Wellbeing Journal Years 7&8 Teacher Guide by learning_curve

YEARS 7&8 journal – teacher guide The purpose of the journal is to provide both you and parents with a weekly menu of usable evidencebased activities which enable students to become 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 them. Each week there are eleven 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; they each contribute to enhancing wellbeing. The weekly activities are: •

Wellbeing Builder – focusing on enhancing one of the elements of wellbeing.

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Achieving Students’ Goals – paying attention to what they need to pay attention to.

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Mindfulness Activity – connecting with their own thoughts, moment by moment.

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Resilience Builder – developing students’ social-emotional resilience to enjoy respectful relationships.

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Character Strength – a strength is nominated to discuss and use in their daily life.

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Thinking Traps – types of emotional hijacking to build their self-awareness.

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Strengths Booster or Wellbeing Fitness Challenge – cultivating growth and resilient mindsets.

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Three For Me – little positive self-affirmations to focus on.

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How Did You Feel This Week? – building self-awareness, optimism and hope for the future.

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What Went Well This Week? – hunting for good things which happened that they are grateful for.

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Mindful Coloring In – an opportunity to practice solitude to connect with themselves.

ACHIEVING MY GOALS THREE FOR ME

skills and achievement

are special for me? What are three things that

master them. which gives you choice A difficult task to master, g. It is doing the things in what you do, is prioritisin a logical order to ensure that you need to do in

RESILIENCE BUILDER

the types of With two friends describe wouldn’t happen if things that would and m expectations, which there were no classroo Brainstorm to come up some people call rules. you think there needs with at least five main areas tions. to be shared class expecta

ACTIONS

start doing to learn What are two things I will have choice? how to prioritise well to

1. 2.

THURSDAY Date: ___/___/___ FRIDAY Date: ___/___/___ WEEKEND Date: ___/___/___

MINDFULNESS ACTIVITY

MINDFUL COLOURING IN

in your mind FAVOURITE SONG – song while at mentally sing your favourite all of the words and the same time writing out to you and how they describe what they mean make you feel.

.....

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

..... .................................... .................................... to the website enable you Musts and Options on to do: organise what you need in choice have no • Musts: are things you in. choice a have you • Options: are things that Options Thinking Tool, > Website: Musts and n. Wellbeing Builder Reflectio

each day this week?

WEDNESDAY Date: ___/___/___

they get done on time. prioritise what you Describe how you currently need to do. ....................................

achieving and getting done

MONDAY Date: ___/___/___ TUESDAY Date: ___/___/___

MINDSET AND CHOICenEmy Skills and

Wellbeing Bank: to strength g to have a growth Achievement by choosin mindset. for Your mindset changes different activities you are involved in. For some, you strive hard to grow your abilities through effort to learn more difficult things; while for others, you don’t don’t have the ability to try because you think you

What am I focused on

WELLBEING FITNESS CHALLENGE TELL ME MORE Interested Listening – when listening to others, before to I speak I will ask them tell me more about what they are talking about at least three times.

CHARACTER STRENGTH

PRUDENCE and Describe a time you showed is someone you know how you felt using it. Who well and what do they who shows PRUDENCE do to show it?

WHAT WENT WELL THIS WEEK?happened,

things that Think about three good were, that you were no matter how small they did you do to make grateful for this week. What can you make them them happen and how happen again?

HOW DID YOU FEEL THIS WEEK?felt this week. Select a face which shows

how you

are really looking forward What are three things you to next week?

THINKING TRAP WHO SAID IT? on Decisions are made not but the points for or against, because of who says it. that e.g. the gym coach said for good is training low intensity do it. should all we so runners

FRONT pages OF the JOURNAL

Introducing what social-emotional learning and positive education is all about. PAGE 1 – setting the scene on becoming their best possible selves

GRADES 7-8 MY WELLBEING JOURNAL

becoming MY BEST POSSIBLE SELF

» With students read through the simple things they can focus on doing every day.

Your choices shape your life. They are your possibilities for the future. Choosing to become your best possible self is a fantastic first choice.

» Stress that knowing doesn’t matter, but rather, doing comes before becoming.

STUDENT NAME..................................................................................... CLASS.............................................

» Ask them to write a description of what they think they need to do and expect of themselves as a student.

Make the choice to look up from your phone to discover the wonderful possibilities and joys life has to offer by sharing face-to-face and side-by-side talks with other people. Whatever can be turned off, can be turned back on. Choosing to enjoy thriving and flourishing wellbeing by using:

Choosing to use my strengths and resilience skills to:

growth mindsets to stretch my brain’s abilities

be positive and live a life full of energy grow personally and academically

grit to challenge my focus, my passion and my persistence

do good to feel good

mindfulness to connect with myself and the present moment

see mistakes as stepping stones to thriving.

empathy to show other people matter in my thoughts, words and actions.

» Mark on your class calendar when the Strengths for Relationships weeks occur. They are usually around week five of each term.

Write a short job description for the tasks you need to do as a student. What do you expect from yourself?

........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... Acknowledgement: Sonja Lyubomirsky & Tal Ben Shahar

“I am not what has happened to me. I am what I choose to become.” Saying

PAGE 2 – finding what you are looking for

index There are no shortcuts to challenging your best possible self. By doing the range of wellbeing building activities in this journal and on the website www.learningcurve.com.au you are providing yourself with frequent opportunities to experience positive emotions which broaden and build your engagement with what you are setting out to achieve. Accepting and understanding the neuroplasticity of your brain will enable you to adopt growth orientated mindsets. Making the choice to challenge yourself to learn, try and practise more difficult new approaches will grow your brain’s abilities in all areas of your life. Enjoy your journey to personal and academic growth.

Strengths And Emotions

Page

positive engagement

Fight, Flight or Freeze ...................................... 14 Self-Acceptance and Self-Belief....................... 26 Skills of Resilience ........................................... 40 Bust Bullying ................................................... 54 Firm and Assertive ........................................... 66 Mindfully Actioning Strengths ........................... 80 Savouring Magic Moments .............................. 94 Positive Self-Talk............................................ 106

The Changing Brain ......................................... 16 Home Brain Patterning .................................... 28 Growth Mindsets ............................................. 42 Mindful Coping Strategies................................ 56 Flow: In The Zone ............................................ 68 Learning From Feedback ................................. 82 Listening Actively ............................................. 96 Overcoming Procrastination ........................... 108

RELATIONSHIPS AND OPTIMISM

skills and achievement

Page

Family, Friends and Gratitude........................... 18 Active Constructive Responding ...................... 30 Teachers Relationships .................................... 44 Teams of Learners ........................................... 58 Belonging and Connected ............................... 70 Showing Empathy ........................................... 84 Asking for Support........................................... 98 Social Networking and FOMO ....................... 110

EXERCISE AND VITALITY

» Neuroplasticity and growth mindsets are explained in the top paragraph and they underpin the reality that achieving personal and academic growth only comes through “doing.”

Page

» The index is broken up into topics under sections for each of the Elements of Wellbeing.

Page

Mindset and Choice ........................................ 20 Smarter Note Taking ........................................ 34 Revising and Practising.................................... 46 Planning Time Targets ..................................... 60 T.E.E.L. Paragraphs ......................................... 74 Researching .................................................... 86 Research Reports .......................................... 100 Plagiarism ...................................................... 112

Page

MEANING AND PURPOSE

Valuing and Organizing Time............................ 24 Face-To-Face Conversations ........................... 38 Ethical Living ................................................... 50 Accepting and Learning From Others .............. 64 Positive Mindsets............................................. 78 Kind Thinking and Actions ............................... 90 Grit and Leadership ....................................... 104 Righting Wrongs ............................................ 116

information

topic

Page

Front Page......................................................... 1 Index ................................................................. 2 Doing To Build Your Wellbeing ........................... 3 What Are Character Strengths ........................... 4 Your Top Strengths Are? .................................... 5 Why Strengths Boosters? ...............................6-7 Why Wellbeing Fitness Challenges? ................8-9 Are You Becoming Your Best Possible Self? .... 10 Wellbeing Bank Builders Are? .......................... 11 How Were Your Efforts Last Quarter? .........12-13 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

Deep Breathing ............................................... 22 Thriving Through Exercise ................................ 36 Healthy Foods ................................................. 48 Happy Fun Times ............................................ 62 Sleep Matters .................................................. 76 Healthy Body, Healthy Mind ............................. 88 Holidays and Reflection ................................. 102 Mindfulness Moments.................................... 114

» 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

Respectful Relationships Understandings. 118-121 What are Your Multiple Intelligences? ......122-123 Why Habits of Mind? ..............................124-126 Why Feelings and Emotions? ......................... 127 What are Positive Personal Descriptors?........ 128 Why Positive Self-talk? .................................. 129 Quarter One Learning Goals and Reflections ... 130 Quarter Two Learning Goals and Reflections ... 131 Quarter Three Learning Goals and Reflections. 132 Quarter Four Learning Goals and Reflections .. 133 Dates I Must Remember ................................ 134

“What is necessary to change a person is to change their awareness of themselves.” Abraham Maslow

PAGE 3 – journal sections and elements of wellbeing

“doing” to build your wellbeing Knowing isn’t enough to grow, you must do. There is no single factor which shows how healthy your state of wellbeing is. Rather, it is a combination of the six equally important elements below, which you can develop in yourself by doing the activities and journaling/writing down your thoughts in this journal. To build each element of wellbeing in yourself, the journal has three sections. They are:

» The journal is made up of three sections which are described.

Pages 1–13: learning about you and what things create and make up your wellbeing Pages 14-117: doing the weekly wellbeing builders and activities to grow personally and academically Pages 118-134: growing your wellbeing further by doing focused Positive Education activities. Ask your teacher for your school’s username and password to the website www.learningcurve.com.au to try the online activities.

» Students and your wellbeing are a combination of the six equally important elements described. They are based on PERMAH.

strengths and emotions Being in charge of your feelings through your strengths.

positive engagement Connecting with yourself and the present moment.

relationships and optimism Believing you and others matter to have a positive future.

skills and achievement Building your capabilities to achieve what you set out to do.

For thriving and flourishing wellbeing.

exercise and vitality Having a healthy body, healthy mind and healthy attitude.

meaning and purpose Having a passion for something larger than yourself to strive for.

Acknowledgement: Martin Seligman and Chris Peterson

“You’ve always had the power my dear, you just had to learn it for yourself.” Glinda, Wizard of Oz

PAGE 4 – living their lives through a character strengths based approach

strengths and emotions WHAT ARE CHARACTER STRENGTHS? – adding to my Strengths and Emotions by learning about my character strengths. The 24 Character Strengths are positive personal qualities which make who you are as a person. You have your own special mix of them which you use in your every thought, word and action. The following six virtues are supported by certain strengths.

» The twenty-four Character Strengths are described and explain to students that they have all 24 in varying amounts depending on their upbringings and life experiences.

Twenty-four strengths have been identified and cover six virtues, which are: Wisdom ... about your reasonable thinking Courage ... about your inner confidence Justice ... about your sense of community Transcendence ... about you helping others Temperance ... about your inner control Humanity ... about your valuing of relationships Your top five strengths are called your Signature Strengths. Discover your strengths by doing the free Youth Survey at www.viacharacter.org Before you do the survey, think about what could be your top strengths. My predictions are: ................................ .............................................................................................................................................................................. ..............................................................................................................................................................................

VIRTUES

24 CHARACTER STRENGTHS CREATIVITY

CURIOSITY

∙ Originality ∙ Adaptive ∙ Ingenuity

WISDOM

∙ Interest ∙ Novelty-seeking ∙ Exploration ∙ Openness

BRAVERY

COURAGE

∙ Persistence ∙ Industry ∙ Finishing what one starts

LOVE

HUMANITY

JUDGEMENT ∙ Critical thinking ∙ Thinking things through ∙ Open-mindedness

PERSEVERANCE

∙ Valour ∙ Not shrinking from fear ∙ Speaking up for what is right

∙ Both loving and being loved ∙ Valuing close relations with others

LOVE OF LEARNING ∙ Mastering new skills and topics ∙ Systematically adding to knowledge

HONESTY ∙ Authenticity ∙ Integrity

KINDNESS

SOCIAL-INTELLIGENCE

∙ Generosity ∙ Nurturance ∙ Care & compassion ∙ Altruism ∙ “Niceness”

∙ Aware of the motives/feelings of self/others ∙ Knowing what makes others tick

TEAMWORK

JUSTICE

FAIRNESS

∙ Citizenship ∙ Social responsibility ∙ Loyalty

TEMPERANCE APPRECIATION OF BEAUTY & EXCELLENCE

TRANSCENDENCE

∙ Awe ∙ Wonder ∙ Elevation

HUMILITY ∙ Modesty ∙ Letting one’s accomplishments speak for themselves

» There is also an Adult Survey, which you and your colleagues will enjoy doing on the same website. Get your whole staff to do it to enable a positive strengths based culture to develop in your school.

LEADERSHIP

∙ Just ∙ Not letting feelings bias decisions about others

FORGIVENESS ∙ Mercy ∙ Accepting others’ shortcomings ∙ Giving people a second chance

» Students enjoy doing the free Youth Survey to identify their top strengths at the described website.

PERSPECTIVE ∙ Wisdom ∙ Providing wise counsel ∙ Taking the big picture view

ZEST ∙ Vitality ∙ Enthusiasm ∙ Vigour ∙ Energy ∙ Feeling alive

PRUDENCE

∙ Organising group activities ∙ Encouraging a group to get things done

SELF-REGULATION

∙ Careful ∙ Cautious ∙ Not taking undue risks

∙ Self-control ∙ Disciplined ∙ Managing impulses and emotions

GRATITUDE

HOPE

HUMOUR

∙ Thankful for the good ∙ Expressing thanks ∙ Feeling blessed

∙ Optimism ∙ Futuremindedness ∙ Future orientation

∙ Playfulness ∙ Bringing smiles to others ∙ Lighthearted

SPIRITUALITY ∙ Faith ∙ Purpose ∙ Meaning

“Just as we don’t realize we are breathing, we often don’t realize we are using our character strengths.” Martin Seligman

PAGE 5 – creating a visual perspective of strengths

strengths and emotions YOUR TOP STRENGTHS ARE? – boosting my Strengths and Emotions by using my character strengths. Fill in your signature and top supporting strengths in the Character Strengths Wheel below and next to each of them write one thing you could do to show that strength. For example, for Teamwork you could contribute enthusiastically to groups you are a part of. The shadow side of a strength is when you overuse, misuse or underuse it. For example, for Social-Intelligence, over analyzing every person you meet.

» Ask students to write in their top eight strengths from the Survey around the wheel.

Rate how you currently use each strength using NOW 0 1 2 3 4 5 6 7 8 9 and how you would like to be using it in a month’s time using TARGET 0 1 2 3 4 5 6 7 8 9.

YOUR CHARACTER STRENGTHS WHEEL STREN GTH N OW 0 1 tar g e t 1 2 3 4 012 5 34 67 56 8 78 9 9

» They then estimate how well they are using each one now, by circling a number and setting a usage target to aim for. » Students then journal a time/s they felt that they used their strengths well and how they felt while consciously and deliberately using them.

STR E

GTH

NGTH

N STRE

N OW 0 tar g e t 1 2 3 4 012 5 34 67 56 8 78 9 9

6 7 8 99 45 8 23 4567 01 23 W 01 N O rget ta

H2 ENGT 67 8 9 STR 45 9 23 45678 01 23 W 01 N O get tar

STREN GTH N OW 0 7 tar g e t 1 2 3 4 012 34 567 56 8 78 9 9

H8 ENGT 7 8 9 STR 456 89 23 4567 01 23 W 01 N O rget ta

N OW 0 tar g e t 1 2 3 4 012 5 34 67 56 8 78 9 9

NGTH

7 8 9 456 89 23 4567 01 23 W 01 N O rget ta

STR E

N STRE

GTH

Describe two times you believe that you used your strengths well and how did you feel? 1............................................................................................................................................................................ .............................................................................................................................................................................. 2............................................................................................................................................................................ .............................................................................................................................................................................. “There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.” Albert Einstein

FRONT pages OF the JOURNAL

Introducing what social-emotional learning and positive education is all about. strengths and emotions

WHY STRENGTHS’ boosters? – building my Strengths and Emotions by practising using my strengths regularly. For the weekly character strength, journal three positive things you could do to use it to build your and others’ wellbeing and then do them. The stages of growth you will go through when learning how to best use your strengths are: Not knowing you don’t know how to use them knowing you don’t know how to use them not knowing you know how to use them knowing you know how to use them. Where are you at?

Strengths spotting

Learning strengths

Activity one strengths

Sporting strengths

Working strengths

Breathing strengths

Journal any times I see myself or others using this week’s strength and the actions I or they take.

Journal three strengths I could use to accept mistakes and correct them to grow personally and academically.

Journal five activities I really enjoy doing and the two main strengths I use when doing each of them.

I will think of my favorite sporting individual or team and journal what I think their strengths are and how they use them.

I will describe a recent challenging situation which confronted me and the strengths I used to overcome it and what I did.

Every day for each of the strengths in my strength’s wheel I will take a deep breath concentrating on how I can use it to build my wellbeing.

Strengths thinking

Media search

Family strengths

Valued strengths

Strengths collage

Song strengths

Every day for two of my strengths, I will choose the best Habits of Mind ways to think when using them.

Every day I will select one of my strengths to look for people using those strengths on the news, in newspaper and in magazine stories.

I will ask my family to do the VIA strengths survey, put their strengths wheels on the fridge and talk about how each of us use our strengths.

I will journal what strengths I look for in others when choosing to make friends with them and why.

I will look for pictures from newspapers, magazines or the net which remind me of my strengths and paste them together to make a strengths’ collage.

I will listen to three of my favorite songs and for each of them, write down three strengths that I can see being referred to in the words.

Self-acceptance strengths I will select a strength every day that I want to build to become my best possible self and why I chose it.

Relationship strengths

Hero strengths

Daily Strengths PracticE

Emotional strengths

Strengths stocktake

I will select five strengths I believe people could use to value others and build relationships and why I think so.

I will study a person in history I admire for what they have achieved and write down strengths I think they used and why.

I will journal something I could do to use two of my strengths every day at home and at school and do them.

I will describe a recent event that really upset me and the strengths I used or could have used to help me become positive again and what actions I could take.

I will journal both the positives and not so positive things about using each of the strengths in my strength’s wheel and why.

Struggle strengths

Friends’ strengths

Movie strengths

Classroom strengths

Dial-up strengths

Clash strengths

I will look for stories where people have had to dig deep to overcome setbacks and challenges and write down strengths they used.

With a group of friends share your strength’s wheels, identify which YOUR CHARACTER you have in common WHEEL and what STRENGTHS you do to use them.

I will watch a movie and journal what I think three of the strengths of each of the characters in the story are and how they used them.

I will journal five strengths I could use in the classroom to learn well with other students and my teachers and why.

I will journal particular strengths I have which I believe I am able to dial up further when I face difficult challenges.

I will journal strengths from my strength’s wheel that at times may clash and work against each other and how they may do.

ST R

TH 8 ENG

STR E NGT H1

» Knowing about and talking about strengths isn’t using them.

7 ENG TH

ST R

TH 2 EN G

TH ENG

EN G TH 3

ST R

EN G TH 5

ST R

TH ENG

strengths and emotions

PAGES 8 & 9 – using wellbeing fitness challenges

strengths and emotions

– boosting my Strengths and Emotions by using my strengths to tackle the weekly wellbeing fitness challenges.

WHY WELLBEING FITNESS CHALLENGES?

– boosting my Strengths and Emotions by using my strengths to tackle the weekly wellbeing fitness challenges.

Every second week there is a new wellbeing fitness challenge to tackle. Each day, write down what you did to meet the challenge, no matter how small you believe your actions were. Doing this connects you with yourself and the moment to boost your and others’ wellbeing. It is great to look back at what you wrote and relive your special experiences.

Neuroscience has shown that with every new experience you have, your brain changes and that you can grow your brain’s abilities in all areas of your life. Just as you boost your physical fitness by regularly working out, the wellbeing fitness challenges stretch your abilities to grow your wellbeing.

Thinking Of Others

» Their purpose is for students to consciously focus on the booster task and journal what they did to use their strengths.

ST R

Positive Vibes – every day sending someone a text praising or thanking them or asking how they are.

» Every second week a Strengths Booster is nominated for you to share with students.

“When you face difficult times, know the challenges are not sent to destroy you. They are sent to promote, increase and strengthen you.” Author Unknown

“You have to believe in yourself when no one else does; that makes you a winner right there.” Venus Williams

PAGES 6 & 7 – using strengths boosters

strengths and emotions

WHY STRENGTHS’ boosters? – building my Strengths and Emotions through practising using my strengths regularly. Just knowing what your top strengths are makes no difference to your wellbeing unless you use them. Becoming your best possible self comes from doing more difficult things which challenge your current very best. Making the choice to stretch your very best to new levels, will mean you will make mistakes, which you may not like. You can then use your strengths to push through these challenging situations to learn new things to fix your mistakes. The Strengths Boosters, which you do every second week, give you opportunities to use your strengths in different ways to build your wellbeing.

WHY WELLBEING FITNESS CHALLENGES?

Tell Me More

Others Matter

Brain Stretch

Hidden People

Bright And Light

Interested Listening – when listening to others, before I speak I will ask them to tell me more about what they are talking about at least three times.

Acts of Kindness – looking for at least two opportunities to give of myself to make others’ lives better and recognizing when others do kind things for me by thanking them.

Improving Thinking – improving the way I am thinking by intentionally using Habits of Mind and a variety of thinking tools in my learning to grow my brain’s abilities.

Invisible Champions – making a list of people who selflessly give of themselves to support me to have a good life and then thanking them one by one.

Being Happy – looking for at least two opportunities to lighten up, smile, laugh, have fun to experience positive emotions and feel good brain chemicals.

Thank You Feel Good Menu

Self-Image

Aimless Writing

Emotions Spotting

What Went Well

Discovery Learning

Delicious Feelings – making a list of my ten best of best feel good activities and choosing to do one every day to thrive and flourish.

Positive Messages – creating a list of 10 self-affirming messages on how I want to be and spend 30 seconds thinking about each one every morning.

Opening Floodgates – writing anything that comes into my head for 10 minutes every morning.

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.

Being Grateful – looking for three good things that happened that I am grateful for, why they happened and putting them on a gratitude board on my bedroom wall.

Being Curious – mindfully focusing my attention and energies on discovering one new thing about me, my friends, my family, my school or my community.

Gratitude Letter

Photo 7

Looking Forward

Values Living

Life's Treasure

Even Better

Being Thankful – writing a letter thanking someone from my heart who really helped me and give it to them.

Gratitude Pics – every day taking a photo on my device of something I am grateful for to create a gratitude album this week.

Positively Focused – starting each day by thinking of and journaling the three things I am looking forward to most.

Standing Tall – choosing three Positive Personal Descriptors to live by and showing them in my thinking, words and body language.

Appreciation and Love – writing down a list of the people and things that I treasure in my life and reading it every morning and every night.

Positive Stretching – when reflecting on good things that happened, I will stretch my thinking to describe how they could have been even better.

Matter Videos

Music Magic

Adventure Eat

Forgiveness Letter

Courage Journal

Step It Up

Sharing Happiness – daily make a one or two minute video of something that matters to me and show them to my family and friends.

Creating Concerts – 4 times daily, spending 5 minutes listening to my favorite music as if I were there at a concert to give me an energy boost.

Variety Tasting – leaving my comfort zone and doing my body a favor by having a junk food free week and trying new tastes, fruits and vegetables; I might be surprised.

Saying Sorry – writing a letter to someone I have upset saying sorry and asking what I can do to make it right for them and giving it to them.

Brave Acts – every day writing down two things I did that I believe were courageous and why I think so.

Moving Myself – building up to meeting the daily 10,000 step challenge and journal the number of steps I take each day.

“Being deeply loved gives you strength; loving deeply gives you courage.” Lao Tzu

» Every second week a Wellbeing Fitness Challenge is nominated for you to share with students. » Their purpose is to develop students’ self-regulation, selfawareness, empathy for others and use their strengths. » Doing these together as a class with a Wellbeing Fitness Challenge board for students to write on and post what they are doing, is a fun way to build social connectedness. (great for staff to do also).

“What wisdom can you find that is greater than kindness?” Jean-Jacques Rousseau

PAGE 10 – becoming their best possible selves

MEANING AND PURPOSE are you becoming your best possible self? – adding to my Meaning and Purpose by “doing” to become my best possible self.

One of the greatest growth orientated mindsets is believing in the Power of Yet. You may not have become your best possible self YET, but by lifting your efforts every day to do wellbeing building activities, you can become that person. Describe how you do this now..

Describe your best possible self that you want to become. Read this often.

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TIP: look at Positive Personal Descriptors to select five that you want to show for your best possible self. Then look at Feelings and Emotions and pick five positive ones that you want to experience regularly.

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Write yourself a short letter on what you want to achieve and become in 2019.

Which of your top strengths will you need to use most and why?

» Aim to complete one of the sections about every two weeks.

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TIP: every three weeks write down an action you will do for each of your top strengths. Then when you spot yourself doing them, write it down in this journal.

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» This is a roadmap for both you and students to follow to build their and your own wellbeing.

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The weekly Wellbeing Fitness Challenges and Strengths Boosters are great opportunities to use your strengths to feel good about yourself. Which Wellbeing Fitness Challenges and Strengths Boosters do you enjoy doing most?

TIP: read this often to remind you of why you get out of bed every day; your goals.

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............................................................................ Describe the qualities and strengths you like in yourself, your friends and in other people.

............................................................................ TIP: In this journal write down what you did to meet the challenges and boosters and how good you felt.

Describe an achievement that you are very proud of, the strengths you used and the positive emotions you felt. ............................................................................ ............................................................................ ............................................................................ TIP: Read this often to relive the uplifting feelings you experienced. Acknowledgement: Sonja Lyubomirsky

“Life isn’t about finding yourself. Life is about creating yourself.” George Bernard Shaw

PAGE 11 – wellbeing bank builders

POSITIVE ENGAGEMENT wellbeing bank builders are? – boosting my Meaning and Purpose by mindfully enjoying these positive thoughts and activities every day.

By making the effort to do one or more of the activities daily will build your Wellbeing Bank, which you can draw on to overcome challenges, setbacks and obstacles. You will feel uplifting positive emotions doing these activities which will help you to become your best possible self. Taking in and appreciating what you see, hear and feel; enjoying the wonder of your world. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... ..........................................................................................................................................................................

» Encourage students to do at least one of the Wellbeing Bank Builders every day. » Doing any of these self-generates positive emotions to build their wellbeing.

Showing others matter to you; listening with all of your senses and asking others to tell you more. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Exercising for an hour to build your mental and physical fitness and reflect on how you use your strengths. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Living by giving; doing simple acts of kindness and saying warm words to build others' and your wellbeing. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Learning and trying new things to build your brain’s abilities; leaving your comfort zone by having growth mindsets. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Writing down three good things that happened; why did they happen and how you can make them happen again. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Praising positive efforts; recognising and celebrating with others when they have accomplished what they set out to do. Actions: What are two things I will start doing? ................................................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Acknowledgement: Barbara Fredrickson

“Everyday is a wonderful opportunity to love, to learn, to care and to celebrate the joy of life.” Saying

POSITIVE ENGAGEMENT HOW WERE YOUR EFFORTS LAST Quarter/YEAR? – increasing my Positive Engagement by raising my self-awareness of

my progress in building each of the elements of wellbeing.

Becoming your best possible self comes from regularly reflecting on whether what you are doing is growing each of the elements in yourself. Doing this and acting on your reflections will see your state of wellbeing continue to build so that you can thrive and flourish. Use the following to reflect on the questions below: A – always, B – usually, C – sometimes, D – not yet

Focus on ABC: Actions – good things that you want to happen; Beliefs – your positive thoughts supported by your strengths; Consequences – two positive things you will start doing to make them a reality. Set something special you wish to achieve for each element of wellbeing, for example, “I will exercise every morning to grow my Exercise and Vitality” or “I will use a different thinking tool every week to add to my Skills and Achievement.”

Then set a target rating you will strive for next quarter.

Last Year

Quarter Quarter Quarter Quarter Target 1 2 3 4 Rating

Last Year

Quarter Quarter Quarter Quarter Target 1 2 3 4 Rating

STRENGTHS and EMOTIONS – being in charge of my feelings through my strengths.

skills and achievement – building my capabilities to achieve what I set out to do.

What went well that I am grateful for and how can I make them happen again for this element of wellbeing?

What strengths did I use and what positive emotions did I feel?

Wrote down a list of things I treasure and read it every morning?

Ignored peer pressure to ask questions in class to better understand?

Chose one of my top character strengths every day to role model and live by? Welcomed the experience of feeling my full range of human emotions? Accepted that my life is full of possibilities and choices?

What strengths did I use and what positive emotions did I feel? Focused on what is happening, not on what might happen, to ignore distractions? Every morning, thought of the three things I am looking forward to most today? Journaled what went well every day to connect with myself and be grateful. Listened with interest, acted with interest and learned with interest?

exercise and vitality – having a healthy body, healthy mind and healthy attitude. What went well that I am grateful for and how can I make them happen again for this element of wellbeing? What strengths did I use and what positive emotions did I feel? Exercised for an hour on most days with either my family or friends? Ate more fresh foods and less takeaway and processed foods to be healthier? Approached what I did with zest and laughed every day? Exercised my mind by reading, suduko and non-electronic activities?

Coped by working on my weaknesses and thrived by working on my strengths?

Turned off my phone for 10 minutes every day to enjoy my own company?

What is something special I want to achieve for this element of wellbeing and who can help me?

RELATIONSHIPS and OPTIMISM – believing I and others matter to have a positive future.

meaning and purpose – having a passion for something larger than yourself to strive for.

What went well that I am grateful for and how can I make them happen again for this element of wellbeing?

What strengths did I use and what positive emotions did I feel?

Showed others matter by listening enthusiastically and asking them to tell me more? Celebrated others' good efforts when they achieved what they set out to do? Looked for other peer groups to join as well as my normal ones? Showed I love my family and value my friends? Lived by giving of myself so that others will grow?

What is something special I want to achieve for this element of wellbeing and who can help me? “To live is the rarest thing in the world. Most people exist, that is all.” Oscar Wilde

» On the website, www.learningcurve.com.au there is a Student Self-Assessment Wellbeing Measuring Tool and also one for you to assess each student’s wellbeing. Use these two or three times over the school year.

Completed all set learning on time and to the best of my ability? Prepared to make mistakes and then fix them to grow academically?

What is something special I want to achieve for this element of wellbeing and who can help me?

POSITIVE ENGAGEMENT – connecting with myself and the present moment.

» Ask students at the end of each term to revisit these pages to see how their wellbeing has grown.

Regularly revisited and reviewed my class notes? Thought more intelligently using Thinking Tools and Habits of Mind?

Was assertive when I needed to be?

What is something special I want to achieve for this element of wellbeing and who can help me?

What went well that I am grateful for and how can I make them happen again for this element of wellbeing?

PAGES 12 & 13 – stocktake of the elements of wellbeing

Looking for something meaningful in everything I did? Every day, did what I knew was right and ethical thing to do? Did good for others to feel good myself? Focused on something bigger than myself to make a positive difference? Looked for benefits and what is good in what I experienced?

What is something special I want to achieve for this element of wellbeing and who can help me?

“Every action has its pleasure and its price.” Socrates

body pages OF the JOURNAL

Each week the intentions of the Wellbeing Builder will be explained and questions are provided to discuss with students. Ask students to think about the question within the builder either individually, with a partner, or as a class and then answer it. Asking students to come up with two things they will start doing in Actions will bring the Wellbeing Builder alive, and cultivate growth mindsets in them to grow further for the topic. STRENGTHS AND EMOTIONS

THREE FOR ME

Wellbeing Bank: to develop my Strengths and Emotions by being aware of my feelings. When you experience something which may be disturbing, your eyes send a message to your amygdala, which is the part of your brain which naturally creates your AMYGDALA feelings and how strong they are. Your brain’s response to the message may be either fight, flight or freeze. Fight is to stand up to a perceived threat. Flight is to not deal with or ignore it. Freeze is to be overcome and overwhelmed. Your amygdala is well developed and is often called the primitive brain. The good decisionmaking part of your brain, the prefrontal cortex, also receives the message, but doesn’t process it as quickly. Which means that your fight, flight or freeze feelings can control your thoughts, words and actions. Your prefrontal cortex is still developing, so give it time to make good choices. When you feel fight, flight or freeze, STOP and breathe deeply for a minute before you speak or act. Describe how you currently control your feelings. ............................................................................... ............................................................................... > Website: Thinking Trap, Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to be aware of my feelings and fight, flight or freeze?

1. 2.

PAGE 14 – FIGHT, FLIGHT OR FREEZE

What are three good things I’ve achieved in my life?

FIGHT, FLIGHT OR FREEZE

RESILIENCE BUILDER Since the beginning of time, when we humans have looked at something, our main focus has been to look for what is wrong with it. From now on, let’s start looking for what’s right with things.

STRENGTHS BOOSTER STRENGTHS SPOTTING Journal any times I see myself or others using this week’s strength and the actions I or they take.

CHARACTER STRENGTH Describe a time you showed SELF-REGULATION and how you felt using it. Who is someone you know who shows SELF-REGULATION well and what do they do to show it?

THINKING TRAP

The intention this week is to develop students’ Strengths and Emotions element of wellbeing by them learning how their emotions are created and controlled by different parts of their brains, leading to fight, flight or freeze responses. Explain that understanding this enables students to self-regulate their emotions. Question 1: which part of your brain creates emotions and which part controls them? Question 2: what does each of fight, flight or freeze mean? Question 3: google, “selfregulating emotions”.

Acknowledgement: Canon & Cherry

NO EVIDENCE, THEN TRUE? Because there is no evidence or points against something, then it must be true. e.g. I’ll eat more ice-cream because no-one has proved it’s not good for me.

POSITIVE ENGAGEMENT

THREE FOR ME

Wellbeing Bank: to build my Positive Engagement by practising to grow strong brain pathways. After every experience you have your brain rewires itself to create new or strengthen existing brain pathways. This is called neuroplasticity and continues throughout your life. In your brain there are millions of nerve cells called neurons, which process and send electrical messages from neuron to neuron around your body to create your every thought, word and action. Your brain loves looking for patterns and the more you do something, the faster the messages travel and the more automatic they become which is how you create your habits. Deliberately practising any activity and gradually increasing its level of difficulty, will create strong brain pathways in that area. Describe how you currently practise to build stronger brain pathways.

RESILIENCE BUILDER Discovering your top character strengths and then using them in your every thought, word and action will see you live a really positive life with a healthy sense of wellbeing. Go to website www.viacharacter.org to complete the Youth Survey to identify your own top strengths.

............................................................................. ............................................................................. To develop positive habits, make them easy to do. To avoid negative habits, make them difficult to do. > Website: Wellbeing Builder Reflection.

ACTIONS

WELLBEING FITNESS CHALLENGE THINKING OF OTHERS Positive Vibes – every day sending someone a text praising or thanking them or asking how they are.

What are two things I will start doing to grow my brains abilities?

1. 2.

PAGE 16 – THE CHANGING BRAIN

What are three things that are going well?

THE CHANGING BRAIN

CHARACTER STRENGTH

The intention this week is to build students’ Positive Engagement element of wellbeing by them learning how message carrying pathways are created in their brains. Explain how neuroplasticity enables their brain to be continually changing with new things they experience. Question 1: how are brain pathways created and messages carried by them? Question 2: what can you regularly do to build stronger and faster brain pathways? Question 3: google, “neuroplasticity”.

Describe a time you showed CREATIVITY and how you felt using it. Who is someone you know who shows CREATIVITY well and what do they do to show it?

Acknowledgement: Dweck, James & Konorski

THREE FOR ME

PAGE 18 – FAMILY, FRIENDS AND GRATITUDE

THINKING TRAP IS IT DESERVED? Because a person needs a boost, then something is given to them. e.g. John is struggling at home, so we’ll give him an award at school to brighten up his life.

relationships and optimism

What are three things I’m not afraid to do any more?

FAMILY, FRIENDS AND GRATITUDE Wellbeing Bank: to grow my Relationships and Optimism by enjoying positive and grateful relationships with my family and friends. Feeling gratitude and joy by enjoying a sense of belonging with family and friends, is the largest contributor to creating your wellbeing. Together you all achieve this by looking for what is good in what you are doing, celebrating happy times and sticking together in tough times, doing good to feel good, combining your strengths to grow and exercising and having fun together. Put them before yourself. Say five positive comments for every negative one. Describe your relationships with your family and friends.

RESILIENCE BUILDER Recent studies have shown that the main concerns reported by young people of your age are (in no particular order) – mental health issues, bullying, family relationships, emotional wellbeing, personal relationships and friendships. With a friend rank them in order of importance for you.

The intention this week is to grow students’ Relationships and Optimism element of wellbeing by them learning how positive and grateful relationships with family and friends builds their wellbeing. Look at the Respectful Relationships section later in this journal to see questions which will assist students to cultivate such relationships.

............................................................................. ............................................................................. When your family asks you to lift your efforts at school, lighten up, they only want to help you. Put your Personal Timetable on the fridge and ask them to help you with your school work. When with friends, be the real you, not some pretend image and value the person you see in the mirror. Acknowledgement: E. Diener & R. Rothenthal

> Website: Wellbeing Builder Reflection.

ACTIONS

STRENGTHS BOOSTER LEARNING STRENGTHS Journal three strengths I could use to accept mistakes and correct them to grow personally and academically.

What are two things I will start doing to feel gratitude and joy with family and friends?

1. 2.

Question 1: why is feeling a sense of belonging and gratitude important for you? Question 2: what are three things you can do together with family and friends? Question 3: google, “sense of belonging”.

CHARACTER STRENGTH

Acknowledgement: Diener & Fredrickson

Describe a time you showed LOVE and how you felt using it. Who is someone you know who shows LOVE well and what do they do to show it?

THINKING TRAP IS IT BASED ON FACT? An idea is accepted because another view suggests it is true without any supporting evidence. e.g. takeaway food is not good for you so sushi is not good for you.

skills and achievement

THREE FOR ME

Wellbeing Bank: to strengthen my Skills and Achievement by choosing to have a growth mindset. Your mindset changes for different activities you are involved in. For some, you strive hard to grow your abilities through effort to learn more difficult things; while for others, you don’t try because you think you don’t have the ability to master them. A difficult task to master, which gives you choice in what you do, is prioritising. It is doing the things that you need to do in a logical order to ensure they get done on time. Describe how you currently prioritize what you need to do.

RESILIENCE BUILDER With two friends describe the types of things that would and wouldn’t happen if there were no classroom expectations, which some people call rules. Brainstorm to come up with at least five main areas you think there needs to be shared class expectations.

............................................................................. ............................................................................. Musts and Options on the website enable you to organize what you need to do: • Musts: are things you have no choice in • Options: are things that you have a choice in. > Website: Musts and Options Thinking Tool, Wellbeing Builder Reflection.

ACTIONS

WELLBEING FITNESS CHALLENGE TELL ME MORE Interested Listening – when listening to others, before I speak I will ask them to tell me more about what they are talking about at least three times.

What are two things I will start doing to learn how to prioritize well to have choice?

1. 2.

THINKING TRAP WHO SAID IT? Decisions are made not on the points for or against, but because of who says it. e.g. the gym coach said that low intensity training is good for runners so we all should do it.

PAGE 20 – MINDSET AND CHOICE

What are three things that are special for me?

MINDSET AND CHOICE

CHARACTER STRENGTH Describe a time you showed PRUDENCE and how you felt using it. Who is someone you know who shows PRUDENCE well and what do they do to show it?

The intention this week is to strengthen students’ Skills and Achievement element of wellbeing by them learning how to organize themselves to do what they need to do. Introduce the concepts of musts and options in their lives to assist their prioritizing abilities. Question 1: what are three musts in your life, and do you believe you have the ability to do them? Question 2: what are three options in your life which distract you from doing your musts. Question 3: google, “prioritizing”. Acknowledgement: Schwartz & Boniwell

exercise and vitality

PAGE 22 – DEEP BREATHING AND GRATITUDE WEEK

THREE FOR ME What are three ways I could help other people?

DEEP BREATHING Wellbeing Bank: to improve my Exercise and Vitality by regularly practising deep breathing to relax. When you feel anxious or tense, use deep breathing to calm yourself. It grows your self-awareness of your feelings. Describe how you currently calm yourself. .............................................................................

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.

Square Breathing is a type of deep breathing which increases your oxygen intake and blood flow to your brain to clear your mind. To breathe this way, follow these steps, by slowly counting to five and then repeating the four steps for ten minutes: 1. inhale and exhale through your nose only 2. purse your lips as if to whistle and inhale through your mouth and exhale with your lips relaxed through your mouth 3. inhale through your nose and exhale through your mouth 4. purse your lips inhale through your mouth and exhale through your nose. You can use it anywhere and nobody knows you are breathing deeply. > Website: Self-Calming Strategies Activity Sheet, Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to regularly practise deep breathing to calm myself?

1. 2.

STRENGTHS BOOSTER ACTIVITY ONE STRENGTHS Journal five activities I really enjoy doing and the two main strengths I use when doing each of them.

The intention this week is to improve students’ Exercise and Vitality element of wellbeing by them learning how to regularly practice deep breathing to self-calm themselves. Explain that square breathing is an effective coping strategy. Discuss how Gratitude week is a wonderful opportunity to be grateful for little things. Question 1: what are the four parts of square breathing? Question 2: what are five things that you should be grateful for which you sometimes you take for granted? Question 3: google, “gratitude”.

CHARACTER STRENGTH

Acknowledgement: Kabat-Zinn & Borchard

Describe a time you showed GRATITUDE and how you felt using it. Who is someone you know who shows GRATITUDE well and what do they do to show it?

THINKING TRAP FORTUNE TELLING. The future is suggested even though there is no evidence for or against it. e.g. this team looks ok so I think that they will win the premiership.

meaning and purpose

PAGE 24 – VALUING AND ORGANIZING TIME

THREE FOR ME What are three things I’m grateful for?

VALUING AND ORGANIZING TIME Wellbeing Bank: to add to my Meaning and Purpose by having a growth mindset to value and organize my time on a timetable. Positive students value their time and see organising it as the way to achieve their set goals and to do this they create a personal timetable. They use their time to learn and try new things to grow their personal and learning abilities, they have a purpose which motivates their efforts. Describe how you currently organize your time. ............................................................................. ............................................................................. Write in your musts and options on a blank timetable. Fill in the suggested number of home learning sessions. Finish each session with a five minute review of what you did and also set 10 minute weekly revision time slots for each of your subjects. Put in when you will exercise for an hour. Stick a copy of it on the fridge to include your parents. > Website: Wellbeing Builder Reflection sheet.

RESILIENCE BUILDER Being in charge of the intensity of your emotions enables you to control how you react to differing situations. From the List of Feelings and Emotions (page 127) pick three low intensity, three mid intensity and finally three high intensity emotions. With a friend role play the body language you would show at each stage.

WELLBEING FITNESS CHALLENGE

ACTIONS

OTHERS MATTER Acts of Kindness – Looking for at least two opportunities to give of myself to make others’ lives better and recognizing when others do kind things for me by thanking them.

Thank You

What are two things I will start doing to value and organize my time on a timetable?

1. 2.

The intention this week is to add to students’ Meaning and Purpose element of wellbeing by them learning how to value and organize their time on a timetable. Explain that irrespective of their beliefs, the reality is that they need a timetable to get done what they need to and will enable other habits to be created. Question 1: what benefits do you see in having a personal timetable to help you organize your time? Question 2: why is a 10 minute weekly learning review in each subject important? Question 3: google, “timetables”.

CHARACTER STRENGTH

Acknowledgement: Wade & Turla

Describe a time you showed JUDGEMENT and how you felt using it. Who is someone you know who shows JUDGEMENT well and what do they do to show it?

THINKING TRAP DID I SAY THAT? A question is asked in such a way that no matter the answer, it can’t be answered properly. e.g. how can our society move forward with or without a plan?

STRENGTHS AND EMOTIONS

THREE FOR ME

Wellbeing Bank: to build my Strengths and Emotions by accepting and believing in myself. We are all one of a kind and special in our own way and if we want to be like others, who will be like us. We have things we like and dislike about ourselves and to thrive and flourish we need to accept that is who we are. Self-acceptance is the first step to developing self-belief. You value your self-worth as a person who matters and believe you can grow through effort. You also understand that it’s natural to experience the full range of feelings from being angry, sad or anxious to calm, happy or relaxed. Describe how you currently accept and believe in yourself.

PAGE 26 – SELF-ACCEPTANCE AND SELF-BELIEF

Who are three people I would like to meet?

SELF-ACCEPTANCE & SELF-BELIEF

RESILIENCE BUILDER Just like building your muscles by working out, you can build your strengths by using them more often. On the Character Strengths Wheel on page 5 fill in your top five strengths, which are called your signature strengths. Look at your wheel often to keep your strengths circulating in your head.

The intention this week is to build students’ Strengths and Emotions element of wellbeing by them learning how to accept who they individually are, to believe in themselves. Discuss how the images they post about themselves on social media may be far removed from their reality.

............................................................................. ............................................................................. See a trusted adult if you notice yourself looking for negatives and not trying new things, blaming others for what you do and feeling that your best isn’t good enough. > See Becoming Your Best Possible Self on page 10. > Website: Wellbeing Builder Reflection.

ACTIONS

STRENGTHS BOOSTER STRENGTHS THINKING Every day for two of my strengths, I will choose the best Habits of Mind ways to think when using them.

What are two things I will start doing to boost my self-acceptance and self-belief?

1. 2.

Question 1: how can doing Three for Me build your self-acceptance and self-belief? Question 2: what are the benefits of accepting your full range of emotions as normal? Question 3: google, “self-acceptance”.

CHARACTER STRENGTH

Acknowledgement: Bandura & Rotter

Describe a time you showed ZEST and how you felt using it. Who is someone you know who shows ZEST well and what do they do to show it?

THINKING TRAP EVERYONE THINKS THIS? Because there is popular support for an idea, despite a lack of evidence to support it, it is accepted anyway. e.g. 4 cylinder cars are the best cars because most people drive them.

POSITIVE ENGAGEMENT

THREE FOR ME

Wellbeing Bank: to increase my Positive Engagement by creating home learning patterns for my brain. Your brain thrives on looking for patterns and regularly using a home learning area will create patterns for it, making getting started much easier. Describe where you currently do your home learning. ............................................................................. ............................................................................. Discuss with your parents setting up an area with as many of the following conditions as possible: • low lighting; bright lighting stresses your eyes • comfortable seating, warm and well-ventilated • quiet and away from TV • neat and tidy • colourful posters of your goals; colours stimulate your brain. In your learning area wear warm loose fitting clothes and socks, sip water, move your arms and legs to maintain blood flow and don’t listen to heavy beat music ... your brain tunes into the beats. Don’t study on your bed! Your brain relates bed to sleep – not learning – and it will disturb your sleeping patterns. > Website: Wellbeing Builder Reflection.

ACTIONS

RESILIENCE BUILDER With two friends, for each of the following come up with two things your class can do to – show respect for different opinions, encourage others to join in, build trust in each other, work with different groups.

WELLBEING FITNESS CHALLENGE FEEL GOOD MENU Delicious Feelings – making a list of my ten best of best feel good activities and choosing to do one every day to thrive and flourish.

What are two things I will start doing to create and use a home learning area?

1. 2.

PAGE 28 – HOME BRAIN PATTERNING

What are three responsibilities I’ve taken that I’m proud of?

HOME BRAIN PATTERNING

CHARACTER STRENGTH Describe a time you showed PERSEVERANCE and how you felt using it. Who is someone you know who shows PERSEVERANCE well and what do they do to show it?

The intention this week is to increase students’ Positive Engagement element of wellbeing by them learning how their brains and learning will benefit by creating a home learning area. Explain that when their brains see regular patterns such as a timetable, they create habits, which will assist their academic growth. Question 1: why will having a particular area to learn at home help you to get started? Question 2: what are five things to do to make this area welcoming to learn in? Question 3: google, “creating habits”. Acknowledgement: Duhigg & Walsh

THINKING TRAP MINIMISING THE POSITIVES. Is not appreciating the achievements of others and valuing them as ordinary. e.g. what’s so special about that, it’s what everyone does.

relationships and optimism

THREE FOR ME

Wellbeing Bank: to develop my Relationships and Optimism by enthusiastically listening and responding to others. Active Constructive Responding (ACR) is listening enthusiastically, using eye contact and welcoming body language when someone shares their good news with you. They know you are interested and feel that you think they matter. They have an opportunity to relive their positive emotions while telling you their story and when you ask them to tell you more, this creates further positive feelings. ACR is the best way to build relationships. Describe how you currently listen to others.

RESILIENCE BUILDER With two friends describe three situations which would trigger each of the following emotions in you and the body language you would show – disappointed, excited, powerless, confused, determined.

............................................................................. ............................................................................. When positives outweigh the negatives in conversations more than the ratio 5 to 1, relationships thrive and flourish. Avoid listening and responding in the following ways, because they can damage relationships: • passive constructive: listening without any energy or enthusiasm • passive destructive: showing little interest in their story • active destructive: dismissing their story and changing the subject. Acknowledgement: Shelly Gable

> Website: ACR activity sheet, Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to practise using ACR when I’m listening to others?

1. 2.

PAGE 30 – ACTIVE CONSTRUCTIVE RESPONDING

What are three things I would like to change?

ACTIVE CONSTRUCTIVE RESPONDING

STRENGTHS BOOSTER MEDIA SEARCH Every day I will select one of my strengths to look for people using those strengths on the news, in newspaper and in magazine stories.

The intention this week is to develop students’ Relationships and Optimism element of wellbeing by them learning how to listen and respond to others to build respectful relationships. Discuss how people know when they feel others think they matter. Question 1: how do you feel when others listen to you with interested body language and don’t interrupt? Question 2: what is your body language when you are listening actively and in an interested way to others? Question 3: google, “Active Constructive Responding”.

CHARACTER STRENGTH

Acknowledgement: Gable & Lambert

Describe a time you showed KINDNESS and how you felt using it. Who is someone you know who shows KINDNESS well and what do they do to show it?

THINKING TRAP TRUE ALL TOGETHER? A number of things or people have similar qualities, so it is assumed they will be good together. e.g. they are a talented group of players, so their team will be fantastic.

skills and achievement

THREE FOR ME

Wellbeing Bank: to build my Skills and Achievement by improving my note taking in class. Your brain has two sides, left and right. Left listens to what’s taught; right looks for what you already know about it. Describe how you currently take notes in class. ............................................................................. ............................................................................. Smarter note taking uses both sides to build strong brain pathways. Break up your page like below and follow the process. Use the 80/20 principle ... 80% listening, 20% note taking. Think, then write. Questions: How does Record: record what’s it connect to what taught in your own you already know? words; use short During class record any phrases, not sentences. questions you have. Recite: after class, not Reflect: after class think looking at your notes, about how you can attempt to answer your apply your notes to questions. new situations. Review: at home summarize your notes for five minutes in each subject. Spend ten minutes weekly revisiting them. Acknowledgement: Walter Pauk

> Website: Wellbeing Builder Reflection.

ACTIONS

RESILIENCE BUILDER You have been applying for part-time jobs for the last three months with no luck and are starting to feel sorry for yourself. Then two employers contact you on the same day each offering you a job. What do you do?

WELLBEING FITNESS CHALLENGE SELF-IMAGE Positive Messages – creating a list of 10 selfaffirming messages on how I want to be and spend 30 seconds thinking about each one every morning.

What are two things I will start doing to improve the way I take notes in class?

1. 2.

PAGE 34 – SMARTER NOTE TAKING

What are three things I should forgive myself for?

SMARTER NOTE TAKING

The intention this week is to build students’ Skills and Achievement element of wellbeing by them learning how to use their whole brains to take in what they are taught. Explain that high value note taking involves active listening, connecting to what they already know, creating questions and writing or drawing their thoughts. Question 1: why is each of the parts on the page important for your learning? Question 2: how can you practice listening 8% and writing/drawing 20%? Question 3: google, “Cornell note taking”.

CHARACTER STRENGTH

Acknowledgement: Pauk & Wade

Describe a time you showed CURIOSITY and how you felt using it. Who is someone you know who shows CURIOSITY well and what do they do to show it?

THINKING TRAP BENDING REASONS? Someone does something for a worthy reason and others think he wanted to make a gain out of it. e.g. he mowed his next door neighbour’s lawn, he must want money from him.

exercise and vitality

THREE FOR ME

Wellbeing Bank: to develop my Exercise and Vitality by exercising for at least an hour every day. You have a simple choice to make as to whether you enjoy a healthy state of physical wellbeing and growth or not. Making time to exercise for an hour every day, helps you avoid illness, diabetes or obesity. Adopting a growth mindset towards making active exercise and leisure a priority will keep your mind and body in good shape. Plan how you will exercise, when you will do it, who with and write them on your personal timetable. Describe how you currently exercise.

RESILIENCE BUILDER Feeling empathy for others’ needs and feelings is a special quality to develop in your character. What emotions would a classmate feel and what would be their needs and feelings be if they told you that their assignment wasn’t up to standard and they have to repeat it.

............................................................................. ............................................................................. There are many exciting and varied ways for you to have a pulse lifting physical workout, which will release feel good brain chemicals, called endorphins, into your bloodstream. Exercising with friends and family builds relationships and enables all of you to experience positive emotions, which will relieve tension and anxiety. Acknowledgement: Healthline

> Website: Wellbeing Builder Reflection.

STRENGTHS BOOSTER FAMILY STRENGTHS I will ask my family to do the VIA strengths survey, put their strengths wheels on the fridge and talk about how each of us use our strengths.

ACTIONS

What are two things I will start doing to adopt a growth mindset to make daily exercise a priority?

1. 2.

PAGE 36 – THRIVING THROUGH EXERCISE

What are three things I’ve not finished I need to complete?

THRIVING THROUGH EXERCISE

CHARACTER STRENGTH Describe a time you showed HOPE and how you felt using it. Who is someone you know who shows HOPE well and what do they do to show it?

The intention this week is to develop students’ Exercise and Vitality element of wellbeing by them learning how exercising for an hour daily will improve their physical and mental health. Explain how exercise will also provide them with endorphin hits to get them going. Question 1: what type of emotions do you feel from endorphins when exercising actively? Question 2: what can you do each day for the next week to exercise actively for an hour? Question 3: google, “endorphins”. Acknowledgement: McQuaid & Kern

THINKING TRAP WHAT IF’S. Is when someone continually focuses on the ‘what ifs’ that can happen rather than what is actually happening. e.g. what will happen if I forget my lines?

meaning and purpose

THREE FOR ME

Wellbeing Bank: to grow my Meaning and Purpose by regularly having conversations in person with others. Recent studies have shown that nearly 60% of your age group, would rather text friends who are close by, than speak to them in person. The personal touch of empathy, feeling emotions, eye contact and reading body language messages are lost. Describe how you currently communicate with friends who are nearby. .............................................................................

RESILIENCE BUILDER Your friends are selected to speak at a school assembly about an excursion your class went on. They are really nervous and anxious about being selected. What do you think their needs and feelings are about the situation and why?

............................................................................. Face-to-face conversations are great ways for you to show that you value other people and to celebrate together. They are also effective ways for you to combine your strengths with others’ strengths and when listening be curious by asking, tell me more. Remember mirror neurons copy the expressions of others. Use CARE: C – Communication: be open and honest A – Achieve: aim for win-win conversations R – Respect: believe and show others matter E – Expect: give more of yourself to learn. > Website: Wellbeing Builder Reflection.

ACTIONS

WELLBEING FITNESS CHALLENGE AIMLESS WRITING Opening Floodgates – writing anything that comes into my head for 10 minutes every morning.

What are two things I will start doing to have more face-to-face conversations?

1. 2.

THINKING TRAP FOCUSING ON NEGATIVES. Is when someone only focuses on the negatives and what can go wrong. e.g. everything always goes wrong for me and there is nothing I can do about it.

PAGE 38 – FACE-TO-FACE CONVERSATIONS

What are three things I do to be generous for others?

FACE-TO-FACE CONVERSATIONS

CHARACTER STRENGTH Describe a time you showed SOCIALINTELLIGENCE and how you felt using it. Who is someone you know who shows SOCIALINTELLIGENCE well and what do they do to show it?

The intention this week is to grow students’ Meaning and Purpose element of wellbeing by them learning how in person conversations with others release feel good brain chemicals to build their and others’ wellbeing. Explain that as human beings we love to be with others to feel safe and secure. Question 1: what things are better about in person conversations than texting? Question 2: what can you do to look up from your phone to speak to 10 people every day? Question 3: google, “oxytocin”. Acknowledgement: Diener & Biswas-Diener

STRENGTHS AND EMOTIONS

THREE FOR ME

Wellbeing Bank: to develop my Strengths and Emotions by building the skills of resilience in myself. There will be times in everyone’s lives when they find themselves in difficult situations which require them to be resilient. Most people describe resilience as being able to bounce back from setbacks when things don’t go their way and to overcome challenges. Describe what you currently do when this happens. ............................................................................. ............................................................................. There are a set of seven skills that you need to build into yourself which will enable you to bounce back. Following below are these skills and how to develop them in yourself: • Optimism and hope for the future – develop through goal setting and growth mindsets • Regulating emotions – develop through wellbeing fitness challenges • Impulse control – develop through mindfulness activities and strengths boosters • Flexibility of thinking – develop through Habits of Mind and thinking tools • Empathy – develop through kind actions • Self-belief – develop through actioning character strengths • Building social-connectedness – develop through active constructive responding. Acknowledgement: Karen Reivich and Andrew Shatte

> Website: Wellbeing Builder Reflection.

ACTIONS

RESILIENCE BUILDER With two friends describe and role model the body language someone would show for each of the following emotions – frustrated, surprised, guilty, thrilled, proud, amazed.

STRENGTHS BOOSTER SELF-ACCEPTANCE STRENGTHS I will select a strength every day that I want to build to become my best possible self and why I chose it.

What are two things I will start doing to develop the skills of resilience in myself?

1. 2.

PAGE 40 – SKILLS OF RESILIENCE

What are three ways I would like other people to think of me?

SKILLS OF RESILIENCE

The intention this week is to develop students’ Strengths and Emotions element of wellbeing by them learning how to develop the skills which enable them to be resilient to bounce back. Explain that no one is born with resilience, they build it through doing boring and more difficult things. Question 1: what are five boring and more difficult things could you start doing? Question 2: which of the resilience skills do you need to work on more? Question 3: google, “resilience”.

CHARACTER STRENGTH

Acknowledgement: Rievich & Shatte

Describe a time you showed LEADERSHIP and how you felt using it. Who is someone you know who shows LEADERSHIP well and what do they do to show it?

THINKING TRAP IS IT BOTH WAYS? Despite points for or against either way for two ideas, because one is believed to be true, then the other one must be true and vice-versa. e.g. wearing bright colours makes people feel good, therefore to feel good wear bright colours.

POSITIVE ENGAGEMENT

THREE FOR ME

Wellbeing Bank: to boost my Positive Engagement by having a growth mindset to focus on my efforts. Growth mindsets are understanding that by lifting your efforts to learn new more difficult approaches, you can grow your brain’s abilities to overcome challenges. The key strength to having a growth mindset is putting in private efforts that others don’t see. Too many people focus on the end public achievement, never learning about the choices and efforts to reach it. Personal and academic growth are a result of what you do behind the scenes. Describe a time you have shown a growth mindset.

RESILIENCE BUILDER With a friend, each of you describe a disagreement you have had with another person. Then together look at the situation from the other person’s position to gain an understanding of why they may have felt and thought that way.

............................................................................. ............................................................................. Unfortunately, some students prefer to give up and not try, rather than show that they can’t do something. Private efforts could include: • every two weeks set achievable self-expectations such as “I will revise my subjects for 5 minutes every night,” and then in two weeks, “I will revise my subjects for 15 minutes every weekend.” Acknowledgement: Carol Dweck

> Website: Growth Mindsets, Wellbeing Builder Reflection.

ACTIONS

WELLBEING FITNESS CHALLENGE GRATITUDE LETTER Being Thankful – writing a letter thanking someone from my heart who really helped me and give it to them.

What are two things I will start doing to use growth mindsets to lift my private efforts?

1. 2.

PAGE 42 – GROWTH MINDSETS

Who are three friends who are always there for me?

GROWTH MINDSETS

The intention this week is to boost students’ Positive Engagement element of wellbeing by them learning how a growth mindset enables them to lift their efforts to increase their brains’ abilities. Explain that to value deliberate effort, which is private, grows their wellbeing more than public achievement. Question 1: what more difficult things do you try to do to grow your brain’s abilities? Question 2: what is a self-expectation you can set for yourself to meet for the next two weeks? Question 3: google, “growth mindset”.

CHARACTER STRENGTH

Acknowledgement: James & Dweck

Describe a time you showed APPRECIATION OF BEAUTY AND EXCELLENCE and how you felt using it. Who is someone you know who shows APPRECIATION OF BEAUTY AND EXCELLENCE well and what do they do to show it?

THINKING TRAP SHOULD HAPPEN. Is when someone focuses on something they believe should happen rather than what is actually happening. e.g. Bill should be in the team even though he is playing poorly.

relationships and optimism

THREE FOR ME

Wellbeing Bank: to build my Relationships and Optimism by developing positive relationships with my teachers. Your relationships with your teachers have been proven to be the greatest predictors of whether you are successful at school. No other factors come close, so it makes sense to enthusiastically learn and connect with them. Describe your relationships with your teachers. ............................................................................. ............................................................................. You learn best with your teachers when you show you are prepared to stretch yourself with effort, tune into their body language for messages and notice voice tones to emphasize points. Show you are in the zone by asking questions to learn more and combine both your and their top strengths. Don’t mistake your teachers’ advice for criticism. They want you to become your best possible self. Ask them their expectations of you. Library teachers are experts at finding accurate information, effective research methods, correct ways to reference and compiling bibliographies. Acknowledgement: John Hattie

> Website: Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to build further positive relationships with my teachers?

1. 2.

PAGE 44 – TEACHERS RELATIONSHIPS

What are three things I’m really looking forward to doing?

TEACHERS RELATIONSHIPS

RESILIENCE BUILDER There are some wonderful outside agencies which offer young people excellent support. With a friend visit three of these agencies websites to learn about what things they can offer you.

STRENGTHS BOOSTER RELATIONSHIP STRENGTHS I will select five strengths I believe people could use to value others and build relationships and why I think so.

The intention this week is to build students’ Relationships and Optimism element of wellbeing by them learning how to developing positive relationships with their teachers. Explain that the quality of these relationships is the greatest predictor of their success at school. Question 1: what is quality of your relationships with each of your teachers? Question 2: what are three little things you can do so that your teachers know you want to learn with them? Question 3: google, “what builds relationships?”

CHARACTER STRENGTH

Acknowledgement: Radel & Rizzolatti

Describe a time you showed TEAMWORK and how you felt using it. Who is someone you know who shows TEAMWORK well and what do they do to show it?

THINKING TRAP FEELINGS THINKING. Is when someone lets their negative emotions hijack their thinking. e.g. I feel really anxious, so I’ll fail this test.

skills and achievement

THREE FOR ME

Wellbeing Bank: to add to my Skills and Achievement by revising and practising to grow my abilities. Doing more of the same level tasks when revising and practising, will only improve your reliability, not develop your abilities. While you may feel uncomfortable, to experience growth in your abilities, you need to revise and practise more difficult tasks. Describe how you currently revise and practise what you learn. ............................................................................. ............................................................................. Focus on stretching the tasks and practising in more intelligent ways using Habits of Mind and thinking tools from the website. It’s about doing better, not doing more. Effective ways to practise include: • before starting, activate both brain sides by using both sides of your body together, e.g. skipping or marching • revising for 5 minutes for each lesson every night and then 10 minutes per subject on the weekend • googling the following revising approaches... Repeating, Routines, Mnemonics, Acronyms, Flash Cards, Group Associations, Graphic Organizers. > Website: Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to revise and practise what I learn more intelligently?

1. 2.

PAGE 46 – REVISING AND PRACTICING

What are three things that could be better?

REVISING AND PRACTISING

RESILIENCE BUILDER When you arrive home from school your parents/caregivers tell you that they want to sit down with you and have an important talk after dinner. What thoughts and feelings would you have?

WELLBEING FITNESS CHALLENGE PHOTO 7 Gratitude Pics – every day taking a photo on my device of something I am grateful for to create a gratitude album this week.

CHARACTER STRENGTH Describe a time you showed LOVE OF LEARNING and how you felt using it. Who is someone you know who shows LOVE OF LEARNING well and what do they do to show it?

The intention this week is to add to students’ Skills and Achievement element of wellbeing by them learning how to revise and practice to grow their abilities. Explain that personal and academic growth comes, not from doing more of the same, but from stretching themselves, making mistakes and learning new things to then correct them. Question 1: do harder things to stretch yourself? Question 2: when you make mistakes, how do you learn how to fix them. Question 3: google, “graphic organizers”. Acknowledgement: Ericsson & Anderson

THINKING TRAP THE WAY IT IS. When someone presents points for an idea and ignores any points against it. e.g. we don’t need 1¢ coins as people just lose them.