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The following activities can be integrated into themes or be used by themselves to bring improvement in targeted competencies. They are not necessarily meant to be used sequentially; rather read through the activities which address the skill you wish to cover, then choose the ones which best suit the needs and interests of your learners.
PERSONAL MANAGEMENT
SELF ESTEEM (PS)
PS1 Understand how one's self esteem affects performance.
ACTIVITY ONE (PS 1)
Objective: Students will understand the concept of self-esteem.
1. Individually, students answer the following questions on a piece of paper: What does self-esteem mean to you? Why is self-esteem important? How do you know when someone has it? How do you know when someone doesn't have it? 2. Students get into pairs and combine their answers on a third piece of paper. 3. The class creates a definition of self-esteem.
1. Individually, students answer the following questions on a piece of paper:
What does self-esteem mean to you? Why is self-esteem important? How do you know when someone has it? How do you know when someone doesn't have it?
What does self-esteem mean to you?
Why is self-esteem important?
How do you know when someone has it?
How do you know when someone doesn't have it?
2. Students get into pairs and combine their answers on a third piece of paper.
3. The class creates a definition of self-esteem.
ACTIVITY TWO (PS 1)
Objective: Students will recognize positive qualities in themselves.
1. Students review their definition of self-esteem. 2. Students divide a piece of paper into three sections. 3. In one section, students write down things that they like about themselves. In the second section, students write down compliments they have received from others. In the third section, students write down phrases that they can say to themselves in order to make themselves feel good. 4. Students share their papers in groups of three to six people. 5. Each group reports back to the whole class similarities and differences which existed among the members.
1. Students review their definition of self-esteem.
2. Students divide a piece of paper into three sections.
3. In one section, students write down things that they like about themselves. In the second section, students write down compliments they have received from others. In the third section, students write down phrases that they can say to themselves in order to make themselves feel good.
4. Students share their papers in groups of three to six people.
5. Each group reports back to the whole class similarities and differences which existed among the members.
ACTIVITY THREE (PS 1)
Objective: Students will assess their self-esteem
1. Individually, students write down three sentences describing what they think people who have a healthy self-esteem act like, look like or talk like. For example: "People who feel good about themselves dress well." or "People who feel good about themselves give their opinion easily." 2. The class joins together and brainstorms a list of at least 20 items. The instructor writes them on the board and students copy them down neatly on paper. They skip a line between items. 3. Students rate themselves on a scale of 1-5 on each item (5 being the highest). 4. Students write one sentence following each item they rated four or five. The purpose of this sentence is to provide an example which proves that the student has high self-esteem in that area.
1. Individually, students write down three sentences describing what they think people who have a healthy self-esteem act like, look like or talk like. For example: "People who feel good about themselves dress well." or "People who feel good about themselves give their opinion easily."
2. The class joins together and brainstorms a list of at least 20 items. The instructor writes them on the board and students copy them down neatly on paper. They skip a line between items.
3. Students rate themselves on a scale of 1-5 on each item (5 being the highest).
4. Students write one sentence following each item they rated four or five. The purpose of this sentence is to provide an example which proves that the student has high self-esteem in that area.
ACTIVITY FOUR (PS 1)
Objective: Students will create affirmations to help them cope when they feel low.
1. In small groups, students share things in their life that make them feel good and things that make them feel bad. 2. The instructor introduces the concept of affirmations. Individually, students create affirmations they can use when they feel low, and write them on a piece of paper. Several students volunteer to write their affirmations on the board. 3. On the count of three, all of the students shout out their affirmations.
1. In small groups, students share things in their life that make them feel good and things that make them feel bad.
2. The instructor introduces the concept of affirmations. Individually, students create affirmations they can use when they feel low, and write them on a piece of paper. Several students volunteer to write their affirmations on the board.
3. On the count of three, all of the students shout out their affirmations.
ACTIVITY FIVE (PS 1)
Objective: Students will practice sticking up for themselves.
1. The instructor asks students if they have ever felt that certain people wanted to pull them back or make them feel bad, and why they think people would want to do that. Students respond. 2. A volunteer student goes to the board. Students call out phrases that were said to either make them or someone else feel bad. They are written on the board. 3. The instructor tells the students to pretend that s/he is a negative person who says things to them like the things that are written on the board. Students discuss various approaches to disagreeing or dealing with negative people. 4. The instructor puts on a mask and stands in front of the class, and begins to recite the negative phrases on the board. Individually, students stand up and respond to one of the phrases on the board as if it were being directed to him/her. For example, on the board "You are so sloppy" is written. The student responds, "I don't like it when you tell me that I am always sloppy. I'm not sloppy; I am carefree. I like myself the way I am. I would rather we didn't talk about my habits anymore. Let's talk about something else." 5. Students share what it felt like for them to stand up for themselves.
1. The instructor asks students if they have ever felt that certain people wanted to pull them back or make them feel bad, and why they think people would want to do that. Students respond.
2. A volunteer student goes to the board. Students call out phrases that were said to either make them or someone else feel bad. They are written on the board.
3. The instructor tells the students to pretend that s/he is a negative person who says things to them like the things that are written on the board. Students discuss various approaches to disagreeing or dealing with negative people.
4. The instructor puts on a mask and stands in front of the class, and begins to recite the negative phrases on the board. Individually, students stand up and respond to one of the phrases on the board as if it were being directed to him/her. For example, on the board "You are so sloppy" is written. The student responds, "I don't like it when you tell me that I am always sloppy. I'm not sloppy; I am carefree. I like myself the way I am. I would rather we didn't talk about my habits anymore. Let's talk about something else."
5. Students share what it felt like for them to stand up for themselves.
ACTIVITY SIX (PS 1)
Objective: Students will develop tools to help themselves when they feel low.
1. Students share what they do to help themselves feel better when they are feeling low. 2. Their ideas/strategies are written on the board. 3. The instructor passes out the "Picturing Success" handout. 4. The class reads through the handout together. 5. Individually, students write down the strategies they would be willing to try out to help themselves feel better when they feel low. (They use the list on the board and the strategies discussed in the handout.) 6. Students share the strategy they would be willing to try out and why they chose that particular strategy.
1. Students share what they do to help themselves feel better when they are feeling low.
2. Their ideas/strategies are written on the board.
3. The instructor passes out the "Picturing Success" handout.
4. The class reads through the handout together.
5. Individually, students write down the strategies they would be willing to try out to help themselves feel better when they feel low. (They use the list on the board and the strategies discussed in the handout.)
6. Students share the strategy they would be willing to try out and why they chose that particular strategy.
ACTIVITY SEVEN (PS 1)
Objective: Students will understand that self-esteem fluctuates.
This activity is done over a one month period of time.
1. Students are given a copy of a monthly calendar and are told to give their self-esteem a rating on a scale of 1-10 (10 being the best) at the same time everyday for a month. 2. After a month students analyze the chart and write down whether their self-esteem tended to follow a specific pattern. Was it better on some days than others? What activities tended to make self-esteem rise? Was there anything that made their self-esteem go down?
1. Students are given a copy of a monthly calendar and are told to give their self-esteem a rating on a scale of 1-10 (10 being the best) at the same time everyday for a month.
2. After a month students analyze the chart and write down whether their self-esteem tended to follow a specific pattern. Was it better on some days than others? What activities tended to make self-esteem rise? Was there anything that made their self-esteem go down?
ACTIVITY EIGHT (PS 1)
Objective: Students will be able to determine how self-esteem affects a person's life.
1. Students are instructed to think about someone they know who has a high self-esteem and someone they know who has a low self-esteem. 2. Individually, students write two short paragraphs, one describing each person. 3. Students get into groups of four to six and discuss the following questions which are written on the board: What characteristics does the person with the high self-esteem have? What kinds of things typically happen in his/her life? What about the person who seems to have a low self-esteem? What is s/he like? What kinds of things typically happen in his/her life? 4. The instructor brings the group together and asks "What role does self-esteem play in people's lives?" A class discussion takes place. 5. Students write a paragraph describing a time when self-esteem has had a big impact in their life.
1. Students are instructed to think about someone they know who has a high self-esteem and someone they know who has a low self-esteem.
2. Individually, students write two short paragraphs, one describing each person.
3. Students get into groups of four to six and discuss the following questions which are written on the board:
What characteristics does the person with the high self-esteem have? What kinds of things typically happen in his/her life? What about the person who seems to have a low self-esteem? What is s/he like? What kinds of things typically happen in his/her life?
What characteristics does the person with the high self-esteem have?
What kinds of things typically happen in his/her life?
What about the person who seems to have a low self-esteem? What is s/he like?
4. The instructor brings the group together and asks "What role does self-esteem play in people's lives?" A class discussion takes place.
5. Students write a paragraph describing a time when self-esteem has had a big impact in their life.
ACTIVITY NINE (PS 1)
Objective: Students will be able to assess another person's self-esteem.
1. Students call out the characteristics of someone who has a good self-esteem and they are written on the board. 2. The instructor passes out "Hank's Story". 3. Individually, the students read the story and answer the questions. 4. Students compare their answers in small groups. 5. The class as a whole shares the answers to the questions.
1. Students call out the characteristics of someone who has a good self-esteem and they are written on the board.
2. The instructor passes out "Hank's Story".
3. Individually, the students read the story and answer the questions.
4. Students compare their answers in small groups.
5. The class as a whole shares the answers to the questions.
ACTIVITY TEN (PS 1)
Objective: Students will be able to share what they like most about themselves.
1. The instructor brings in materials to make collages (magazines, glue, scissors, magic markers, etc.) and shows the students a model of a collage. 2. The instructor writes the following prompt on the board: "What Do You Like About Yourself?" 3. Students create a collage using the prompt as the theme. 4. The collages are displayed in front of the class. The class gathers around the collages. 5. One by one, students share the significance of their collage.
1. The instructor brings in materials to make collages (magazines, glue, scissors, magic markers, etc.) and shows the students a model of a collage.
2. The instructor writes the following prompt on the board: "What Do You Like About Yourself?"
3. Students create a collage using the prompt as the theme.
4. The collages are displayed in front of the class. The class gathers around the collages.
5. One by one, students share the significance of their collage.
ACTIVITY ELEVEN (PS 1)
Objective: Students will give and receive compliments.
This activity works well at the end of the quarter or other classroom cycle.
1. Everyone stands in a circle, and thinks about compliments that they could give to one another. 2. The instructor holds a ball of yarn. S/he holds the end piece, gives someone in the circle a compliment, and then throws the ball of yarn to that person . 3. That person holds on to a piece of the yarn, gives someone in the circle a compliment, and then throws the ball of yarn to that person. This continues until everyone has given someone a compliment and thrown the ball of yarn. (Make sure everyone holds onto a piece of the yarn before they throw the ball of yarn!) 4. At the end, everyone is bound together by a web of yarn. The instructor then says something fitting such as: "We are all bound together by our friendship", or "We have learned a lot from each other and will always remember what we've shared."
1. Everyone stands in a circle, and thinks about compliments that they could give to one another.
2. The instructor holds a ball of yarn. S/he holds the end piece, gives someone in the circle a compliment, and then throws the ball of yarn to that person .
3. That person holds on to a piece of the yarn, gives someone in the circle a compliment, and then throws the ball of yarn to that person. This continues until everyone has given someone a compliment and thrown the ball of yarn. (Make sure everyone holds onto a piece of the yarn before they throw the ball of yarn!)
4. At the end, everyone is bound together by a web of yarn. The instructor then says something fitting such as: "We are all bound together by our friendship", or "We have learned a lot from each other and will always remember what we've shared."
PS2 Learn from one's mistakes
ACTIVITY ONE (PS 2)
Objective: Students will be able to recognize alternatives to decisions they have made.
1. The instructor informs the students that they will be forming a decision wheel. Students stand up and form two circles, an inner circle and an outer circle and face each other. (One circle is therefore inside of another.) 2. The inner circle will stand still. When it's time to change partners the outer circle will move to the next person going clockwise. 3. Students are instructed to ask each other the following questions which are written on the board. After one person has completed his/her answer, the other can state what s/he would have done in that situation. They talk for approximately two minutes before changing partners. Tell about a decision you made that led to success. Tell about a decision that you made that led to a sacrifice. Tell about a decision you made that caused you heartache. Tell about a decision you made that lead to someone losing a job. Tell about a decision you made that went against your parents. Tell about a decision you made that you are facing now. Tell about a decision you made that a supervisor might face with you as an employee. Tell about a decision somebody made that changed the course of history. Tell about a decision somebody made that you disagreed with. Tell about a decision you made that you feel proud of. 4. Students choose two of the people they spoke with and write a short note to each of them. In the note they acknowledge the decision that the person made, and either offer suggestions on how that situation could have been handled differently, or else compliment the person on how well they dealt with the situation.
1. The instructor informs the students that they will be forming a decision wheel. Students stand up and form two circles, an inner circle and an outer circle and face each other. (One circle is therefore inside of another.)
2. The inner circle will stand still. When it's time to change partners the outer circle will move to the next person going clockwise.
3. Students are instructed to ask each other the following questions which are written on the board. After one person has completed his/her answer, the other can state what s/he would have done in that situation. They talk for approximately two minutes before changing partners.
Tell about a decision you made that led to success. Tell about a decision that you made that led to a sacrifice. Tell about a decision you made that caused you heartache. Tell about a decision you made that lead to someone losing a job. Tell about a decision you made that went against your parents. Tell about a decision you made that you are facing now. Tell about a decision you made that a supervisor might face with you as an employee. Tell about a decision somebody made that changed the course of history. Tell about a decision somebody made that you disagreed with. Tell about a decision you made that you feel proud of.
Tell about a decision you made that led to success.
Tell about a decision that you made that led to a sacrifice.
Tell about a decision you made that caused you heartache.
Tell about a decision you made that lead to someone losing a job.
Tell about a decision you made that went against your parents.
Tell about a decision you made that you are facing now.
Tell about a decision you made that a supervisor might face with you as an employee.
Tell about a decision somebody made that changed the course of history.
Tell about a decision somebody made that you disagreed with.
Tell about a decision you made that you feel proud of.
4. Students choose two of the people they spoke with and write a short note to each of them. In the note they acknowledge the decision that the person made, and either offer suggestions on how that situation could have been handled differently, or else compliment the person on how well they dealt with the situation.
ACTIVITY TWO (PS 2)
Objective: Students will be able to recognize the advantages and disadvantages within choices that they have made.
1. The students are asked to look at their accomplishments that they made over the last year and to think about a specific challenge that they faced in the process of reaching one of them. (For example, "I went back to school, but in order to do that I had to first find a baby-sitter to take care of my son. Finding a baby-sitter was the challenge I had to face in order to go back to school."). 2. Each student writes his/her accomplishment and challenge on a piece of paper. 3. Students pair up and interview each other. They ask each other the following questions: What was your accomplishment? What was the challenge in your path? How long did it take you to reach your accomplishment? What support did you have? What feelings did you have afterward? How do you feel about your accomplishment now? What is your current goal? 4. Students share something interesting that they learned about their partners with the whole class.
1. The students are asked to look at their accomplishments that they made over the last year and to think about a specific challenge that they faced in the process of reaching one of them. (For example, "I went back to school, but in order to do that I had to first find a baby-sitter to take care of my son. Finding a baby-sitter was the challenge I had to face in order to go back to school.").
2. Each student writes his/her accomplishment and challenge on a piece of paper.
3. Students pair up and interview each other. They ask each other the following questions:
What was your accomplishment? What was the challenge in your path? How long did it take you to reach your accomplishment? What support did you have? What feelings did you have afterward? How do you feel about your accomplishment now? What is your current goal?
What was your accomplishment?
What was the challenge in your path?
How long did it take you to reach your accomplishment?
What support did you have?
What feelings did you have afterward?
How do you feel about your accomplishment now?
What is your current goal?
4. Students share something interesting that they learned about their partners with the whole class.
