year? What are two short term targets you have for each of your goals? Why do you think people often call their goals their anchors when things become challenging?
With a classmate discuss – what are three ways people could use mobile phones to affect respectful relationships in a positive way? What are three ways which would affect respectful relationships negatively?
three ways affect respectful are three ways ships negatively?
Communication / Comments:
WHAT WENT WELL THIS WEEK?
WHAT WENT WELL THIS WEEK?
Teacher:
WELLBEING TIP CHARACTER STRENGTH:
CHARACTER STRENGTH:
Parent / Guardian: Use HUMILITY to do GRATITUDE LETTER on page 132. “Are smiles a source of joy, or is joy a source ofwww.viacharacter.org smiles.” MW
Use HUMILITY to do Always Sunsmart; wear a broad brimmed hat GRATITUDE LETTER on pagebe 132. and protective clothing. www.viacharacter.org 2020 LC Planner Middle copy.indd 50
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HOW DO YOU FEEL THIS WEEK? 2020 LC Planner Senior copy.indd 50
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PRIORITIES / MEETINGS
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Staff Wellbeing Keystone Habits – doing comes before becoming Optimism: What are you looking forward to most this week? Wellbeing Reality: Whether you believe you have choices or not believe you have choices, you are right. Choice creates things. Are you often falling back into a default position of continuing unhealthy rituals, or are you proactively seeking more fulfilling life pathways which lead to personal growth? Booster: Tell You More: When listening to others, ask them to tell you more about what they are talking about at least three times. Gratitude: What went well that you are grateful for this week? Organise a break for exercise at the same time each day.
CLASS
PREPARATION AND FOLLOW-UP:
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6 7 8 “Whether you believe you can do a thing or believe you can’t, you are right.” Henry Ford
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Group work approaches Next is to class brainstorm what tools, strategies and techniques are available and appropriate to use: Issues Matrix KWHL Grid SWOT Analysis Y-diagram PMI Glad, Mad, Sad Think, Pair, Share Importance versus Urgency Eat all meals sitting at a table; set routines.
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1 2 3 4 5 6 7 8 “If you can’t see the bright side, polish the dull side.” Saying
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Group work approaches Then it is essential that the class understands the various ways the groups findings can be presented: tapping into multiple intelligences and habits of the mind visual, auditory and kinesthetic learning styles challenge each group to be creative; anything goes There will be students in the class whose behaviour will cause them to: be disruptive to the group try to dominate not contribute Soft drinks and cakes increase skin ageing and wrinkles.
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6 7 8 “It is not the employer who pays wages; he only handles the money. It is the product that pays wages.” Henry Ford.
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REFLECTION TIME
AUGUST 2020
Regular and deep reflection on our professional practice and encouraging honest feedback from critical friends are essential to the ongoing development of learning and teaching in our classes. Be constructive; this is a development exercise, not a judgemental one. Be creative and innovative. CLASS
DID THE CLASS ACHIEVE WHAT YOU WISHED? WHY OR WHY NOT?
THINGS TO ACHIEVE/FOLLOW-UP NEXT MONTH
IDEAS BANK / ANY PROFESSIONAL DEVELOPMENT REQUIRED?
Mindful Colouring In: connect with yourself and the moment to enjoy feelings of flow and positive emotions.
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September – is named after the Latin word “septem”, meaning seven. When the Romans created the Julian calendar it became the ninth month but they didn’t rename it. “Books are windows to the world.” Saying 254
wellbeing builder
SEPTEMBER 2020 Content from Student Planner
why show empathy? – building my Relationships and Optimism element of wellbeing. Studies have proven that it is the frequency of positive emotions that builds our and others’ wellbeing, not their intensity. This creates feelings of hope and optimism for the future in everyone. Showing empathy for the needs and feelings of others and communicating that you understand and accept these things: • enables feelings of social connectedness in them, which is the greatest factor in building their wellbeing • creates in them a belief that they can make a positive change in their own lives • indicates that you care and believe that they matter, because they do • broadens their attention and engagement to their situation, boosting their mindfulness • fills both you and them with positive emotions, building wellbeing all round. When listening to others' concerns, seek first to understand how they feel by listening to their words attentively with your eyes, ears and heart. Beware of listening to your possible judgemental self-talk about their situation; it’s not about you, it’s about them. Showing empathy is about listening and connecting, not about suggesting solutions. Your interest and positive attitudes are contagious and will rub off to empower them find their own solutions. When they are ready, they will ask you for your thoughts on what they intend to do. Reflect and rate myself on the following using Usually
Sometimes
Not Yet
Describe a time/s I have done each of these things well.
What are two things I will start doing to show more empathy? What is one thing I will stop doing?
Listen to others’ concerns with my eyes, my ears and my heart?
Usually
Sometimes
Not Yet
Communicate that I accept and understand their situation?
Usually
Sometimes
Not Yet
Resist judgemental self-talk when they are telling me about their concerns? Usually
Sometimes
Not Yet
Show and maintain positive emotions hoping they will rub off on them? Usually
Sometimes
Not Yet
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Wait until they ask me before I offer possible solutions?
Usually
Sometimes
Not Yet
Let them know through my body language that they matter to me?
Usually
Sometimes
Not Yet
Acknowledgement: Shawn Achor “What you get by achieving your goals is not as important as what you become by achieving your goals.” David Thoreau. 255
2021 FORWARD PLANNER JANUARY
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2021 FORWARD PLANNER
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