2020 learning curve teacher planner NAME.........................................................................................POSITION................................... mobile..................................................... TOP CHARACTER STRENGTHS................................................................................................................................................................ EMERGENCY CONTACT AND MOBILE....................................................................................................................................................
inspiring MY BEST POSSIBLE SELF The first choice we all have in life is to choose to choose. When we make the choice to create healthy Keystone Habits, which enable our other habits to exist, we will be able to inspire our best possible selves to shine through. (For example, a keystone habit could be leaving school at 3.45pm two or three days each week, which enables you to create exercise, family time or leisure habits.) Choosing to live a life focusing on:
Choosing to use our strengths to:
rit to challenge our current rituals to enhance our g wellbeing and life satisfaction.
l ive and teach with passion and purpose to see both our students and ourselves personally shine.
mpathy to show that other people matter in our e thoughts, words and actions.
do good to feel good and feel good to do good.
self-forgiveness and self-kindness to love the life we live.
ease engaging in rituals which don’t make a positive c difference to anyone. Acknowledgement: Tal Ben Shahar
At parent and teacher forums, when I ask them what they want their 21st century children and students to act like, look like, sound like, know and can do, because of their collective efforts, their answers are invariably the same. They say – happy, confident, compassionate, kind, independent thinkers, enthusiastic, curious, persistent, welcoming challenges, self-aware, self-disciplined, creative, empathetic, having the courage to stretch themselves to make mistakes and then being prepared to learn better ways to fix them. The vast majority of these are personal and social and emotional in nature. We value what we measure, but tests don’t measure any of these qualities! Is what we say we want for our students, reflected in what we do? Achieving these desirables attributes requires infusing these qualities into the curriculum as we teach it and explicitly practising the activities in the Learning Curve as we do. This takes courage to open our hearts to engage in social-emotional building conversations in our classrooms, but it’s worth the effort, because the benefits to both students’ and our wellbeing are immense. The Learning Curve PERMAH+ Curriculum, provides more than enough evidence-based social-emotional, learning and thinking resources for schools to fit their own context. Each week choose one or two of the most appropriate activities to discuss with students to grow each of their elements of wellbeing. As staff confidence in their own social-emotional capabilities develops, they may incorporate more of these activities and strategies into their learning and teaching practices.
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The research from the likes of Martin Seligman, Ed Diener, Tal Ben Shahar and Shawn Achor shows quite clearly that such an approach results in significant personal and academic growth in students and enhanced staff wellbeing.
Strengths’ FOR RELATIONSHIPS Weeks The challenge over the week is for students and their classes to enjoy focusing their energies on creating activities for and showing the suggested strength to grow all members of the school community’s wellbeing (see pages 27 to 30). Term 1: Gratitude – February 17th to 21st Term 2: Teamwork – June 1st to 5th Term 3: Kindness – August 17th to 21st Term 4: Leadership – October 26th to 30th
Any feedback will be welcomed. All the best, Mick Walsh
“I am not what has happened to me, I am what I choose to become.” Carl Jung 1