This week’s free SEL discussion resource focuses on enjoying every moment in life, but also on looking at how the darker moments help us appreciate the beautiful ones. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource:  LIFE IS BEAUTIFUL AND I ENJOY EVERY MOMENT

Self-awareness

Write or say the affirmation together: Life is beautiful, and I enjoy every moment.

• Write a paragraph about how you feel about the affirmation.
• Describe physical sensations you feel when you have beautiful and happy thoughts about life: tears of joy, lower heart rate, calm, slower breathing, smile, relaxed face, feeling light.
• Describe physical sensations you feel when you experience thoughts or feelings such as sadness, frustration, or anger: heat (embarrassment, shame), pressure (stress), tingling, muscular tension (anger, nervousness), headache, rapid breathing. 

Self-management

• A beautiful life doesn’t mean a perfect life.
  • Encourage students to share how difficulties can also be beautiful.
  • How or why could someone enjoy every moment when there are sure to be sad ones?
  • Discuss how we appreciate the light more when we also have darkness.
• Play a game of Unfortunately/Fortunately. Name a statement about something that is unfortunate, then have students give a positive statement about what is still good. Examples:
  • Unfortunately, I didn’t pass my test. Fortunately, I can study and try again.
  • Unfortunately, we can’t go outside for recess because of the weather. Fortunately, we have fun indoor things we can do.
  • Unfortunately, I lost my favorite gloves. Fortunately, I got new ones for my birthday.

Responsible decision-making

• Life is beautiful when we recognize when it’s ok to say no and report something. Describe what someone can do if they are in a situation that doesn’t feel right.
• Discuss or write about what activities or interests give you a sense of enjoyment.
• Group discussion: Sometimes circumstances outside of our control can bring emotions that are the opposite of enjoying every moment. How do you express those emotions? Who do you express them to?

Social awareness

• When you believe life is beautiful and you enjoy every moment, what effect does that have on the people around you?
• Sometimes others have emotional triggers because they don’t know how to express their experiences. How can you respond when someone is acting out?

Relationship skills

• Make a list of the qualities you value in your classroom culture that make life beautiful and enjoyable. Examples: acceptance, trust, being helpful, safety, listening, fairness, encouragement.

Next week’s SEL focus: I FEEL CONFIDENT

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

The activities and discussion questions in this free classroom resource focus on how external events don’t have to determine our happiness. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning as students learn how to choose to be happy.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I CHOOSE TO BE HAPPY

Self-awareness

Write or say the affirmation together: I choose to be happy.

• If happiness could fill a cup, how happy do you feel? A little bit, half full, almost full, overflowing.
  • Option: draw a picture or a doodle of a cup and show how full of happiness yours is.
  • Then pair with someone and show your picture. Talk about what makes you happy.
• Happiness can co-exist with other emotions. Write a short essay that beings with this statement: Even when I’m disappointed, I can still find happiness because… (For a variation, change out “when I’m disappointed” for other options such as when I lose a game, when I miss the bus, when I forget my lunch, when my party is canceled, etc.)
  • Discuss: Talk about what other emotions they identified in their essay and how their choice to be happy affected those real emotions.

Self-management

• Group discussion: Identify which of these statements demonstrate choosing to be happy and which ones don’t. (Pause to discuss where there is a disagreement or to discuss why.)
  • If only I had __________, I would be happy.
  • I have so many goals. My future is exciting, and I’m ready to work hard!
  • I’ll never accomplish my goals because I don’t have what someone else has.
  • I had a bad morning, so this is a bad day.
  • I look for ways to encourage others and share what I have with them.
  • I give a positive greeting to people I pass by.
  • I try to be happy, but someone or something always wrecks my day. (Talk about how others are not responsible for our happiness, and we have a choice in how we respond.)
  • I often complain all day long.
  • I feel sad sometimes, but I also notice the positive things in my life.
  • When I’m frustrated, I acknowledge that emotion, but then I look for a way to change my focus to something different.
  • I think happiness comes from inside of me, not from what happens around me.

Responsible decision-making

• Take a one-month happiness challenge as a class. Pause for 5–10 minutes every day for students to write or draw in a happiness journal—something that makes them feel good, something positive, anything that makes them smile. At the end of the experiment, discuss how it affected their perceptions and happiness.
• List all the ways you can refocus your mindset when you feel unhappy. (Movement, smiling, music, dancing, fresh air, etc.)

 Social awareness

• Who is the happiest person you know?
  • What do you think makes them happy?
  • What difficulties do you know they have gone through?
  • List some reasons why you think this person is still happy, even with struggles.
• Do you think people who are rich and famous are more happy? Write a paragraph explaining why or why not.

Relationship skills

• Discuss: Why does giving something to someone else or helping them increase your own feeling of happiness?
• Discuss: How does gratitude affect happiness?

Next week’s SEL focus: LIFE IS BEAUTIFUL AND I ENJOY EVERY MOMENT

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

This week is about believing in our dreams and overcoming barriers to progress and limiting beliefs. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning as students consider who inspires them and how they can inspire others too.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I BELIEVE IN MY DREAMS

Self-awareness

Write or say the affirmation together: I believe in my dreams.

• What self-talk stops you from believing in your dreams sometimes?
• What do you love doing and would do it all the time if you could?
• Finish this sentence: I have always hoped I could _______________ someday.

Self-management

• Your dream is up to you! Describe the unique abilities you have that connect with your dream.
• What skills will you need to start learning now in order to pursue your dream?
• What blocks you from your dreams?
  • Identify any of these that are limiting beliefs and write a statement that turns it into an “I can” statement.

Responsible decision-making

• What words of praise would you want to hear that encourage your dream?
• Write a letter to yourself that explains why you believe in yourself and your dreams.
• Write a contract/commitment to yourself about working hard to pursue your dreams.

Social awareness

• Who inspires you because they accomplished their dreams?
• Who do you aspire to be like? What obstacles do you think they had to overcome?
• Who is your biggest cheerleader for your dreams?

Relationship skills

• When you believe in someone else’s dream, what could you say to show that to them?
• Who might you need to collaborate with as you pursue your dream?
• Describe how cooperating with others and encouraging each other helps everyone make progress.

Next week’s SEL focus: I CHOOSE TO BE HAPPY

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

This week, our discussion focuses on having a growth mindset about challenges. Students discuss how they feel about challenges and how failure and mistakes are good. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I LOVE CHALLENGES

Self-awareness

• Write or say the affirmation together: I love challenges
• How strongly do you agree with the statement? 1= I disagree, 2= I somewhat agree, 3= I totally agree.
  • (Engagement activity: Hold up one finger if you don’t like challenges. Hold up two fingers if you sometimes like challenges. Hold up three fingers if you love challenges. Find another person who is holding up the same number of fingers and pair in groups of 2-3.)
  • Group discussion: Share why you like or dislike challenges. Then identify several ways that mindset affects the outcome of a challenge.
• What do you say to yourself when things are difficult or don’t work out how you’d like them to?

Self-management

• Discuss or Journal:
  • Name a big challenge that you faced recently.
  • How did you get through that challenge?
  • What helped you to manage any negative emotions?

Responsible decision-making

Think/Pair/Share: (In groups of 2–3)

• Come up with one example of a challenge someone your age might experience.
• List the specific things about that challenge that might feel too difficult.
• List the smaller steps someone could take to accomplish the challenge if it feels too big.
• Identify what emotions they might need to process in order to conquer the challenge.
• Describe how it feels to succeed at a challenge.

Social awareness

• Why do you think some people love challenges?
• Explain why failure is good.
• List some things someone might say if they have a fixed mindset and avoid challenges. Then give an example of how they can confront it with a growth mindset statement and learn to love challenges.

Relationship skills

• Brainstorm a list of positive statements that help you accept challenges and encourage friends. Examples:
  • Mistakes help me/you improve.
  • I/you can learn from my/your mistakes.
  • Let’s try this another way.
  • I/you can’t do it YET.
• Practice with a friend. What can you say to someone who is putting in a lot of effort, coming up with new strategies, working hard, etc. toward their challenge?

Next week’s SEL focus: I BELIEVE IN MY DREAMS

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

This week, we tie in physical and emotional health with SEL skills. Students discuss how they can make choices that help them to become strong and healthy while becoming aware of what is within their control to change. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I AM STRONG AND HEALTHY

Self-awareness

• Write or say the affirmation together: I am strong and healthy.
• When your body is strong and healthy, what positive emotions do you also feel?
• How does a healthy mindset help you to have a healthy body?

Self-management

• Describe the aspects of being strong and healthy that are within your control. (Sleep, food, exercise, washing hands, mindset, etc.)
• Discuss what aspects of being strong and healthy are sometimes outside of your control, but how you can still be as healthy as you can. (Illness, injury, disease, etc.)
• What does it mean to be emotionally healthy?

Responsible decision-making

• How do food choices affect how strong and healthy your body is?
• How does exercise affect how strong and healthy your body is?
• Describe how physical health and strength can affect your energy and improve your mood, fitness, and self-esteem.

Social awareness

• What media messages could affect your physical or emotional health in a negative way?
• How does social influence from friends affect emotional and physical health in a positive or negative way?

Relationship skills

• Name some activities you can do with friends that would improve everyone’s health.
• Describe some things you do with your family that help you to be healthier. (Playing outside games, walking, cooking together, etc.)
• What kinds of exercises and activities help you to grow stronger while having fun with friends or family?

Next week’s SEL focus: I LOVE CHALLENGES

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

One of the most important SEL skills is listening. In these exercises, students consider how they can be a great listener and practice their social and emotional learning skills. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I AM A GREAT LISTENER

Self-awareness

• Write or say the affirmation together: I am a great listener.
• Fill in the blank: To be a great listener, I need to ____________.
• Describe what actions show you are listening. (Responding, nodding, leaning in, looking at the person, etc.)
• Describe what actions show you are not listening. (Talking at the same time, looking away, looking at a device, not responding verbally, fidgeting, etc.)

Self-management

• How do you feel when you realize someone isn’t listening to you?
• When someone else is talking and you want to respond before they are finished, how do you stop yourself from interrupting?

Responsible decision-making

• When someone is talking and you realize you aren’t listening, what would you do? Would you admit it and ask them to repeat what they said? Would you pretend you hear them?
• What are the consequences of not listening to instructions for an assignment?

Social awareness

• How does it make you feel when you know someone is listening to you when you share
• your thoughts or feelings?
• How does it make you feel when you listen to someone else and they feel valued and understood?

Relationship skills

• Think, pair, share. Practice nonverbal ways to show you are actively listening. Pair with a friend to practice taking turns talking. Identify the ways you showed you were listening.
• Why is listening important when you’re trying to work out a disagreement with someone else?
• Practice reflecting and clarifying with a partner. Take turns being the listener or speaker. Explain what makes you happy, sad, or frustrated. Listeners, summarize what you heard the speaker say or ask a question to clarify what you think you heard. Then switch roles.

Next week’s SEL focus: I AM STRONG AND HEALTHY

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.