Wellbeing Workbook_Senior School by learning_curve

WELL BEING

Senior – Problem Solving

Problem Solving

WELLBEING

BUILDER

Pathways To Cope

Wellbeing Bank: to add to my Positive Engagement through creating and using pathways to cope when I’m under pressure.

Social, emotional and academic stressors are normal parts of being a senior student and it’s how you overcome them that is what matters; they won’t go away on their own.

Describe what you currently do when you feel stressed and not coping.

When you feel stressed, the intensity of your emotions, not your strengths, are in charge of your thinking, which makes coping very difficult. Focusing on your strengths to create and then use pathways to put your prefrontal cortex back in charge of your thinking will overcome these feelings.

Pathways to cope connect you with your inner self and include:

Exercise to release feel good brain chemicals, endorphins, into your bloodstream.

Positive Self-talk to focus your mind on solutions, not problems.

Family/Friends’ Support to harness the power of other peoples’ positive emotions.

Meditation to breathe deeply and practise mindfulness activities.

Your Champion, who will never give up on you and insist that you continually lift your efforts using your strengths.

Individuals cope differently with different stressors, so create your own pathways.

What are two things I will start doing to create and use pathways to cope?

è People deal with stress and life situations in different ways. Some of these strategies may work for you while others won’t.

è Some coping strategies include:

• problem solving (where you try to change things)

• self blame (“it’s my fault”)

• denial (keep to self, nothing happened, ignore it and hope it will go away)

• help seeking (talk to someone, help others)

• self-care (get plenty of sleep, relax)

• acting out (get angry, break something, be naughty)

• philosophical (humour, positive thinking)

problem solving

• composure (force self not to worry, I won’t let this get to me).

→ People deal with stress and life situations in different ways. Some of these strategies may work for you while others won’t.

If you had a problem which of these coping strategies would you use?

→ Some coping strategies include:

• problem solving (where you try to change things)

• self blame (“it’s my fault”)

• denial (keep to self, nothing happened, ignore it and hope it will go away)

• help seeking (talk to someone, help others)

• self-care (get plenty of sleep, relax)

• acting out (get angry, break something, be naughty)

• philosophical (humour, positive thinking)

Is it different if the problem is at home, at school or with friends?

• composure (force self not to worry, I won’t let this get to me).

If you had a problem which of these coping strategies would you use?

Is it different if the problem is at home, at school or with friends?

Do you spend time worrying about things?

Breaking it down into various options and then deciding on what to do next...

Sometimes we spend more time worrying about a problem than actively trying to solve it. is a valuable skill.

WELLBEING FITNESS CHALLENGE

EMOTIONS SPOTTING

Mindful Feelings – being mindful of positive, negative and mixed emotions I feel and notice others feeling and watching for the intensity of emotions rising in myself and others.

Learn how to look at a problem.

Have a look at these ‘What if’ scenarios. There are always different ways to solve a problem, no matter how small.

Scenario One

Have a look at these ‘What if’ scenarios. There are always different ways to solve a problem, no matter how small.

Scenario One

What if you were working on an assignment at home and realised you didn’t save the correct version of it onto your USB at school, and it was due tomorrow.

a. What would you do? Brainstorm your ideas.

What if you were working on an assignment at home and realised you didn’t save the correct version of it onto your USB at school, and it was due tomorrow.

a. What would you do? Brainstorm your ideas.

b. What would someone else do? Ask another person in your class what they would do. Record their ideas in a different coloured pen.

Scenario Two

What if you were out with friends on a Saturday afternoon and you missed the last train/bus home.

Have a look at these ‘What if’ scenarios. There are always different ways to solve a problem, no matter how small.

Scenario Two

What if you were out with friends on a Saturday afternoon and you missed the last train/bus home.

a. What would you do? Brainstorm your ideas.

Scenario One

What if you were working on an assignment at home and realised you didn’t save the correct version of it onto your USB at school, and it was due tomorrow.

a. What would you do? Brainstorm your ideas.

b. What would someone else do? Ask another person in your class what they would do. Record their ideas in a different coloured pen.

Scenario Two

What if you were out with friends on a Saturday afternoon and you missed the last train/bus home.

Scenario Three

What if at school you saw a friend going into someone else’s bag and taking something.

a. What would you do? Brainstorm your ideas.

Scenario One

What if you were working on an assignment at home and realised you didn’t save the correct version of it onto your USB at school, and it was due tomorrow.

a. What would you do? Brainstorm your ideas.

b. What would someone else do? Ask another person in your class what they would do. Record their ideas in a different coloured pen. Have a look at these ‘What if’ scenarios. There are always different ways to solve a problem, no matter how small.

b. What would someone else do? Ask another person in your class what they would do. Record their ideas in a different coloured pen.

Scenario Two

What if you were out with friends on a Saturday afternoon and you missed the last train/bus home.

a. What would you do? Brainstorm your ideas.

LIFE SKILLS

Senior – Manage Your Time

Manage Your Time Senior – Manage Your T ime

WELLBEING

BUILDER

WELLBEING BUILDER

Owning Your T ime

Owning Your Time

Owning Your T ime

Wellbeing Bank: to build my Meaning and Purpose through valuing my time by creating and using a personal timetable.

Senior students who prefer to adopt a spontaneous approach of when they will study, are wasting one of their most valuable resources, their time. Whether you believe this or not, the reality is that studying this way doesn’t work.

Describe how you currently arrange your home study time.

To value and make your available time work for you see sample timetable on

page 120 for ideas. Allocate

3 hours of Home Study Sessions time daily with equal time for all subjects. Fill in your musts and most favoured options on the blank timetable, leave out an option should you be short on time. Include revising for 30 minutes in each

To value and make your available time work for you see sample timetable on page 196 for ideas. Allocate 3 hours of Home Study Sessions time daily with equal time for all subjects. Fill in your musts and most favoured options on the blank timetable, leave out an option should you be short on time. Include revising for 30 minutes in each subject weekly and allocate 1 hour for exercise daily.

Put a copy on the fridge to assist your parents to be supportive and spend 20 minutes on Sunday night prioritising the week ahead.

To bring your personal timetable to life set an expectation of things to achieve for every session. Every night deliberately practise what you learnt that day and replace time you borrow from your timetable.

ACTIONS

What

What are two things I will start doing to value my time by creating and using a personal timetable?

1. 2.

è To achieve success you must carefully manage your study time on a daily, weekly and term basis.

è In Years 10 and 11, it is even more important for you to keep track of what is required of you and to manage your time, preparing you for your senior years.

techniques and study approaches

è Here are some time management strategies to help you do this, if you are not already!

MANAGE YOUR TIME TO IMPROVE STUDY SKILLS

M AN AG E YO U R T I M E TO I MP ROV E ST U DY SKILL S

M A N AG E YO U R T I M E TO I M P ROV E ST U DY SKIL L S

è Here are some time management strategies to help you do this, if you are not already!

→ To achieve success you must carefully manage your s y, weekly and term basis.

→ To achieve success you must carefully manage your study time on a daily, weekly and term basis.

» Step 1: Prepare a Term Calendar

→ In Years 9 or 10, it is even more important you keep track of what is required of you and to manage your time, preparing you for your senior years.

→ In Years 9 or 10, it is even more important you keep track of what is required of you and to manage y reparing you for your senior years.

→ In Years 9 or 10, it is even more important you keep track of what is required of you and to manage your time, preparing you for your senior years.

At the start of each new term, prepare a calendar that covers the entire term. It should show:

→ Here are some time management strategies to help you do this, if you are not already!

→ Here ar gement strategies to help you do this, if you are not already!

» Step 1: Prepare a Term Calendar

• assignments with their due dates

At the start of each new term, prepare a calendar that covers the entire term. It should show:

• assessment tasks and exams with their dates

At the start of each new term, prepare a calendar that covers the entire term. It should show:

• assessment tasks and exams with their dates

At the start of each new term, prepare a calendar that covers the en re term. It should show:

• assignments with their due dates

• all school activities eg. sports meetings, SRC Functions

• assessment tasks and exams with their dates

• all school activities eg. sports meetings, SRC Functions

• all out-of-school and extra-curricular activities

Term 2 Calendar

STUDY SKILLS Senior

WELLBEING BUILDER

Positive Memory Habits Are?

Building your memory relies on creating strong connections between the neurons in your brain. You achieve this by regularly revisiting what you learn over and over using different thinking tools when revising. Over time this turns your brain pathways into super-fast highways.

At the end of a school day there is no room left in your short term memory to fit anything else in move it to your long term memory, use the Maximising Note Taking Process (page 103) every night then in your sleep, it will move to your long term memory

Memory Facts if learned material is not reviewed within 24 hours, 60% to 80% of it is lost, your brain forgets it after a month with no reviews, only 3% to 4% is remembered the brain pathways die why learn it in the first place?

LEARNED MATERIAL REMEMBERED OVER TIME WHEN NOT REGULARLY REVIEWED/REVISED

if 50 minutes of learning is reviewed every week, it takes 5 minutes to reactivate it in the brain. it is very much like how you remember the words to your favourite songs. if 50 minutes of learning is not reviewed regularly, then it takes 30 to 40 minutes to relearn it.

LEARNED MATERIAL REMEMBERED OVER TIME WHEN REGULARLY REVIEWED/REVISED

Positive memory habits are: drink water often to help your brain’s functioning rest your brain for 10 minutes after every 45 minutes of home learning applying and extending what you have learned to new more difficult situations builds your understanding and memory; better than same old class work

Describe what I currently do to build my memory:

make more time for yourself by creating the habit of spending 5 minutes revising each of your subjects every night use Thinking Tools to add structure and colour to your thinking the next night, spend 3 or 4 minutes revisiting the learned material from the day before as well as 5 minutes on the new material learned that day

Describe a time I revised what I have learnt well using Thinking Tools:

Which Thinking Tools will I use to revisit what I learn?

(Tip: Paragraph Building: T.E.E.L. is one good one)

on the weekend, spend 3 minutes on each day’s learned material over the week after a fortnight spend 3 minutes revisiting the learned material; by this stage it will be stored well in your long term memory the character strengths self-regulation, perseverance, love of learning and zest will help you to do this.

What are two things I will start doing to build my long term memory?

How could I use my signature and top supporting strengths to ensure that I follow through to build positive memory habits?

How Good Is Your Memory?

è Why do some people seem to have good memories and others struggle to remember what day it is?

è Perhaps, those with good memories have worked out ways of remembering, which suits them best.

» Think about how you remember. Answer the following questions in your head:

• What was your first day at school like? (episode)

• What is your home postcode? (fact)

• Where did you have your holiday? (episode)

• How do you open a document on the computer? (procedure)

• A key concept in your favourite subject (knowledge)

Our memory is organised so we can remember facts, episodes, knowledge and procedures. These use different parts of our memory.

è Certain subjects can be effectively remembered by drawing and labelling diagrams, but this would not be suitable for learning the causes of poverty in the last century where a flow chart may be better.

» You may find yourself better at remembering some types of things than others. Can you identify your memory strengths and weaknesses?

è List two subjects you will be studying (select quite different types of topics)

Subject A _______________________________________

Subject

Mindmaps, diagrams and flow charts

Associations – making links with the information (topic map)

Writing out information

Remembering information in lists – re-arrange the order of the list so that the first letters of each word on the list make up something silly or amusing – a memorable mnemonic

Using shapes and colour

Saying the information – to yourself or out aloud

Anything else you have found useful

See if you can practise improving your memory.

With some friends try using different mnemonics to remember each piece of information. See how you go?

1. Going shopping – eggs, milk, onions, bananas, lettuce, tomatoes, bread.

2. Body’s excretory organs – liver, kidneys, skin, lungs, intestines.

3. Reasons why reciting notes aloud increases memory – gets you involved, provides feedback on what you know, motivation, uses senses in learning, promotes concentration.

4. Factors that affect water evaporation – temperature, area exposed, wind and humidty.

5. General properties of matter – mass, weight, volume and density.

With some friends try using different mnemonics to remember each piece of information. See how you go?

1. Going shopping – eggs, milk, onions, bananas, lettuce, tomatoes, bread.

2. Body’s excretory organs – liver, kidneys, skin, lungs, intestines.

3. Reasons why reciting notes aloud increases memory – gets you involved, provides feedback on what you know, motivation, uses senses in learning, promotes concentration.

4. Factors that affect water evaporation – temperature, area exposed, wind and humidty.

5. General properties of matter – mass, weight, volume and density.

LEADERSHIP

Choice, Practice and Effort

WELLBEING BUILDER

MINDFULNESS ACTIVITY

Wellbeing Bank: to add to my Skills and Achievement through using effort more intelligently to prioritise.

When you combine choice, practice and effort, personal and academic growth nearly always result, except when effort is used to do same low level processes. Focus on how you learn, not what you learn.

A more intelligent and effective learning process is to prioritise what you need to get done and doing this turns good intentions into positive actions.

Describe how you currently prioritise what you need to accomplish.

To prioritise, break up what you need to do into Musts and Options.

Musts are things you are committed to do, including family responsibilities, school, training, part-time jobs. Beware of the time lost between them.

Options are things that you have a choice in, including texting/phone calls, TV/videos, social networking and socializing. Use the Time Understandings, Musts and Options and Urgency versus Importance Matrix Thinking Tools to assist you to complete a detailed daily list of your Musts and Options to create a clear time usage picture.

Reward your good efforts with quality activities after you have accomplished something, not before.

Choice, Practice and Effort ACTIONS

What are two things I will start doing to learn more intelligently by prioritising?

Think of a word for each letter of the word EFFORT which would describe what effort is for you.

21ST CENTURY SKILLS

Senior – Digital Profile Digital Profile

HOW MUCH TIME DO YOU SPEND ONLINE?

è What is your digital footprint?

è Every time you are online and engage in one of these activities you are creating your digital footprint.

Estimate how much time you spend on the following activities each week. There are some blank boxes for you to add any activities not listed.

Activity

Sending emails

Watching and commenting on video content such as YouTube

Using apps such as Kik and Snapchat

Webcam chatting such as Skype and FaceTime

Social networking such as Facebook, Instagram

Commenting or posting on online forums

Playing online interactive games

Sending texts

Sending pics

Downloading and sharing music

Taking, editing and sharing photos or video

Purchasing products

Blogging or commenting on blogs

Total Hours