YEARS 3&4 journal – teacher guide The purpose of the journal is to provide both you and parents with a weekly menu of usable evidencebased activities which will enable students to explore their best possible selves. There are no shortcuts to achieving this, but rather frequent opportunities for students and yourself to experience positive emotions through doing the activities. Each week there are ten activities to choose from to suit your class’s and school’s context. You are not expected to do them all, so don’t feel any pressure. The weekly activities are: •
Wellbeing Builder – exploring and adding to one of their elements of wellbeing.
•
wo for Me – thinking about themselves and others to build their self-awareness and selfT regulation.
•
Mindful Coloring In – enjoying being in the moment with themselves to feel peaceful.
•
Resilience Builder – developing their social-emotional resilience to learn to build respectful relationships.
•
Mindfulness Activity – connecting with themselves and their own thoughts.
•
Emotions – learning to understand their own and others’ feelings and what creates them.
•
Strengths and Virtues – learning about others’ actions for different strengths and virtues.
•
Readers are Leaders – developing a love of reading.
•
What Went Well This Week – being grateful for the good things that happened in their lives.
•
How Did You Feel this Week? – building their self-awareness to understand their feelings.
READERS ARE LEADERS
STRENGTHS AND EMOTIONS YOUR FEELINGS
boost my Strengths and My Wellbeing Goal: to my feelings. Emotions by understanding natural parts of your life. All of your feelings are what is good about what for look happy, feel To friends are doing. It is you, your family and your look and what you act like, good to learn to underst like and sound like for different feelings. Happy feelings make you warm inside.
ACTIONSthing I could start doing to learn about What is one my feelings?
MINDFULNESS ACTIVITY
Five Senses t achievements Think of two of your greates ced for each of and describe what you experien your five senses.
2 • Greatest Achievement Greatest Achievement 1
How did you feel while reading it?
Title of Book
Day MONDAY Communication / Tasks:
No. of pages
HEAR SMELL TOUCH
Day
Title of Book
TUESDAY Communication / Tasks:
No. of pages
Day
could cause a Describe an experience which joy. person to feel the emotion
Time (mins.) How did you feel while reading it?
TASTE
EMOTIONS
Time (mins.) How did you feel while reading it?
SEE
Title of Book
WEDNESDAY Communication / Tasks:
Day
No. of pages
Time (mins.) How did you feel while reading it?
Title of Book
THURSDAY
TWO FOR ME
achieved in my What are two things I have life?
STRENGTHS AND VIRTUseeESpeople
could Describe two things you Who is someone doing to show self-regulation. lation? you know who shows self-regu
Communication / Tasks:
Day
No. of pages
Time (mins.) How did you feel while reading it?
Title of Book
FRIDAY Communication / Tasks:
COLOUR IN!
RESILIENCE BUILDER you have about
Your emotions are the feelings that happen to people, places and the things sad, joyful, worried. you, such as being happy, the emotions you With a friend think about as you can. many as have and write down
Parent / Carer Sign Off:
WEEK? HOW DID YOU FEEL THIS s how you Pick a face which best describe this week. believe your wellbeing was
No. of pages
Time (mins.)
WEEK? WHAT WENT WELL THIS that happened,
Think about the good things were, that you were no matter how small they grateful for this week.
21
20
1
FRONT pages OF the JOURNAL
Introducing what social-emotional learning and positive education is all about. PAGE 1 – setting the scene
GRADES 3-4 MY WELLBEING JOURNAL
EXPLORING MY BEST POSSIBLE SELF
» With students read through the page, emphasizing, “from little things big things grow.” » Ask them to draw themselves doing something they are proud of. » Ask them to write about something they are proud of. » Mark on your class calendar when the Strengths for Relationships occur – usually around week 5 of each term. » Read the text in the circle about being on time and at school to nurture their selfawareness and self-regulation.
To grow into a happy and caring young person, have fun joining in with your friends, parents and teacher doing the activities in this journal. Doing little things add up to big things.
My Name ............................................................................... My Class ................................................................................ My Teacher ............................................................................
I will draw a picture of me doing something I am really proud of.
I will write a story about something I am really proud of.
....................................................................... ....................................................................... ....................................................................... ....................................................................... ....................................................................... ....................................................................... .......................................................................
Every day adds up to you shining! Be on time Be at school That’s the wellbeing rule! “TEAM – Together Everyone Achieves More.” MW
1
PAGE 2 – finding what you are looking for
index On every page of this journal, there are simple activities that have been shown to work to build your wellbeing little by little, so that you can explore your best possible self. There are no shortcuts to doing this.
Strengths And Emotions
Page
Your Feelings............................................................. 14 You Matter................................................................ 26 Bouncing Back .......................................................... 40 Bullying: No Way! .................................................... 54 Firm Speaking ........................................................... 66 Strengths And People ............................................... 80 Reliving Special Moments ......................................... 94 Talking To Yourself.................................................. 106
RELATIONSHIPS AND OPTIMISM
Page
Family And Friends ................................................... 18 Interested Listening .................................................. 30 Your Teacher ............................................................. 44 Your Learning Group ................................................ 58 Feeling You Belong ................................................... 70 Showing You Care .................................................... 84 Your Helpers ............................................................. 98 Friendship Groups ................................................... 110
EXERCISE AND VITALITY
Page
positive engagement
Page
skills and achievement
MEANING AND PURPOSE
» The journal is only chronological in the sense that the Elements of Wellbeing are rotated through in order. It is designed so that you can select weeks from any part of the journal at any time.
Page
Special Interests’ Time .............................................. 24 Present And Sharing ................................................. 38 Good Living .............................................................. 50 Accepting, Learning, Sharing ................................... 64 What Went Well ....................................................... 78 Acts Of Kindness ...................................................... 90 Happy Leading ....................................................... 104 Making Things Right .............................................. 116
information
topic
Front Page ...................................................................1 Index ............................................................................2 Exploring My Best Possible Self...................................3 Helpful Messages for Parents and Teachers ........ 4 & 5 Strengths and Virtues/Values ......................................6 Strengths and Virtues/Values in Your Hand ................7 Feelings and Emotions .................................................8 Glad, Mad, Sad Feelings .............................................9 Dolphin or Alligator Thinking ................................... 10 I Can and I Will Self-Talk ......................................... 11 Happy Ways to Look................................................ 12 Happy Ways to Look X-Diagram ............................. 13 Notes ............................... 32-33, 52-53, 72-73, 92-93
» To suit your school’s context, choose the topics which are most appropriate for each week.
Page
Becoming Organized................................................. 20 Drawing And Writing ............................................... 34 Brain Exercise ........................................................... 46 On Time .................................................................... 60 Writing Well ............................................................. 74 Doing Projects ........................................................... 86 Solving Problems..................................................... 100 Reading And Screen Time ...................................... 112
Square Breathing ...................................................... 22 Out Exercising ........................................................... 36 Fresh Foods Are Best ................................................ 48 Laughing And Fun .................................................... 62 Your Sleep ................................................................. 76 Healthier Living ........................................................ 88 Holidays And Fun ................................................... 102 Now Moments ........................................................ 114
Page
» The index is broken up into topics under sections for each of the Elements of Wellbeing.
Brain Pathways......................................................... 16 Learning Habits ........................................................ 28 Attitudes To Grow .................................................... 42 Ways To Feel Better ................................................. 56 Focus And Enjoyment ............................................... 68 Sharing Ideas ............................................................ 82 Listening Actively...................................................... 96 Not Starting Things ................................................ 108
Page
Respectful Relationships Understanding ..........118-121 Being Kind .............................................................. 122 Who Do I Really Look Up To? ............................... 123 Quarter 1 Three For Me Goals ............................... 124 Quarter 1 Reflections.............................................. 125 Quarter 2 Three For Me Goals ............................... 126 Quarter 2 Reflections.............................................. 127 Quarter 3 Three For Me Goals ............................... 128 Quarter 3 Reflections.............................................. 129 Quarter 4 Three For Me Goals ............................... 130 Quarter 4 Reflections.............................................. 131 Fab Five Wellbeing Boosters .................................. 132 Books I Have Read ................................................. 132
“You are the sunshine of my life.” Stevie Wonder
2
PAGE 3 – exploring my best possible self
exploring my best possible self Think about the person you are growing up to be and have fun filling in the boxes about yourself and what matters to you below. Be proud of who you are and as a class share your “About Me” thoughts.
ABOUT ME My birthday
What I am good at doing
Sports I especially like
Hobbies. In my spare time I like
» Ask students to have fun filling in or drawing in the boxes to explore themselves. » As a “Getting to Know Each Other” activity, ask students in groups of four to share what they have written or drawn about themselves.
Quarter
Sports I don’t like
My favourite foods are
The best time in my life was
My favourite music
Animals I like
Where I like being most
Favourite movies/actors
What I like doing in my holidays
Who I admire most
Best activity in class there ever was
What I’d like to do more of in class
What I’d like to be better at doing
“Enjoy the journey of good, better, best, never rest.” MW
3
helpful messages for parents and teachers
helpful messages for parents and teachers
This journal is composed of light and bright research-based activities for you to do with students both at home and at school to build both their and your wellbeing. You don’t have to do all of them, but the more the better. Through your efforts, students will be introduced to the six equally important elements which make up both their and your wellbeing.
The first choice all of us have in life is choosing to choose. Encouraging students to makes choices, some good and others not so good, is a great start to them developing the first two stages of their social-emotional intelligence. These are:
– learning about and exploring their strengths and emotions. strengths and emotions – focusing on the present moment to connect with themselves. positive engagement relationships and optimism – believing they and others matter and being positive. – building their abilities to shine in their learning and thinking. skills and achievement – having a healthy body, healthy mind and zest for life. exercise and vitality – having a passion and a reason for trying hard. meaning and purpose
Self-awareness, which involves students learning about the connections between their minds, hearts and bodies, gratitude and what they are trying to achieve. The weekly activities provide opportunities for them to make choices. When they are faced with a choice, ask questions such as, “what do you think you could try first?”, “how did you think that way worked?”, “why do you think it worked?”, “why don’t you think it worked?” “what can you try next?” Avoid trying to control their choices to prevent them from making mistakes; research has proven it doesn’t work.
While using accurate language to describe wellbeing is an important factor in building a wellbeing culture within the school community, please don’t hesitate to introduce it gradually using simpler language for the elements, such as:
Encouraging students to make choices, make and then fix mistakes is called Autonomous Supportive Parenting and Teaching.
Strengths and Feelings, Tuned In, Family and Friends, Skills and Trying, Fit and Healthy, What Matters.
In the activities, students are often asked, “what do you think others would do or feel about this?” This is designed to cultivate the third stage of social-emotional intelligence in students, that being:
On each week’s pages are enjoyable wellbeing building activities to encourage students to do, which include: Wellbeing Builder – exploring and adding to an element of wellbeing. Two for Me – opportunities to think about themselves and others. Mindful Colouring In – enjoying concentrating to feel peaceful. Resilience Builder – developing their social-emotional resilience to build respectful relationships. Mindfulness Activity – activities to connect with themselves and their own thoughts. Emotions – learning to understand their own and others’ feelings. Strengths and Virtues – learning about others’ actions for different strengths and virtues. Readers are Leaders – developing a love of reading. What Went Well This Week – being grateful for the good things that happened in their lives. How Did You Feel this Week? – building their self-awareness to understand their feelings.
Understanding Others, which involves students learning to consider other perspectives and to develop empathy for the needs and feelings of others.
Five Senses Think of two of your greatest achievements for each of and describe what you experienced your five senses.
YOUR FEELINGS
Strengths and My Wellbeing Goal: to boost my Emotions by understanding my feelings. of your life. All of your feelings are natural parts about what To feel happy, look for what is good doing. It is you, your family and your friends are you act like, look good to learn to understand what like and sound like for different feelings. Happy feelings make you warm inside.
Achievement 2 Greatest Achievement 1 • Greatest
What is one thing I could start doing my feelings?
to learn about
No. of pages
Time (mins.)
SMELL
How did you feel while reading it?
Title of Book
Day
Create a Gratitude, Feelings and Strengths wall in the classroom and at home with pictures, little stories and drawings of students being grateful for what went well and showing different feelings and strengths. Encourage them to add to the wall when they have something they wish to share.
Every day encourage students to journal or draw good things that happened. As a family, at the evening meal, each of you share the good things you are grateful for that happened and also the things that could be better to learn from.
TUESDAY Communication / Tasks:
TOUCH
Join in role playing with them to create an understanding of what they should act like, look like, sound like, know and can do for the different activities. Then extend these activities by asking them to write down or draw what they noticed other classmates acting like, looking like and sounding like.
Assist them to make a Strengths Hand (see page 7) of their top five strengths and stick them on the Wall. Doing this enables conversations about using their strengths in their thoughts, words and actions.
MONDAY Communication / Tasks:
SEE
HEAR
No. of pages
Time (mins.)
TASTE
How did you feel while reading it?
Title of Book
Day
ACTIONS
How did you feel while reading it?
Title of Book
Day
In all of the activities, make it fun by talking together about what they are doing and why. Video them doing things and then show it back to them to reinforce their self-awareness of their body language.
During the year, both at school and at home, celebrate the Gratitude, Teamwork, Kindness and Leaderships weeks (see pages 22, 56, 80, 102).
READERS ARE LEADERS MINDFULNESS ACTIVITY
STRENGTHS AND EMOTIONS
PAGES 4 & 5 – helpful messages for parents and teachers
Self-control, which involves students learning about their minds, the connection between their breathing and feelings and controlling their impulses.
They are:
WEDNESDAY
EMOTIONS
Describe an experience which could person to feel the emotion joy.
cause a
Communication / Tasks:
No. of pages
At the beginning of every day at breakfast, encourage students to think about and say what they are most looking forward to today.
Time (mins.) How did you feel while reading it?
Title of Book
Day THURSDAY
TWO FOR ME
in my What are two things I have achieved life?
STRENGTHS AND VIRTUES
Describe two things you could see people is someone doing to show self-regulation. Who you know who shows self-regulation?
Communication / Tasks:
No. of pages
Goal setting is the first step on the journey to achieving mastery in any pursuit. Make it a class expectation to set goals for each quarter on the Three for Me goal setting pages (see pages 124-131) and regularly provide opportunities for them to self-assess on their progress towards achieving them.
Time (mins.) How did you feel while reading it?
Title of Book
Day FRIDAY Communication / Tasks:
COLOUR IN! RESILIENCE BUILDER
about Your emotions are the feelings you have to people, places and the things that happen worried. you, such as being happy, sad, joyful, you With a friend think about the emotions can. have and write down as many as you
No. of pages
Parent / Carer Sign Off:
HOW DID YOU FEEL THIS WEEK? Pick a face which best describes how believe your wellbeing was this week.
you
Time (mins.)
WHAT WENT WELL THIS WEEK?
Think about the good things that happened, you were no matter how small they were, that grateful for this week.
21 20
As the old saying goes, “children have seldom listened to us, but have never failed to imitate us.” Therefore, your success in helping students to make the most of these quality wellbeing exercises, depends largely on them seeing you valuing and completing the activities yourself. Making the choice to do this will also build your own wellbeing; give it a go! Acknowledgement: Martin Seligman, Chris Peterson, Karen Rievich, Andrew Shatte, Barbara Fredrickson & Jack Cranfield
“No one tests the depth of the water with both feet.” Ashanti Proverb
5
STRENGTHS AND VIRTUES/VALUES Your strengths are qualities which make up who you are as a person. Every one has their own mix of them, which makes all of us special in our ways. There are no bad strengths. Sometimes people misuse their strengths to make not so good choices about what they do. You use certain strengths to make important things happen in your life, which are called Virtues or Values. These are down the left hand side of the strengths table below. To explore your best possible self, think about what could be your top strengths. Each week a strength or a virtue/value is included for you to think about.
virtues/ values
STRENGTHS TO BRING VIRTUES/VALUES ALIVE
Learning and Thinking
CREATIVITY
curiosity
openmindedness
love of learning
big picture viewing
SPIRIT AND CONFIDENCE
BRAVERY
PERSISTENCE
HONESTY
ZEST
PATIENCE
CARING LOVE RELATIONSHIPS Valuing close
KINDNESS
TOLERANCE
COMPASSION
DEPENDABILITY
relationships
Giving of yourself to do kind things for others
WORKING TOGETHER
TEAMWORK
FAIRNESS
LEADERSHIP
ACCEPTANCE
RELIABILITY
IN CHARGE OF YOU
FORGIVENESS
HUMILITY
PRUDENCE
SELF-CONTROL SELFBeing in charge AWARENESS
BIG FEELINGS
GRATITUDE
HOPE
HUMOUR
Having new ideas and thoughts
Speaking up for what you know is right
Working well with others to achieve something
Accepting others’ mistakes
Being thankful for good things
Being interested in learning more
Keeping pushing and not giving up
Doing the right thing
Being quiet about your achievements
Looking at your life and future positively
Listening to others’ ideas
Always telling the truth
Accepting others’ differences
Bringing out the best in others
Taking sensible and safe actions
Enjoying fun and laughing
Enjoying learning new things
Feeling alive and full of energy
Showing others and myself matter
Listening to advice and acting on it
Seeing where things fit
Being prepared to wait
Others being able to rely on you
Getting done what needs to be done
of your feelings
Knowing what is happening around and to you
MEANING
EXCELLENCE
Having something bigger than yourself in your life
Doing something very well
Acknowledgement: Martin Seligman, Chris Peterson & VIA Institute
“Just as we don’t realize we are breathing, we often don’t realize we are using our character strengths.” Martin Seligman
6
2
Acknowledgement: Tal Ben Shahar, Martin Seligman, Momentus Institute
“Some succeed because they are destined to, but most succeed because they are determined to.” Saying
4
» The six equally important elements which make up students’ and your wellbeing are introduced and briefly explained. » The ten weekly activities above are shown in a typical week’s double page spread. » The concept of Autonomous Supportive Parenting and Teaching is explained, which is about encouraging students to make choices, both good and not so good, to develop both their selfawareness and self-regulation. » Then suggestions are made for you to do this.
PAGE 6 – strengths and virtues/values are introduced and explained » Read the strengths and virtues/values as a class and ask students to think about what their top ones are. » Emphasize that there are no bad strengths. » When people make not so good choices, explain that they misuse their strengths.
FRONT pages OF the JOURNAL
Introducing what social-emotional learning and positive education is all about. PAGE 7 – creating a visual of strengths in their hand
STRENGTHS AND VIRTUES/VALUES IN YOUR HAND After exploring the strengths and virtues/values, think about what your top strengths could be. On each of the fingers and thumb below write down these strengths. For each strength write down or draw something you could do to use it. From now on you will always have your strengths in your hand to use!
FEELINGS AND EMOTIONS Your feelings are called emotions and it is normal for you to feel many different ones, ranging from sad, to disappointed, to happy and full of joy. Each week a different emotion is included for you to think about.
» A sk students to write in what they think are their top five strengths on the fingers and thumb.
“I have the whole world in my hands.” Saying
7
Emotions which make you feel happy with yourself or others or the world
SAD
Emotions which make you feel angry with yourself or others or the world
S
sad, safe, satisfied, scared, secure, selfish, settled, shame, shining, shocked, shy, silly, sorry, spellbound, spot-on, strong, stunned, stupid, sulky, sure, surprised
T U V W Z
teased, tense, thankful, thrilled, tired, trust, trusted
bad, bored, brave, beautiful, bold, bubbly calm, careful, charmed, cheerful, clever, comfortable, confident, confused, creative, cruel, curious daring, delighted, depressed, determined, different, dirty, disappointed, disturbed, down, dull eager, easy-going, embarrassed, empty, energetic, enjoyable, enthusiastic, exhausted, excited, explosive fabulous, false, fantastic, free, fresh, friendly, frightened, full, funny
PAGE 8 – a list of feelings and emotions are introduced
generous, gentle, giggly, giving, glad, good, gorgeous, grateful, great, greedy, grumpy happy, heartened, helpful, helpless, high, homesick, hopeful, hopeless, horrible, humble, hurt, hyper ignored, impatient, impressed, interested, involved jealous, jinxed, jolly, joy, jumpy keen, kind lazy, left out, likeable, lively, logical, lonely, lousy, lovable, loved, loving, low, loyal mad, merry, miserable, mixed up nasty, needy, negative, nervous, nice, not good enough, numb odd, open-minded, overlooked, over the moon pain, patient, peaceful, playful, pleased, positive, powerful, powerless, proud, pushy, put out, puzzled quiet rejected, relaxed, restless, rested
» E motional literacy involves introducing accurate language to students around feelings and emotions.
unhappy, unsafe, uplifted, upset, unwanted, upset, used, useful, useless valued wanted, weak, weary, wonderful, worthless, worthy, worried, wronged zany
Sourced from Philosophy 101: Critical Thinking and Reachout
“There is no chance, only choice.” MW
8
» Explain to the class what each of Glad, Mad, Sad means.
Your teacher may wish to use Glad, Mad, Sad from Thinking Tools on the website.
MAD
afraid, alert, amazed, amused, angry, annoyed, anxious, ashamed, at ease, aware
PAGE 9 – Glad, Mad, Sad is explained for different types of feelings
glad, mad, sad feelings To help you to build your understanding of the different emotions you may feel, put some of the emotions from page 8 into the Glad, Mad, Sad diagram below. There is no right or wrong, it is just about where you think they may fit at the moment. If you like you can draw little pictures of where you think you could feel each emotion on your body. When you are doing this, you are exploring your best possible self.
GLAD
» S uggest to them that they think about which of their strengths they could be using when doing different things.
A B C D E F G H I J K L M N O P Q R
Emotions which make you feel disappointed with yourself or others or the world
» With students in pairs, as a class, read through the list of feelings and emotions, and ask the pairs to write in one of the columns where they think each feeling fits. Ask each pair to do ten feelings. » You may wish to extend the activity to filling in the columns by doing five of the list daily.
“It’s not what happens to you, but what happens in you.” W. Mitchell
9
PAGE 10 – dolphin and crocodile thinking are introduced
dolphin thinking or alligator thinking Dolphins are very calm and sensible in how they live. When you are thinking in a calm and sensible way we will call it dolphin thinking.: you think things out considering different points of view your thinking is not affected by the emotions you are feeling (called rational thinking) you listen more than you speak.
Alligators are very angry and snappy in how they live. When you are thinking in an angry and snappy way we will call it alligator thinking: you speak without thinking clearly about what is happening your thinking is controlled by the emotions you are feeling (called emotional hijacking) you think about what you will say rather than listening.
» The purpose of the simple analogies, dolphin for rational thinking, and crocodile for emotional thinking, is to getting them being self-aware of how they are thinking.
Ask yourself often, “am I thinking like a dolphin or an alligator?”
» In time, this will assist them to develop their self-regulation.
If you feel you are using alligator thinking, use positive self-talk to change it to dolphin thinking, e.g. I can and I will listen more and control my feelings to not let them affect my thinking. Doing this every day will build your self-control and enable you to make good choices. Always remember that you have two ears and one mouth, so listen twice as much as you speak. For the following situations describe what dolphin thinking could answer like and what alligator thinking could answer like. Situation
Dolphin Thinking ANSWER
Alligator Thinking ANSWER
» In threes, read each situation and ask students to create both dolphin and crocodile answers.
Your parents have asked you to clean up your room a number of times because it is messy. You and your friends are playing a game at lunchtime and two older students want to join in. In class your teacher has asked you to stop talking and listen more. Your friend has borrowed your bike without asking you and you want to ride it. Some of your class is playing a fun game at lunchtime and they haven’t asked you to join in. You tried hard to help new students to fit into your school and your friends make fun of you. You really want to watch a TV show but your family want to watch a different program.
“Wherever there is a human being, there is an opportunity for kindness.” Seneca
10
i can and i will self-talk When you have not so positive thoughts about what you are doing and how you are feeling, positive self-talk is a great way to overcome these, to feel better and positive again. Practise saying self-talk over and over again in your head to be in charge of your emotions. Create your own I can and I will positive self-talk statements. Following are self-talk statement you could use.
trying – i can and i will Do what I set out to do
Try new ways to do things
Keep pushing through, even when it’s hard
Organize what I have to do
Never give up, never, never, never
Do kind things for other people
Help at home
Try to have happy emotions
Ask when I don’t understand something
Think of three good things that I’m happy about every night
Enjoy doing hard things
Look for what is right in what I look at
Learn from things that go wrong
PAGE 11 – introducing the coping strategy of positive self-talk » Explain that talking to themselves in their heads is called self-talk.
learning – i can and i will
» Introduce the structure of self-talk, which is “I can and I will” statements.
Learn how to use my strengths
being brave – i can and i will
» Have six groups with a section each, and in turn ask them to stand up together, and say “I can and I will” before each statement.
being happy – i can and i will
Ask for help when I am upset
Love my family
Be happy with being me
Be in charge of my feelings
Smile and look for what is good
Smile at the person I see in the mirror every morning
Use slow breathing to relax myself when upset
Doing my best to feel happy emotions
Come to school every day
Feeling great by helping others
Do what I know is the right thing to do
Not be wild with unfriendly people Compare myself with me, no one else
Learn the best ways to stay safe
being friendly – i can and i will
sharing – i can and i will
Listen to others carefully
Enjoy learning about others’ needs and interests
Say hello to every morning with a smile
Try different ways to solve problems with others
Keep my promises to others
Share my feelings with adults when I feel tense or unhappy
Ask others on their own to play with me Say happy and nice things about others
Learn which adults I will share my thoughts with Let adults know when I feel unsafe
Say sorry when I do something wrong
Practise asking for help when I need it
Help others do well and be happy
Have fun and enjoy happy emotions with friends
“The deeper we dig for answers, the more we uncover new questions.” Ashleigh Brilliant
11
happy ways to look Life is so much better when you make the choice to look happy and smile. Following below are happy ways to look. Have fun with your family and friends, role playing what you would act like, look like, sound like and feel like for each of them. After practising for a while looking happy, you will begin to feel happy normally.
happy ways to look x-diagram As a class, select a number of the happy ways to look and have fun role modeling them together. While classmates are practising different ways to look, as a class describe on the X-diagram how you think they act like, look like, sound like and feel like. When you are doing this, you are exploring your best possible self. Your teacher may wish to use X-Diagram from Thinking Tools on the website.
A B
alert, amazing, amusing, appreciated, appreciative, approachable, attractive, aware
C
calm, carefree, careful, caring, cheerful, clever, comfortable, competitive, cool-headed, courteous, creative, curious
D E F G H I J K L M N O P Q R S T U V W Z
daring, delightful, determined
beautiful, bold, brave, bright, bubbly
ACT LIKE Describe what you think they are acting like
eager, easy-going, encouraging, energetic, enthusiastic
» This list is to grow students’ vocabulary to describe themselves when they are feeling happy and positive.
fair, faithful, fabulous, fantastic, forgiving, free, fresh, friendly, fulfilled, fun-loving, funny
PAGE 13 – X-Diagram to describe happy ways to look
generous, gentle, glowing, good, gorgeous, grateful happy, hard-working, helpful, hopeful, honest, humble
LOOK LIKE
intelligent, interesting, interested
FEEL LIKE
Describe what you think they are looking like
joyful, jolly
Describe what you think they are feeling like
keen, kind level-headed, likeable, lively, lovable, loved, loving, loyal merry neat, nice, nurturing
sound LIKE
open-minded, organized, original, out-going
Describe what you think they are sounding like
patient, peaceful, playful, pleasant, pleasing, polite, positive quick, quiet refreshing, relaxed, reliable, respectful, responsible safe, satisfied, secure, sensible, settled, sharp, sincere, sociable, stable, steady, strong, sure terrific, thoughtful, thrilling, tidy, trusting, trustworthy understanding valued warm-hearted, well-behaved, well-mannered, willing, wonderful zany
Sourced from Philosophy 101: Critical Thinking and Reachout
“Give yourself permission to shine.” MW
12
PAGE 12 – a list of happy ways to look
“To a young heart everything is fun.” Charles Dickens
13
» Explain to the class what each of X-Diagram sections means. » With students in pairs, as a class, read through the list of happy ways to look, and ask the pairs to write in or draw what they think for five of these ways for each section. » You may wish to extend the activity to filling in the X-Diagram for two of the list daily.
3
body pages OF the JOURNAL
Each week the intentions of the Wellbeing Builder will be explained. Each week read the Wellbeing Builder as a class and ask students in twos or threes to think about and write down what they could do for the question in the builder. Asking students to come up with something they could start doing for each topic, will develop an understanding of how they can use each element of wellbeing in their lives.
STRENGTHS AND EMOTIONS YOUR FEELINGS My Wellbeing Goal: to boost my Strengths and Emotions by understanding my feelings. All of your feelings are natural parts of your life. To feel happy, look for what is good about what you, your family and your friends are doing. It is good to learn to understand what you act like, look like and sound like for different feelings. Happy feelings make you warm inside.
ACTIONS
What is one thing I could start doing to learn about my feelings?
MINDFULNESS ACTIVITY Five Senses Think of two of your greatest achievements and describe what you experienced for each of your five senses. Greatest Achievement 1 • Greatest Achievement 2 SEE HEAR SMELL TOUCH TASTE
EMOTIONS Describe an experience which could cause a person to feel the emotion joy.
TWO FOR ME What are two things I have achieved in my life?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show self-regulation. Who is someone you know who shows self-regulation?
COLOUR IN! RESILIENCE BUILDER Your emotions are the feelings you have about people, places and the things that happen to you, such as being happy, sad, joyful, worried. With a friend think about the emotions you have and write down as many as you can.
PAGE 14 – YOUR FEELINGS The intention this week is for students to learn about the element of wellbeing Strengths and Emotions by developing an understanding of how they feel, act, sound and look for different emotions. Question 1: what would you feel like, act like, sound like and look like if you were happy, sad, excited? Question 2: what is something that makes you feel happy? Question 3: what do you feel in your tummy when you are excited?
Acknowledgement: Canon & Cherry
14
POSITIVE ENGAGEMENT BRAIN PATHWAYS My Wellbeing Goal: to build my Positive Engagement by learning about brain pathways. Your brain loves seeing patterns in what you do. In your brain there are millions of cells called neurons, which join together to form pathways which carry messages for your brain. The more you do something, the faster the messages travel and practising builds strong brain pathways. This is how your habits are created.
ACTIONS
What is one thing I could start doing to build fast and strong brain pathways?
MINDFULNESS ACTIVITY Life’s Backpack Think of all the people, places, pets and things that are important to you and why. Then pack your imaginary life backpack and carry it around with you everywhere you go.
EMOTIONS Describe an experience which could cause a person to feel the emotion confident.
TWO FOR ME What are two good things that are going well?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show creativity. Who is someone you know who shows creativity?
COLOUR IN! RESILIENCE BUILDER With a friend choose three emotions each and take turns at using the body language you would show for each emotion and try to guess which emotion your friend is showing.
PAGE 16 – BRAIN PATHWAYS The intention this week is for students to learn about the element of wellbeing Positive Engagement by developing an understanding of what neurons are and how they join together to make brain pathways. Question 1: from google, what does a neuron look like? Question 2: how do neurons join up to make pathways? Question 3: are there neurons anywhere else in your body other than your brain?
Acknowledgement: Dweck, James & Konorski
16
relationships and optimism FAMILY AND FRIENDS My Wellbeing Goal: to add to my Relationships and Optimism by enjoying my family and friends. Every night, enjoy your family by sharing the good things that happened you are grateful for. They will always listen to you when you have problems and help you fix them. Play with your friends and share fun times together. Your family and friends are great to exercise with and you will have happy feelings.
ACTIONS
What is one thing I will start doing to enjoy my family and friends?
MINDFULNESS ACTIVITY Going Home Close your eyes and pretend you are travelling home from school. Focus on every turn, every time you must stop and start for the whole way home.
EMOTIONS Describe an experience which could cause a person to feel the emotion upset.
TWO FOR ME What are two things I am not afraid of anymore?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show love. Who is someone you know who shows love?
COLOUR IN!
PAGE 18 – FAMILY AND FRIENDS The intention this week is for students to learn about the element of wellbeing Relationships and Optimism by developing an understanding of the feel good brain chemicals they experience when with family and friends. Question 1: what are you grateful for when with family and friends? Question 2: from google, what causes you to feel serotonin? Questions 3: from google, what causes you to feel oxytocin?
RESILIENCE BUILDER
Acknowledgement: Diener & Fredrickson
Look at Feelings and Emotions on page 8 and write down six positive emotions (for example, happy, excited), the body language you would show, things that would make you feel like each of them and how long your feelings would last.
18
skills and achievement BECOMING ORGANIZED My Wellbeing Goal: to boost my Skills and Achievement by learning to get myself organized. To become organized in what you have to do, think in baby steps to finish them one at a time. Ask your family to help you with the order you should do each step. Do this for school, jobs at home and for your daily exercise every day. You will feel proud of yourself.
ACTIONS
What is one thing I could start doing to become organized?
MINDFULNESS ACTIVITY Favourite Song In your mind mentally sing your favourite song while at the same time writing out all of the words and describe what they mean to you and how they make you feel.
EMOTIONS Describe an experience which could cause a person to feel the emotion valued.
TWO FOR ME What are two things that are special for me?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show prudence. Who is someone you know who shows prudence?
COLOUR IN! RESILIENCE BUILDER From Feelings and Emotions on page 8, write down six negative emotions (for example, sad, bored), the body language you would show, things that would make you feel like each of them and how long your feelings would last.
20
4
PAGE 20 – BECOMING ORGANIZED The intention this week is for students to learn about the element of wellbeing Skills and Achievement by developing an understanding of breaking down larger tasks into smaller achievable ones. Question 1: when getting ready to go school in the morning, what are five smaller things you need to do? Question 2: what steps would you do in order to make a sandwich? Question 3: what things have you done today in little steps? Acknowledgement: Schwartz & Boniwell
exercise and vitality SQUARE BREATHING My Wellbeing Goal: to build my Exercise and Vitality by square breathing. Square breathing is a great way to relax yourself. For a slow count of five on each: 1. inhale and exhale through your nose only 2. inhale through your mouth and exhale through your mouth 3. inhale through your nose and exhale through your mouth 4. inhale through your mouth and exhale through your nose.
ACTIONS
What is one thing I could start doing to relax using square breathing?
GRATITUDE WEEK This week have fun and make a special difference to other peoples’ lives by creating activities to use the strength GRATITUDE to grow relationships with your family, friends and school community.
EMOTIONS Describe an experience which could cause a person to feel the emotion positive.
TWO FOR ME What are two ways I could help other people?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show gratitude. Who is someone you know who shows gratitude?
COLOUR IN!
PAGE 22 – SQUARE BREATHING The intention this week is for students to learn about the element of wellbeing Exercise and Vitality by developing an understanding of how to self-calm themselves through deep breathing. Question 1: how did you feel after doing square breathing? Question 2: how hard was it to concentrate on the order of the steps? Question 3: what other ways could you use to relax yourself?
RESILIENCE BUILDER
Acknowledgement: Kabat-Zinn & Borchard
How you handle your emotions helps you get on well with other people and live how you want to live your life. With a friend choose ten emotions from Feelings and Emotions on page 8 you think you would need to enjoy healthy relationships with other people.
22
meaning and purpose SPECIAL INTERESTS’ TIME My Wellbeing Goal: to add to my Meaning and Purpose by enjoying my interests at home. There are many interesting things in the world which you could really enjoy spending your time learning and reading about. Some include nature and the environment, other countries and their peoples, charities which help others and how you can help more at home and at school. Learn how you can make the world a better place.
ACTIONS
What is one thing I could start doing to learn about interesting things?
MINDFULNESS ACTIVITY Animals If you could be any animal, what would you choose to be and describe why this animal is your choice. What characteristics do you relate to?
EMOTIONS Describe an experience which could cause a person to feel the emotion relieved.
TWO FOR ME What are two things I am thankful for?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show judgement. Who is someone you know who shows judgement?
COLOUR IN!
PAGE 24 – SPECIAL INTERESTS’ TIME The intention this week is for students to learn about the element of wellbeing Meaning and Purpose by developing an understanding of interesting things they could do to enjoy themselves. Question 1: what are two interesting things you love doing? Question 2: what things in nature would you like to know more about? Question 3: what is something you can do to be kind to other people?
RESILIENCE BUILDER
Acknowledgement: Wade & Turla
Describe five emotions you would feel for both of these situations: 1. You moved to a new school. 2. You were given your own new pet at home.
24
STRENGTHS AND EMOTIONS YOU MATTER My Wellbeing Goal: to build my Strengths and Emotions by believing in myself. Every person is special and matters, including you. You have you own personality, strengths, interests and talents, which make up who you are. Believe in yourself. When you wake up, think about what you are looking forward to most today. When you go to bed, think about three things that went well today.
ACTIONS
What is one thing I could start doing to believe that I matter?
MINDFULNESS ACTIVITY Favourite Meal Think of your favourite home cooked meal. What does it taste like? What does it smell like? What does it look like? How do feel when you eat it?
EMOTIONS Describe an experience which could cause a person to feel the emotion mixed up.
TWO FOR ME Who are two people I would like to meet?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show zest. Who is someone you know who shows zest?
COLOUR IN!
PAGE 26 – YOU MATTER The intention this week is for students to learn about the element of wellbeing Strengths and Emotions by developing an understanding of their strengths, talents and interests. Question 1: what are two things you look forward to every day? Question 2: what are two of the things you like about you? Question 3: what things make you feel grateful and happy?
RESILIENCE BUILDER
Acknowledgement: Bandura & Rotter
Describe five positive emotions you could feel in your classroom and what could cause them and five you could feel in the playground and what could cause them. With a friend role play the body language you would show for each one.
26
POSITIVE ENGAGEMENT LEARNING HABITS My Wellbeing Goal: to boost my Positive Engagement by looking after my things to learn well. As you go through school, it is important for you to take care of what you need to learn well. These include your school books and bag, uniform, pens and pencils. Put colourful drawings of what you learn on your bedroom wall. Doing these things daily, will make them habits for your brain.
ACTIONS
What is one thing I could start doing to look after what I need to learn?
MINDFULNESS ACTIVITY Dream Holiday If you could go anywhere for the holiday of your dreams, where would it be, why would it be so special, what things would you do and how would you feel?
EMOTIONS Describe an experience which could cause a person to feel the emotion happy.
TWO FOR ME What are two responsibilities I have taken?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show perseverance. Who is someone you know who shows perseverance?
COLOUR IN! RESILIENCE BUILDER Describe five negative emotions you could feel in your classroom and what could cause them and five you could feel in the playground and what could cause them. With a friend role play the body language you would show for each one.
PAGE 28 – LEARNING HABITS The intention this week is for students to learn about the element of wellbeing Positive Engagement by developing an understanding of the things they should do to become happy and capable learners. Question 1: what drawing of your school work could you put on your bedroom wall? Question 2: how often do you clean out your school bag? Question 3: what are two good learning habits you have? Acknowledgement: Duhigg & Walsh
28
5
relationships and optimism INTERESTED LISTENING My Wellbeing Goal: to build my Relationships and Optimism by showing I am really interested when listening to others. Listening is one of the best ways to build others and your wellbeing, because you both have happy feelings. Showing you are really interested when others are telling you something, builds your relationship with them. You do this by looking at their eyes, smiling and being friendly. They feel you believe they matter as people.
ACTIONS
What is one thing I will start doing when listening to others?
MINDFULNESS ACTIVITY Picture Stories Look at a magazine and find a picture which appeals to you. Without reading about the picture, make up a story about what you see in the picture and what it means for you.
EMOTIONS Describe an experience which could cause a person to feel the emotion accepted.
TWO FOR ME What are two things I would like for my birthday?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show kindness. Who is someone you know who shows kindness?
COLOUR IN! RESILIENCE BUILDER With a friend discuss and describe how you could tell if a class mate is feeling negative emotions. Show what their body language could look like. What could you say and do to help them overcome these feelings.
PAGE 30 – INTERESTED LISTENING The intention this week is for students to learn about the element of wellbeing Relationships and Optimism by developing an understanding of the body language to use to show they are listening with interest. Question 1: what things do you do to show you are interested in what others are telling you? Question 2: what do people look like when they are not interested in listening to you? Question 3: what do you feel when others are interested in what you are saying? Acknowledgement: Gable & Lambert
30
skills and achievement DRAWING AND WRITING
MINDFULNESS ACTIVITY Adapting Think of an everyday object such as a fork, tennis racquet, cup. Be creative and think of all the things this object could be adapted to do.
My Wellbeing Goal: to add to my Skills and Achievement by drawing and writing in class. Your brain has two sides, left and right and you learn best when you use your whole brain. Your left brain listens to your teachers’ words, so write them down. Your right brain looks for patterns, so do drawings of what you already know. Drawing and writing are great ways to learn better.
ACTIONS
What is one thing I could start doing to learn better?
EMOTIONS Describe an experience which could cause a person to feel the emotion puzzled.
TWO FOR ME What are two things I should forgive myself for?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show curiosity. Who is someone you know who shows curiosity?
COLOUR IN!
PAGE 34 – DRAWING AND WRITING The intention this week is for students to learn about the element of wellbeing Skills and Achievement by developing an understanding of how writing and drawing uses both sides of their brains to learn better. Question 1: what could you draw to show what you have learned? Question 2: what things could you write down in class? Question 3: what is your favorite drawing from school?
RESILIENCE BUILDER
Acknowledgement: Pauk & Wade
A goal is something that you really want to achieve and follow through on. With a friend set three goals for the next week which will make a positive difference for others either in class or in the playground. Then both of you focus on achieving them.
34
exercise and vitality OUT EXERCISING My Wellbeing Goal: to build my Exercise and Vitality by exercising every day. Exercising for about an hour every day, will build both your body’s and mind’s wellbeing. It can be a quick walk or run, aerobics, walking the dog, cycling, skateboarding, surfing, bushwalking or playing sport. Exercise helps you to feel positive and relaxed. It is also a great time to have fun with family and friends.
ACTIONS
What is one thing I could start doing to exercise every day?
MINDFULNESS ACTIVITY Tangled Whispers In a group ask one of the group to whisper a message to another student, who then passes it on. When it has been passed on to the whole group, how different is the message?
EMOTIONS Describe an experience which could cause a person to feel the emotion peaceful.
TWO FOR ME What are two things I have not finished?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show hope. Who is someone you know who shows hope?
COLOUR IN!
PAGE 36 – OUT EXERCISING The intention this week is for students to learn about the element of wellbeing Exercise and Vitality by developing an understanding of how being active outside every day is a must for them to have a healthy mind and body. Question 1: what types of exercise do you do every day and for how long? Question 2: what do you love doing most to be active? Question 3: from google, what are endorphins?
RESILIENCE BUILDER
Acknowledgement: McQuaid & Kern
You use your physical strengths and muscles, to move around, eat, write. You also have personal strengths called Character Strengths, which you use every day to control your emotions to get on well with other people, to learn, think and make decisions. From the List of Character Strengths on page 6 what do you think are your five strongest ones?
36
meaning and purpose PRESENT AND SHARING
MINDFULNESS ACTIVITY Opposite Hands Try colouring a picture in or writing the alphabet with your non-dominant hand.
My Wellbeing Goal: to boost my Meaning and Purpose by talking with others in person. Working with other students, side-by-side, to achieve something, fills all of you with positive feelings. Show that you want to be there with them by making eye contact and looking happy. Be curious and show you are interested, by asking them to tell you more about what they are talking about.
ACTIONS
What is one thing I could start doing to share with others in person?
EMOTIONS Describe an experience which could cause a person to feel the emotion amazed.
TWO FOR ME What are two things that I do to be generous?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show social-intelligence. Who is someone you know who shows social-intelligence?
COLOUR IN! RESILIENCE BUILDER What are three other Character Strengths that you would like to further develop in yourself to use every day and why? Write your top five and these three further strengths on the Strengths Wheel (see website).
38
6
PAGE 38 – PRESENT AND SHARING The intention this week is for students to learn about the element of wellbeing Meaning and Purpose by developing an understanding working cooperatively with others multiplies everyone’s efforts and makes them feel good. Question 1: when is a time you have enjoyed working together at school? Question 2: what things do you enjoy doing at home together with your family? Question 3: why is it important to listen more than you speak? Acknowledgement: Diener & Biswas-Diener
STRENGTHS AND EMOTIONS BOUNCING BACK My Wellbeing Goal: to add to my Strengths and Emotions by building the skills to bounce back in myself. When things happen that upset you, such as your friends not wanting to play with you, it is important for you to bounce back to feel good again. This is called being resilient. You do this by believing in yourself, controlling your feelings and knowing that your problem is not going to last for long.
ACTIONS
What is one thing I will start doing to learn how to bounce back?
MINDFULNESS ACTIVITY Tongue Tinglings Place a sultana or a piece of fruit in your mouth for one minute without chewing it. Describe the sensations you tasted. Now you can eat it.
EMOTIONS Describe an experience which could cause a person to feel the emotion impressed.
TWO FOR ME What are two things I would like other people to say to me?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show leadership. Who is someone you know who shows leadership?
COLOUR IN!
PAGE 40 – BOUNCING BACK The intention this week is for students to learn about the element of wellbeing Strengths and Emotions by developing an understanding of little things they should do to become more resilient. Question 1: what could you do when things don’t go your way? Question 2: what could you do to control your feelings? Question 3: why do most problems you have not last for long?
RESILIENCE BUILDER
Acknowledgement: Rievich & Shatte
With two friends come up with one positive thing you will do at school, then at home and then in the community to show each of the following Character Strengths – kindness, hope and determination. Your goal is to show these actions for the next week.
40
POSITIVE ENGAGEMENT ATTITUDES TO GROW
MINDFULNESS ACTIVITY Name Game Write down all the songs you know that have the word happy in their title or their lyrics. Which are your favourites and why?
My Wellbeing Goal: to build my Positive Engagement by learning and trying new things. Being smart isn’t something you are. You focus on using smarter ways to learn. You can grow your skills in many things by wanting to learn and try new ways to do what you need to do. It is about lifting your efforts to try harder, making mistakes and then learning how to fix them.
ACTIONS
What is one thing I will start doing to try new and smarter ways to learn?
EMOTIONS Describe an experience which could cause a person to feel the emotion motivated.
TWO FOR ME What are two happy ways to look to describe myself?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show appreciation of beauty and excellence. Who is someone you know who shows appreciation of beauty and excellence?
COLOUR IN! RESILIENCE BUILDER With a friend look at the Character Strengths and pick the five that you think are most important for people to have a happy and fulfilling life and why you think so. At home discuss with your family what they think are the most important strengths.
PAGE 42 – ATTITUDES TO GROW The intention this week is for students to learn about the element of wellbeing Positive Engagement by developing an understanding of how trying new things often causes mistakes, and fixing them is when they really learn. Question 1: when is a time you tried something new and it worked? Question 2: when is a time you tried something new and you made mistakes? Question 3: what did you learn to fix the mistakes? Acknowledgement: James & Dweck
42
relationships and optimism YOUR TEACHER My Wellbeing Goal: to build my Relationships and Optimism by learning with my teachers. You and your teacher can achieve special things together. You can explore new ways to do and think about what you are learning, see making mistakes and fixing them as mindful learning moments. Work as a team to build everyone’s wellbeing by enjoying fun and happy classes. Your teachers love seeing you becoming your best possible you.
ACTIONS
What is one thing I could start doing to learn with my teacher?
MINDFULNESS ACTIVITY Describing Pictures You and a friend each draw a picture and not show each other. Then describe to each other to what the picture looks like and means to each of you.
EMOTIONS Describe an experience which could cause a person to feel the emotion thrilled.
TWO FOR ME What are two things I am really looking forward to doing?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show teamwork. Who is someone you know who shows teamwork?
COLOUR IN!
PAGE 44 – YOUR TEACHER The intention this week is for students to learn about the element of wellbeing Relationships and Optimism by developing an understanding of how their teachers really care for them and what they learn. Question 1: when is a time you really enjoyed learning with your teacher? Question 2: what kind things could you do for your teacher? Question 3: what kind things does your teacher do for you?
RESILIENCE BUILDER
Acknowledgement: Radel & Iacoboni
There are times when other people do special things to help you and you may not have thanked them properly. Think of a time you may have done this and write a letter of thanks to them. Include what they did for you, how it made a positive difference for you and how thankful you are for their act of kindness. Then give it to them.
44
skills and achievement BRAIN EXERCISE My Wellbeing Goal: to boost my Skills and Achievement by exercising my brain. Your brain will become much sharper when you regularly make it work harder to create and find patterns. Do activities to exercise and stretch your brain’s thinking. These include scrabble, battleships, word searches, jigsaw puzzles, sharing jokes, cards, chess, monopoly, crosswords, sudoku, reading, writing stories and drawing. Thinking is your brain’s way to exercise.
ACTIONS
What is one thing I could start doing to exercise my brain?
MINDFULNESS ACTIVITY Building Empathy In a group each of you write down on a sticky note what worries and troubles you and place them in a bowl. Each person randomly picks one out and reads it to the group. What feelings do you experience?
EMOTIONS Describe an experience which could cause a person to feel the emotion interested.
TWO FOR ME What are two things that could be better?
STRENGTHS AND VIRTUES Describe two things you could see people doing to show love of learning. Who is someone you know who shows love of learning?
COLOUR IN! RESILIENCE BUILDER Look at the FISH Thinking thinking tool from the website and with a friend fill in positive things you could do to make a positive difference to the lives of other people. You can do it either online or download it.
PAGE 46 – BRAIN EXERCISE The intention this week is for students to learn about the element of wellbeing Skills and Achievement by developing an understanding of how to exercise their brains to make them sharper. Question 1: what board games could you and your family do for brain exercise? Question 2: what is your favorite way to exercise your brain? Question 3: how happy do you feel when playing these games? Acknowledgement: Ericsson & Anderson
46
7