My Wellbeing Journal – Year 9

YEAR 9 MY WELLBEING JOURNAL EXTENDING MY BEST SELF as a Person and as a Student

Making the choice to extend your best self, will enable you to stretch your previous bests, make mistakes along the way, and fix them by learning new approaches to grow personally and academically.

AS A PERSON What is my purpose this year for making the effort to extend myself as a person? What is a choice that I will need to make? ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................

Choose to: • make in person relationships my priority by showing that other people matter to me • pause, take notice, be curious, be present and talk positively to myself.

AS A STUDENT What choices do I need to make this year to pay attention to what I need to pay attention to? ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................ ................................................................................

Choose to: • be flexible in thinking to have optimism and hope for the future by setting short and long term goals • use grit and growth mindset to tackle challenges, make mistakes and grow academically by fixing them.

Acknowledgement: Sonja Lyubomirsky & Tal Ben Shahar

CHARACTER STRENGTHS WEEKS

There are eight Character Strengths Weeks spread throughout this journal. They provide you and your class with opportunities to practise using your strengths to build your wellbeing. They are also fun to do at home with your family. There are Wellbeing Award Certificates for each of these weeks. The order of these weeks are: Gratitude, Curiosity, Teamwork, Love of Learning, Kindness, Perseverance, Leadership, Zest.

From the website www.learningcurve.com.au download the Strengths Weeks sheets from Individual Resources/Character Strengths Weeks and the Wellbeing Awards Certificates from Individual Resources/Wellbeing Awards.

ZEST WEEK them with zest and life will come from approaching you will achieve in your motivating positive emotions Nearly everything that abilities to life, by creating to attitudes. your talents, skills and of having can do and want enthusiasm. Zest brings you. Enjoy feeling the energy and your family to write and growth mindsets in and at home for your class both in your classroom This week make Zest Walls zest and enthusiasm. achieved through having down or draw things they or draw times you This week write down This Week’s Zest Gratitudes: of a team or by yourself. striving to achieve as part

felt full of zest and enthusiasm

in what you were

de Saint-Exupery creating things new.” Antoine well done, the zest of from the joy of deeds “True happiness comes

“Go confidently in the direction of your dreams. Live the life you have imagined.” Henry David Thoreau

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Champions of Trust This Lesson: The PERMAH+ Learning Intention is for you to choose your Champions of Trust to support you.

PERMAH+ Reflection: who are four trusted adults you will ask?

Your Champions of Trust will always be there for you to share any concerns that you have and they will never give up on you. They will stand side by side with you through tough times, and celebrate excitedly with you through good times. Everyone needs support from time to time.

Draw a picture of or stick a photo in of each of your champions.

Champion One There is no problem which cannot be solved through trust, perseverance and courage. It all starts with you asking.

There is always a pathway to follow to feel great again, even if your Champions of Trust help you to create one.

Champion Four

Picture of you or draw yourself

Champion Two

The reality is that nothing can be so bad or shocking that you can’t ask your Champions of Trust. They won’t judge you, just help you.

Are there fears you have about asking? How do you want to feel after you have shown the courage to share your concerns?

Acknowledgement: Rita Pierson

“Ask the experienced rather than the learned.” Arabic Proverb

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Champion Three

Your Self-Expectations This Lesson: The PERMAH+ Learning Intention is for you to set a number of self-expectations for yourself as a person and as a student. PERMAH+ Reflection: how you can use your strengths to help you meet these expectations.

As Michael Jordan once said, “You must expect things of yourself before you can do them?” Your self-expectations are your guidelines to follow to achieve your goals. Reflect on the following self-expectations.

SELF-EXPECTATION. Rate yourself using Usually

Sometimes

PRACTICE

– building your brain pathways through deliberately practising.

Usually

Sometimes

When is a time you met each self-expectation?

Not yet

Not yet

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FAILING WELL – accepting that growth comes from

fixing mistakes.

Usually

Sometimes

Not yet

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EFFORT – realising that putting in effort comes before achievement.

Usually

Sometimes

Not yet

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FEEDBACK

– seeking feedback on your learning progress from teachers.

Usually

Sometimes

Not yet

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YOU – being honest with and valuing the person you see in the mirror.

Usually

Sometimes

Not yet

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HAPPY

– accepting that being happy comes before achieving things.

Usually

Sometimes

Not yet

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Acknowledgement: Anders Ericcson & Tal Ben Shahar

“I create the weather in my life. No one can make me feel anything. My thoughts enable me to choose to or not to choose to.” MW

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Mirroring Strengths This Lesson: The PERMAH+ Learning Intention is for you to raise your self-awareness of how to use your strengths by noticing how others use theirs. PERMAH+ Reflection: which of your strengths do you feel that you can use better?

Your strengths are similar to your muscles, they only get stronger when you regularly use them. Often the best way to learn how to use your own strengths, is to watch how other people use their strengths and jot down things you could then do to use your own.

Ask two people you spend plenty of time with what three of their top strengths are. Write their names and strengths in the left hand column. Then, for three days concentrate on what they do to use each of their strengths and write down brief notes in the table below. Choose another couple of people every month.

Person 1 and Strengths

What they did to use each of their strengths

Person 2 and Strengths

What they did to use each of their strengths

From what you learned about how these two people used their strengths, write down a few things you could do to bring each of your five strengths to life every day. Add to the list as you notice others using their strengths.

Things you could do to use each of your strengths

“Mental fitness comes from consciously using your strengths.” MW

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Your Strengths

Values, Virtues and Strengths Word Search This Lesson: The PERMAH+ Learning Intention is for you to practise using more accurate vocabulary. PERMAH+ Reflection: what can be the benefits of using a wider range of accurate emotional literacy language?

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ACCEPTANCE ADAPTABILITY APPRECIATION ASSERTIVENESS CALMNESS CHARACTER COMMITMENT CONFIDENCE CO-OPERATION COURAGE COURTESY CREATIVITY CURIOSITY

DEPENDABILITY DETERMINATION DIGNITY DILIGENCE DISCRETION EMPATHY ENTHUSIASM FAIRNESS FLEXIBILITY FORGIVENESS GENEROSITY HONESTY HUMILITY

IMAGINATION INDEPENDENCE INITIATIVE INSPIRATION INTEGRITY KINDNESS MOTIVATION OPENNESS ORIGINALITY PASSION PATIENCE PEACEFULNESS PERSISTENCE

PRESENCE REALISM RELIABILITY RESILIENCE RESOURCEFULNESS RESPECT RESPONSIBILITY SPIRIT THOUGHTFULNESS TOLERANCE TOUGHNESS TRUST

“Hope is the only thing stronger than fear.” Suzanne Collins

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Fabulous First 5 Minutes: Optimism and Hope:

when is a time that you felt valued and appreciated by others?

what are you looking forward to doing and trying this week?

Positive Emotions + gratitude LIFE IS GOOD WHY: by accepting that not everything in life is good, but that there is something good in everything, you will be more likely to look for the good things first.

HOW: when things don’t go your way, which will happen, choose to view them as temporary and learn new more intelligent ways to overcome them.

Believe that there is always a pathway through any challenge, no matter how bad you think it is, and sometimes you need to create the pathway yourself.

Acknowledgement: Boniwell & Diener

DO: what is a challenge you currently have, which will help you to grow when you overcome it?

Respectful Relationships Negative stress, called distress, is feeling anxious and frustrated from struggling to overcome a challenge. What is a challenge which caused you to feel distress, what is an emotion you felt, and what is a strength you could have used?

Challenge

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Emotion Strength

............................................................ ..........................................................

Acknowledgement: RRRR, Graduate School of Education, University of Melbourne

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Think back to a time when things didn’t go your way.

What was something positive that you learned from it? .................................................................................

Mindful Maze Enjoy the challenge of finding your way through it!

.................................................................................

What are things that you can do to look for five positives for every negative? ................................................................................. .................................................................................

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“It’s not what you look at that matters, it’s what you see.”

Henry David Thoreau

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8C’s of Self-Leadership – how could Confidence help you with Life is Good? (see pages 8-9)

DOING TO GROW:

what choices do you need to make, skills you want to develop, and people you want to connect with?

Monday Tuesday Wednesday Thursday Friday Sat/Sun

Big Five Check In: Feel positive

Exercise daily

Sleep well

Eat healthy

Drink water

Mindful Colouring

Colour in how well you went.

Gratitude:

what went well that you were grateful for?

What did I achieve?

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Fabulous First 5 Minutes: Optimism and Hope:

what is something enjoyable about having face-to-face conversations with others?

what are you looking forward to doing and trying this week?

Accomplishment + optimism HOME BRAIN GROWTH WHY: by understanding that revisiting your class subject notes every night for five minutes strengthens your brain pathways, you will be more likely to take advantage of this.

HOW: to create patterns for brain growth, include repetition, more intelligent learning approaches, and self-control to revise your learning every night. Turn off all distractions which use any of the 110 bits of data available when revising, have soft lighting, comfortable seating, a well ventilated room and water to sip on to assist your brain’s functioning.

Habits of Mind Responding with Wonderment and Awe: showing that you are excited, surprised and passionate when exploring new things. Looking forward to learning with curiosity. When have you been excited by what you learnt?

............................................................................... ............................................................................... ...............................................................................

Who has impressed you by loving learning new things?

Acknowledgement: Wade & Walsh

DO: which of these strategies do you use for brain growth, and which do you need to develop more?

...............................................................................

Acknowledgement: Costa & Kellick

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What could you do to revisit and revise learning at home in the same place and at the same time every night? ................................................................................. .................................................................................

What are four roles that physical activity, outdoor recreation and sport play in developing a healthier and happier community.

.................................................................................

1.

2.

3.

4.

“Picture your brain forming new connections as you meet the challenge and learn.” Carol Dweck

Acknowledgement: ACARA 9-10 HPE

When is a time you were proud of yourself for making the effort to revise every night to grow your brain? ................................................................................. .................................................................................

8C’s of Self-Leadership – how could Culture help you with Home Brain Growth? (see pages 8-9) .................................................................................

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Wellbeing at School .........................................................................

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DOING TO GROW:

what choices do you need to make, skills you want to develop, and people you want to connect with?

Monday Tuesday Wednesday Thursday Friday Sat/Sun

Big Five Check In: Feel positive

Exercise daily

Sleep well

Eat healthy

Drink water

Mindful Colouring

Colour in how well you went.

Gratitude:

what went well that you were grateful for?

What did I improve?

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Fabulous First 5 Minutes: Optimism and Hope:

what are two positive emotions which make social gatherings with others feel great?

what are you looking forward to doing and trying this week?

Relationships + empathy CARING RELATIONSHIPS WHY: by understanding how to build caring relationships with people around you, you will feel connected with a sense of belonging.

HOW: the following old saying is a great way to live, people don’t care what you know till they know you care. Show that other people matter and that you have empathy for their needs and feelings. Their mirror neurons will kick in and both of you will feel serotonin and oxytocin flowing through you. Work on feeling that you belong and are connected.

Leadership Week This week enjoy making a positive difference to other peoples’ lives, by creating activities using the strength LEADERSHIP, to grow relationships with your family, friends and school community.

Acknowledgement: Diener, Biswas-Diener & Dutton

DO: what are two things you can do to show you care and that other people matter to you?

(Leadership Week worksheet and Leadership Wellbeing Award are in Individual Resources of www.learningcurve.com.au)

1...............................................................................

What groups do you feel that you belong to and connected to? ................................................................................. .................................................................................

When is a time that feeling a sense of belonging with those around you gave you strength to share your problems? ................................................................................. .................................................................................

8C’s of Self-Leadership – how could Connection help you with Caring Relationships? (see pages 8-9) ................................................................................. .................................................................................

“People may forget what you said, but they will never forget how you made them feel.” Carl W Buehner

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Mindsets for Life Respectful Mindset: being able to consistently do the right thing and do the thing right. Treating other people the way that they like to be treated.

Rate yourself using: Usually Sometimes Not yet When is a time you had this mindset? ............................................................................... ............................................................................... ...............................................................................

What is a strength you used? ...............................................................................

Acknowledgement: Claxton, Reivich & Shatte

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DOING TO GROW:

what choices do you need to make, skills you want to develop, and people you want to connect with?

Monday Tuesday Wednesday Thursday Friday Sat/Sun

Big Five Check In: Feel positive

Exercise daily

Sleep well

Eat healthy

Drink water

Mindful Colouring

Colour in how well you went.

Gratitude:

what went well that you were grateful for?

What made me happy?

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Your Resilience To Respond Well This Lesson: The PERMAH+ Learning Intention is for you to develop these resilience skills in yourself to enable you to respond well to challenges. PERMAH+ Reflection: what can you do to deliberately practise these skills?

Usually

OPTIMISM AND HOPE: feeling that you are

extending your best self by focusing your efforts on achieving your goals.

Usually

Sometimes

Not yet

Sometimes

Not yet.

IMPULSE CONTROL: practising pausing to give

yourself self-awareness time before you say or do anything.

Usually

Sometimes

Not yet

When have you used this skill well, and where else can you use it?

When have you used this skill well, and where else can you use it?

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Tip: nibble away at your goals doing little things every day.

Tip: practise noticing something different about what you look at.

CONTROLLING EMOTIONS: knowing your warning

THINKING FLEXIBLY: contesting negative thoughts

signals when your emotions are strengthening and acting when you notice them.

Usually

Sometimes

Not yet

with positive self-talk and using Habits of Mind in your every day thinking.

Usually

Sometimes

Not yet

When have you used this skill well, and where else can you use it?

When have you used this skill well, and where else can you use it?

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Tip: on an outline of your body draw your warning signs.

Tip: practise thinking about your thinking every day.

Acknowledgement: Rievich & Shatte

“Fall down seven times, get up eight.” Japanese Proverb

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Reflect on how you are using each skill using

Your Resilience To Respond Well Becoming more resilient is something you have to work at. These are lifelong skills which will help you to extend your best self as a person and as a student.

EMPATHY: showing that you care for others’ and your own needs and feelings and that you value people and yourself.

Usually

Sometimes

Not yet

CONNECTING WITH OTHERS:

enjoying feeling connected, protected and respected when enjoying the company of other people.

Usually

Sometimes

Not yet

When have you used this skill well, and where else can you use it?

When have you used this skill well, and where else can you use it?

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Tip: be kind and considerate to other people and yourself.

Tip: smile more and use welcoming and friendly body language.

SELF-BELIEF: knowing that you have what it takes to

Which skills can help you overcome a challenge you have now?

apply your efforts to and follow through on achieving your goals.

Usually

Sometimes

.................................................................................

Not yet

When have you used this skill well, and where else can you use it?

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For each of these skills, what is a strength that can help to use it? .................................................................................

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Tip: aim to practise using one of your strengths every day.

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Acknowledgement: Rievich & Shatte

“Resilience is not what happens to you. It’s how you react to, respond to, and recover from what happens to you.” Jeffrey Gitomer

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There are three main ways you use your senses: your eyes, called visual, your ears, called auditory and your body, called kinaesthetic.

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Dis Ex S Te a pe c He eein rie Exp chin ari g & ussi la g nc ng ng ing inin & g g ein Se ari

ng ing

He ad Re

METHOD

0

Thinking Tool

POINTS OF THE COMPASS

This thinking strategy enables you to get a feel for an idea by answering a number of questions.

E Excited

The questions are based on the Point of the Compass under:

W Worried

N Need to know

S Suggestion

As a class, in small groups or individually, discuss and reflect on the questions in these four sections.

•

•

•

•

Allocate one wall of the classroom for connect, another for extend and another for challenge.

Write thoughts on sticky notes and put them on the appropriate wall.

Then in groups of five share your thoughts and then report back to the class.

Challenge - what do you still have to learn more about? What questions do you have?

Extend - how have these new ideas stretched your thinking in new directions?

Connect - how does what was presented relate to what you already know?

•

•

This Learning and Thinking Strategy provides a logical and structured pathway to follow.

Then begin investigating the aspects using the Five E’s of Learning – Engage, Explore, Explain, Elaborate, Evaluate.

Identify aspects of it that are of interest.

WORRIED

What do you think could be issues with this idea?

NEED TO KNOW

What else do you need to find out about this idea?

SUGGESTION FOR MOVING FORWARD

What do you think should happen with the idea from now on?

EXCITED

What do you think is really positive about this idea?

Acknowledgement: Visible Thinking

• How are they connected and related to what you already know?

• What was the most difficult step for you and why?

Reflect on the process and answer the following questions:

EVALUATE

• How are the ideas and information presented?

ELABORATE

• In what new directions has your thinking been pushed?

EXPLAIN

Connect all the class presentations on the topic and discuss real life situations that can be related to it.

Ponder further things you wish to learn about the topic.

• What new ideas have you thought of that have stretched your thinking ?

EXPLORE

Explain the steps you followed, the thinking strategies you used and the resources that provided you with the information.

• What questions do you need to have answered?

ENGAGE

Use your natural curiosity to decide what you would like to discover more on and explore it.

• What do you still have to get your mind around?

Think hard to find connections with the topic and what the topic means to you.

• What was the most important thing you learned and why?

• How did you feel when presenting?

“Difficulties are stepping stones to success.” Albert Einstein

Write your thoughts in the appropriate section.

Alternatively, draw a compass on the board in the classroom and ask students to put their ideas on sticky notes and put them on E, W, N or S.

Thinking Tool

CONNECT, EXTEND, CHALLENGE

•

Discuss as a class.

After completing a topic or lesson, individually, in small groups or as a whole class, reflect using this tool:

•

Thinking Tool

FIVE E’s OF LEARNING

•

Combine the Five E’s with a Learning Jigsaw, in which small groups investigate the different aspects of a topic. Groups then combine to gain an overall picture of the topic. This exercise is a great example of effective, authentic learning.

Think of an event, topic or situation individually, in small groups or as a class.

•

• What things did you enjoy about learning this way?

Acknowledgement: Tribes

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CONNECT

EXTEND

CHALLENGE

90

HOW YOU LEARN 100

70

60

50

This Lesson: The PERMAH+ Learning Intention is for you to understand the different ways that you can learn and to explore Thinking Tools. PERMAH+ Reflection: which of your senses do you use most and which Thinking Tools can you use to learn better?

VISUAL

AUDITORY

KINAESTHETIC • 35% of people learn this way.

• they learn best by seeing, picturing, reading and imagining, watching facial expressions and prefer making posters and diagrams.

• they enjoy using computer design programs.

When studying • read notes and create mental pictures.

• draw flowchart summaries.

• watch videos and DVDs. • put up posters in your room.

• 25% of people learn this way.

• they learn best by discussing, talking, understanding things in their own words, listening for emphasis and voice tone.

• they enjoy listening to and engaging in conversations.

When studying • record the material on your phone and replay it when travelling.

• recite it aloud.

• discuss ideas with teachers and friends.

• 40% of people learn this way.

• they learn best by doing things themselves, watching body language, remembering activities, meeting people.

• they enjoy and prefer direct involvement.

When studying • be active in all lessons.

• do role plays, practical classes and problems.

• be engaged and participate fully.

• watch for signals through body.

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Learning Styles

Acknowledgement: Wade & Costa

Thinking Tools

The structure of the Thinking Tools raises the level of your thinking to stretch your abilities. They create new and strengthen existing brain pathways for your thinking to follow and develop your creative and critical thinking capabilities. On the website www.learningcurve.com.au there are over 60 higher order interactive thinking tools.

You can type directly into them online and save them to your preferred location.

Your Learning Style This Lesson: The PERMAH+ Learning Intention is for you to identify your preferred learning style. PERMAH+ Reflection: what things do you enjoy doing to learn?

You have individual “best” ways to learn and do things, which will be a mix of visual, auditory, kinaesthetic and multiple intelligences. To discover your preferred style, tick the boxes below for the ones that you believe best describe you. When you have finished there may be ticks in every column, but there is likely to be one with more.

This corresponds to your preferred learning style.

WHAT YOU PREFER TO DO

TASK

VISUAL

AUDITORY

KINAESTHETIC

When talking about an issue in class

Imagine pictures Look for mental patterns Don’t like too much listening and talking

Listen closely to what is said Think about your opinion on it Keen to talk about it

Look at others body language Want to end talking and start doing Like playing roles

When beginning an assignment or project

Draw a flowchart of things to be done Draw idea maps to make connections Use colours and different fonts

Want it explained clearly to you Ask questions to make sure you understand Brainstorm what you know in lists

Start immediately Plan as you go Make changes to what you have done on the way

When meeting other people

Have trouble remembering names Remember their faces Remember and picture where you last met

Remember their names Remember things about them Don’t remember their faces as much

Remember what you did when you last met Think about what you can do this time Think about good places to go

Draw a picture of its parts Use idea maps to see connections Draw a flowchart of the what if’s

Listen to and discuss approaches with others Write out your plan Write a list of what if’s

See possible solutions immediately Try things rather than planning Use trial and error

Often daydream about things Picture what you have to do Watch others in class and what’s happening

Listen for changes in voice tones Ask yourself questions about what you know Listen to the different noises and conversation

Get distracted by the movement around you Play with pens, books, items etc Wriggle and look around the room

Look at the “Help” menu Watch others do it Open more screens to work out your problems

Ask someone else for help Get frustrated because the computer can’t talk Read the instruction book

Keep trying to do it Don’t read the instructions fully Give up and don’t use the computer

Look at the diagrams of each part Look at the instructions for what to do Picture the finished article when you’ve assembled it

Ask someone how to do it Read the instructions on assembling it Assemble it with someone else

Just start putting it together Don’t look at the instructions until something goes wrong Get frustrated and give up

When solving a problem

When trying to keep your mind on the job in class

When having problems using the computer

When putting something together

My individual learning style is: ...............................................................................................................................

Select the Thinking Tools from the website which you think best suit you.

Acknowledgement: Wade & Walsh

“You can be whatever type of person you choose to be. Your habits, your behaviours, your responses, are all your choice.” PK Shaw

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