Lesson 29 - Week of May 21

Have a wonderful summer! And, remember . . . Your life has purpose. Your story is important. Your dreams count. Your voice matters. You were born to make an impact!

Lesson 28 - Week of May 14

Congratulations, 8th Grade Graduates! Be your best! Just for Fun:
Trouble downloading?  Here are the direct YouTube links . . . Just for Fun:

Questions for Discussion and/or Journaling:
Sometimes asking ourselves the right questions can do a lot to help us see life from a whole different perspective.
  • In what way is your integrity your gift to yourself? In what way is it your gift to the world? Can you think of any examples?
  • Is being thought of as someone with integrity important to you? Why, or why not? How would you feel if someone accused you of not having integrity?
  • What does integrity have to do with your character?
  • Have you ever been so afraid of failing at something that you decided not to try it at all?

Questions from:  Bureau of Study Counsel, Center for Academic and Personal Development, Harvard University


Lesson 28 - Week of May 14
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 27 - Week of May 7

Self-Awareness | Character & Failure
Just for Fun:
Trouble downloading?  Here are the direct YouTube links . . .
Just for Fun:

Questions for Discussion and/or Journaling:
Sometimes asking ourselves the right questions can do a lot to help us see life from a whole different perspective.
  • In what way is your integrity your gift to yourself? In what way is it your gift to the world? Can you think of any examples?
  • Is being thought of as someone with integrity important to you? Why, or why not? How would you feel if someone accused you of not having integrity?
  • What does integrity have to do with your character?
  • Have you ever been so afraid of failing at something that you decided not to try it at all?
  • How do you define success? (Money and possessions? A prestigious profession? Lots of friends? Health? Happiness? Providing for a family? Loving what you do? Giving to your community? Celebrity? Being the best at what you do? Accomplishing what you set out to do or learn?)
  • Where do your standards of success come from?
  • Have you ever experienced a significant failure? What was that like, what did you learn about yourself or others from that experience?
  • What determines success? (Talent? Effort? Motivation? Luck?)
  • Think of a major life goal at which you would like to succeed. What are you willing to do to achieve that success? What trade-offs are you willing to make? What will that success “cost” you and others in your life?
  • What might you say to a friend ...
    ...who is compromising their health in order to get better grades?
    ...who has taken on too many activities and now is over-stressed and not doing any of     them well?
    ...who has devoted themselves obsessively to only one activity in the single-minded     pursuit of success?
    ...who is excelling at what they do but seems to experience no joy in life?
    ...who is about to submit a paper plagiarized from the internet, to avoid failing a course?
  • What are the pros and cons of striving for perfection? Is it possible/desirable to be perfect?
  • If learning and growing always means you are trying things you can't already do, or striving to improve on your past performance, or learning things you don't already know, how can one ever be "perfect"? How can you be perfect and learn/grow at the same time?

Questions from:  Bureau of Study Counsel, Center for Academic and Personal Development, Harvard University


Lesson 27 - Week of May 7
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 26 - Week of April 30


Questions for Discussion and/or Journaling:
Sometimes asking ourselves the right questions can do a lot to help us see life from a whole different perspective.
  • Why do people procrastinate?
  • Do you know someone who always procrastinates? If so, who?
  • Is there ever a good time to procrastinate? If so, give an example.
  • When is it really bad to procrastinate?
  • What kinds of things do you put off doing?
  • How do you feel when other people put off something you want done soon?
  • Who is the most patient person you know?
  • What's the difference between patience and procrastination?
  • Would you consider yourself a procrastinator when it comes to homework?
  • What can procrastinators do to change their lives?
  • What kinds of things do people often forget?
  • Have you ever forgotten an important date or event?
  • Do you become impatient when you have to wait in a long line?
  • Have you ever yelled at someone or been really angry because they didn't do something?
  • Are you always on time to class, late, or early?
  • Have you ever known someone who was always early to important things?
  • Do you know someone who is always busy?
  • Do you think people in some cultures are in too much of a rush?  Do you think people in other cultures are too relaxed?
  • Do you want to accomplish many things in your life or do you want to take it easy?

Lesson 26 - Week of April 30
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 25 - Week of April 23

Self-Awareness | Wonder | Grit
Trouble downloading?  Here are the direct YouTube links . . .

Questions to Ponder:
Sometimes asking ourselves the right questions can do a lot to help us see life from a whole different perspective.
  • If you had the opportunity to be different, what would you change about yourself? Why?
  • If you could change one thing in the world, what would it be? Why?
  • If you could choose to live anywhere in the world, where would you prefer to live? Why?
  • If you had one wish, what would you wish for? Why?
  • If you were given a choice between being given great wisdom or great wealth, which would you choose? Why?
  • If you could say a sentence which the whole world could hear, what would you say? Why?
  • If you could only see three people for the rest of your life, who would they be? Why?
Questions from:  The Unbounded Spirit

Lesson 25 - Week of April 23
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 24 - Week of April 16

Goal Setting | Self-Motivation
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  1. Think about the 9 Scientific Study Tips. Which two would you put at the top of list as being the most important to you?
  2. Are there any of the 9 Scientific Study Tips that you already do? If so, which one(s)?
  3. Take the survey, "Study Skills Checklist for Students," to discover your strengths when it comes to your study skills.
  4. Each person has different learning preferences and styles that benefit them. Read the article, "Discover Your Learning Style." Which style seems to describe you the best? Do you have different learning styles for different subject areas? How can you use this knowledge to improve your study habits?

Lesson 24 - Week of April 16
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 23 - Week of April 9


Questions for Discussion and/or Journaling:
  1. Think about the 10 Morning Habits of Jim Kwik. Which two would you put at the top of list as being the most important to you? Which two would you put at the bottom of your list?
  2. Are there any of the 10 Morning Habits that you already do? If so, which one(s)?
  3. Pick one of Kwik's 10 Morning Habits that you would like to incorporate into your morning routine. Make an effort to do it for 21 days in a row. How can you remind yourself to do the routine every morning so that you don't forget?
  4. Some experts claim that you can form a habit in 21 days. Others say that you can form a habit in 21 days but that it doesn't become a regular part of your routine until you can incorporate the habit into your day for 90 days. Thus, the "21/90 Rule."
  5. If you can successfully complete one of the habits for 21 days, do you think you can bring a second habit into your routine?
  6. Which of Kwik's habits do you see as important to you as you enter high school? As you enter college? As you begin your career?

Lesson 23 - Week of April 9
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Spring Break - Week of April 2

Lesson 22 - Week of March 26

Goal Setting | Self-Motivation
Trouble downloading?  Here are the direct YouTube links . . .

Background Information about Jim Kwik:

I was known as the “boy with the broken brain.” A childhood head injury at age five left me struggling in school. For a while, I even believed I could never be as good as other kids when it came to learning.

I was slow and barely survived school, but never stopped hoping for better. I often talk about “superhero brains” and “superpowers” when I’m referring to life-long learners and learning. It’s not just because I’m a geek, though. I loved superheroes as a kid – and the comic books saved me when conventional education couldn’t. Comic books taught me how to read…and they also kept my dreams alive that one day I, too, would find my inner superpower.

As the years wore on, I undertook a journey to learn about my brain – why it was broken and what I could do to fix it. That journey led me to discovering different learning habits, including accelerated learning systems and tactics. I discovered that, no matter the circumstances, we can rebuild our brains. And after working on myself, I realized my brain was not broken…it just needed a better owner’s manual. This shattered my own limiting beliefs – and over time, it became my passion to help others do the same.

Website:  Knowledge is Power, Learning is a Superpower
Podcast:  Kwik Brain

Questions for Discussion and/or Journaling:
  1. What information in this video was new to you? Did the video clarify any questions that you had? If so, what question(s)?
  2. Did you relate to any of the information presented?
  3. What information will you most remember?
  4. Did any of the information make you think of a similar situation that you (and maybe your family or friends) went through together?
  5. There is a lot of information in this video. Would you watch it again? Why or why not?

Lesson 22 - Week of March 26
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 21 - Week of March 19

Kindness / Compassion
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • What does kindness look like to you?
  • How are you already being kind to others?
  • How can you include more kindness in your day?
  • How kind are you to yourself?
  • Do you find you are nicer to others than you are to yourself?
  • How can you treat yourself a little better?

Lesson 21 - Week of March 19
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 20 - Week of March 12

Field Test
  • Due to the adding testing (8th Grade Field Test) this week, there will be no SEL Lesson.
  • I encourage you to do some Mindful Breathing this week. It will benefit you as well as your students. We all know that testing is difficult work.

Lesson 19 - Week of March 5

Kindness / Compassion
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • What does kindness look like to you?
  • How are you already being kind to others?
  • How can you include more kindness in your day?
  • How kind are you to yourself?
  • Do you find you are nicer to others than you are to yourself?
  • How can you treat yourself a little better?


Lesson 19 - Week of March 5
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 18 - Week of February 26

Believe in Yourself   |   Integrity
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • If you do the right thing you won't be losing anything because you'll be gaining your integrity. What does that mean? Do you agree?
  • In what way is your integrity your gift to yourself? In what way is it your gift to the world? Can you think of any examples?
  • Craig Kielburger says that we all have our special gifts. What is your special gift?
  • Is being thought of as someone with integrity important to you? Why, or why not? How would you feel if someone accused you of not having integrity?
  • What does the word "integrity" mean to you?
  • What does the expression "walk your talk" mean? Do you know people who walk their talk? What do you think of them? Do you know people who don’t walk their talk? What do you think of them? How do you feel when you hear people say one thing and do another?
  • How do you feel when you see someone who’s not willing to stand up for his/her beliefs?
  • In what ways do you benefit from making choices that are consistent with your highest values?
  • What do you think Gandhi meant when he said, "We must be the change we want to see?"
  • What does integrity have to do with your character?

Lesson 18 - Week of February 26
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 17 - Week of February 19

Looking To Your Future . . .
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • Until now what have been your favorite TV shows and why? Favorite books and why? Computer games and why? Favorite magazines? Favorite websites? Favorite musicians/bands?
  • What classes/teachers have you liked the most or found the most inspiring and why?
  • What figures in history do you admire the most?
  • About what causes do you feel most strongly?
  • About which of your achievements do you feel the most proud?
  • If you had the time and money to do anything you want, what would it be?
  • What would others say you do naturally and well?
  • If you could take a trip anywhere, where would it be?
  • If you could help any person or group of people, what cause would be most meaningful for you?
  • If you had a friend with your interests and abilities, what would you recommend he do that would be most rewarding and gratifying to him?
  • What hobbies or interests are so engrossing for you that you lose track of time when you are doing them?
  • How could you use these interests to help someone else?

Lesson 17 - Week of February 19
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 16 - Week of February 12

Empathy & Inclusion
  • The Bystander Effect - The Science of Empathy (5:36)
  • Bystander Revolution - It Only Takes One (0:30)
  • Pass It On - Sarah Greichen - Inclusion (1:00)
    Sarah Greichen’s twin brother has an Autism Spectrum Disorder. She says he didn’t have any friends in school and that’s why she started the nonprofit “Score A Friend.” Sarah believes if we all extend our love and kindness to include everyone from all walks of life, we can help people like her brother succeed and thrive… Pass It on!
  • Pass It On - The Race - Including Others (1:00)
    ​During shooting of "The Race," the young actors had fun with the working boxcar derby racers. These cars were a delight for the art department to create. Paired with Alabama's song "Angels Among Us," the spot teaches us that sometimes, caught up in the heat of the moment, we may find the richest rewards in life by just pausing and realizing something important may be happening right in front of us.
Trouble downloading?  Here are the direct YouTube links . . .
  • The Bystander Effect - The Science of Empathy (5:36)
  • Bystander Revolution - It Only Takes One (0:30)
  • Pass It On - Sarah Greichen - Inclusion (1:00)
    Sarah Greichen’s twin brother has an Autism Spectrum Disorder. She says he didn’t have any friends in school and that’s why she started the nonprofit “Score A Friend.” Sarah believes if we all extend our love and kindness to include everyone from all walks of life, we can help people like her brother succeed and thrive… Pass It on!
  • Pass It On - The Race - Including Others (1:00)
    ​During shooting of "The Race," the young actors had fun with the working boxcar derby racers. These cars were a delight for the art department to create. Paired with Alabama's song "Angels Among Us," the spot teaches us that sometimes, caught up in the heat of the moment, we may find the richest rewards in life by just pausing and realizing something important may be happening right in front of us.

Questions for Discussion and/or Journaling:
  • What is the bystander effect? Is it a phenomenon where bystanders are less likely to help when there are more people present? Why do you think that happens?
  • Do you think that bullying behavior can be contagious? Why or why not?
  • What are some reasons bystanders might think they shouldn’t help someone in need?
  • What is “diffusion of responsibility”? Have you ever noticed yourself waiting for someone else to respond to a situation that makes you uncomfortable?
  • How can you work up the courage to help others? Can thinking about the person being hurt, and how they feel, help you understand the need to step in? Can it motivate you to imagine the regret you may feel if you don’t help? Do you think overcoming fear will feel good? Is it important to trust your gut? If you feel like something is wrong, should you act or ignore that feeling? Do you have to do something big, or, can small actions help too?
  • If a situation seems too dangerous to step in, what are examples of other ways you can help? Can you tell a teacher or another trusted adult?  Can you approach the person being bullied after the fact to offer sympathy and support? When should you call 911?
  • What is a bystander revolution? Is it some kind of large-scale shift in how bystanders approach situations where help is needed? Is it a chain reaction where more and more bystanders choose to take action? Is it a new standard where people take initiative based on what’s needed and not what everyone else is doing?
  • Do you think it has anything to do with changing our culture? Can it happen in a school?
  • How can one person start a bystander revolution? Could it help to develop a habit of taking action? How? Could performing small acts of kindness, courage, or inclusion make a difference? If you consistently took action, do you think your peers would be more likely to do the same? How would you personally start a bystander revolution?

Lesson 16 - Week of February 12
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 15 - Week of February 5

Commitment   |   Achievement
  • Commitment & Achieving Success (3:49)
  • Pass It On - Hall of Fame - Achievement (1:00)
    Achievement comes in many forms. For some it's attaining a top grade in school, losing weight or excelling in a sport. For others it's overcoming an obstacle, attaining accolades at work or building a relationship. Whatever the goal, it takes much effort, skill and courage to achieve great things. Set to the uplifting song "Hall of Fame" (See Lyrics) this message inspires viewers to achieve their own goals ... Pass It On.
  • Pass It On - The Wall - Hard Work (1:30)
    ​"The Wall" was a challenging spot in terms of art direction, as the team had to portray months of time in 60 seconds. The spot was shot in the middle of the summer but needed to depict day, night, warm weather and even snow in the span of the spot. Fortunately for the actors who play the two boys, they only had to "build" one part of that wall. That part is real, but the majority of the wall is made out of wood, and the bricks are painted. These sections of the wall were crafted the day before shooting, with the art department taking care to match the painted bricks to the real ones. The FBL crew also had to return the warehouse area to its original state, dismantling both the wooden and brick parts of the wall after shooting was done.
Trouble downloading?  Here are the direct YouTube links . . .
  • Commitment & Achieving Success (3:49)
  • Pass It On - Hall of Fame - Achievement (1:00)
    Achievement comes in many forms. For some it's attaining a top grade in school, losing weight or excelling in a sport. For others it's overcoming an obstacle, attaining accolades at work or building a relationship. Whatever the goal, it takes much effort, skill and courage to achieve great things. Set to the uplifting song "Hall of Fame" (See Lyrics) this message inspires viewers to achieve their own goals ... Pass It On.
  • Pass It On - The Wall - Hard Work (1:30)
    ​"The Wall" was a challenging spot in terms of art direction, as the team had to portray months of time in 60 seconds. The spot was shot in the middle of the summer but needed to depict day, night, warm weather and even snow in the span of the spot. Fortunately for the actors who play the two boys, they only had to "build" one part of that wall. That part is real, but the majority of the wall is made out of wood, and the bricks are painted. These sections of the wall were crafted the day before shooting, with the art department taking care to match the painted bricks to the real ones. The FBL crew also had to return the warehouse area to its original state, dismantling both the wooden and brick parts of the wall after shooting was done.

Questions for Discussion and/or Journaling:
  • Consider the following questions which come from an article by Nicholas Cole entitled "5 Questions Everyone Should Ask Themselves Daily to Achieve Success."
  • "Constant improvement is not easy. Whether it is a skill, or a positive quality, or a way of life you are looking to cultivate, staying on the positive side of the growth curve takes work."
  • "In order to achieve 'success,' you need to constantly ask yourself these five questions."
  1. What is my unique ability? What is the one thing that only I can do that no one else can?
    (What makes you unique isn't necessarily what you do, but rather how you do it - or more importantly - why you do it ... Finding your unique ability takes hard work ... Your unique ability isn't one strength. It's the sum of all your strengths.")
  2. Am I still growing?
    ("Who you were yesterday doesn't matter. The only thing that matters is if you are growing right now ... The moment you feel comfortable, you need to change things up ... 'If you know what you're doing, you're not trying hard enough.' Do whatever it takes to keep yourself in environments and surrounded by people that will force you to grow.")
  3. Am I taking care of myself?
    ("The truth is, if you want to be good - really good, like Michael Jordan good - then you need to live your life as if you are an NBA All-Star and you have a game against your biggest rival tomorrow ... This isn't a sprint, it's a marathon. This isn't about some 'quick path' to 'success.' This is about a way of life that is going to carry you from one success to the next, to the next, to the next. Take car of yourself. It's going to be a long road.")
  4. What is the next skill I need?
    ("No matter what your pursuit is in life, it's important that you constantly add new skills to your toolbox ... For a long time, I thought that every single skill needed to be directly correlated to my primary aim, but I've learned that's just not true. The key is to follow your interest and imagination, wherever it may lead. Music has helped my writing, my writing has helped my ability to market and advertise, my ability to market and advertise has helped my communication skills, my communication skills have helped me better discuss my writing, my ability to discuss my writing has helped me teach other writers, etc ... you never know when or how a certain skill will prove valuable.)
  5. What am I most proud of?
    ("It is so, so, so important to pause and enjoy your 'successes' along the way ... Constant growth is great, but what good is it to reach for the sun if you never stop to enjoy the sun in the first place? ... Be like a tree. Always growing, and at the same time, always grounded.")

Lesson 15 - Week of February 5
​Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 14 - Week of January 29

Confidence
  • Believe in Yourself (3:44)
  • Pass It On - Believe in Your Dreams - Confidence (1:30)
    We all have dreams of what we would like to become someday or something we would like to accomplish in our lifetime. Unfortunately, self-doubt can often take over, keeping us from realizing our dreams. The truth is, with a little hard work and belief in ourselves, anything is possible. "I Believe" by Bon Jovi serves as the perfect backdrop for this message about Believing in Your Dreams... Pass It On.
  • Pass It On - Grace VanderWaal - Confidence (1:00)
    She’s a 13 year old super star who believes your goal should be to find something that’ll make you happy. Grace VanderWaal is taking the world by storm through her music and by sharing a simple message, “You Be You.” Grace hopes her experience will inspire her fans to be the best version of themselves. Confidence. Pass it On!
Trouble downloading?  Here are the direct YouTube links . . .
  • Believe in Yourself (3:44)
  • Pass It On - Believe in Your Dreams - Confidence (1:30)
    We all have dreams of what we would like to become someday or something we would like to accomplish in our lifetime. Unfortunately, self-doubt can often take over, keeping us from realizing our dreams. The truth is, with a little hard work and belief in ourselves, anything is possible. "I Believe" by Bon Jovi serves as the perfect backdrop for this message about Believing in Your Dreams... Pass It On.
  • Pass It On - Grace VanderWaal - Confidence (1:00)
    She’s a 13 year old super star who believes your goal should be to find something that’ll make you happy. Grace VanderWaal is taking the world by storm through her music and by sharing a simple message, “You Be You.” Grace hopes her experience will inspire her fans to be the best version of themselves. Confidence. Pass it On!

Questions for Discussion and/or Journaling:
  1. What does confidence mean to you? How would you define it?
  2. When was a time in your life you were confident? What did that feel like?
  3.  When was a time in your life you were NOT confident? What caused that to happen?
  4. Who is someone who has contributed to your confidence? What did that person do or say to build up your self-esteem and feeling of self-worth?
  5. Who is someone who has compromised your confidence? What did that person do or say to bring you down and cause you to doubt yourself?
  6. Would you call yourself a confident person? Why or why not? Is it situational?
  7.  What is one specific thing you do that helps you like yourself and your life?
  8. What is one specific thing you do that undermines your self-worth and causes you to not like yourself or your life?
  9. Do you compare yourself to others? How does that impact your confidence?
  10. Are you good at something? Does that make you feel confident? Explain.
  11. Do you think you can “give” someone (i.e., a child, friend or employee) confidence? 
  12. What’s the best advice someone gave you about how to feel and act more confident? 
  13. What’s your advice to someone who wants to boost their self-esteem?
Questions by Sam Horn,  author and communications strategist

Lesson 14 - Week of January 29
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 13 - Week of January 22

Courtesy
  • Pass It On - Oliver with a Twist - Courtesy (1:00)
    British orphan Oliver Twist always seems to find a way into our hearts. For this TV commercial, we add our own spin to the famous scene in Oliver’s story when he asks for more food at the orphanage. Take a look as this tale takes on a twist of fate by way of practicing good manners!
  • Pass It On - Crosswalk - Courtesy (0:30)
    In this delightful twist on a classic theme of “helping an old lady across the street” we find a hip teenager absorbed in his music with his buddies at a busy crosswalk.  Without warning, a silver-haired octogenarian suddenly jolts him out of his world by asking him an unexpected question. We all enjoy a timely lesson in manners while the song, “Hold my Hand” accents this charming moment.  
  • Good Manners…Pass Them On. - Courtesy (0:45)
    This message playfully portrays the classic scene of helping an elderly lady across the street.  In a plot twist that both teaches Good Manners to our young hero and all of us in the viewing audience we see that values are sometimes best communicated with humor.

Questions for Discussion and/or Journaling:
  1. What does it feel like to be respected?
  2. What does it feel like to be disrespected?
  3. What role does respect play in your relationships with friends and family?
  4. What are some respectful behaviors?
  5. How important is respect in our lives? Why?
  6. Do you consider yourself to be a respectful person? Why or why not? In what ways do you show respect to others?
  7. Do you have to like someone to respect him or her? Why or why not?
  8. Describe one person you respect in your life. What does this person do to earn your respect?
  9. Does a person have to earn respect, or do all people deserve it?
  10. Do you show respect to strangers differently than you do to friends?
  11. Does it feel different to be disrespected by a stranger than to be disrespected by a friend? How?
  12. What are the benefits of people treating each other with respect?
  13. What are some reasons people show disrespect for others?
  14. How do you feel when someone judges you without knowing you or giving you a chance?
  15. How do you feel when someone you disagree with calls you a name?
  16. How do you feel when someone bumps into you in the hall and doesn't apologize? What does saying "I'm sorry" have to do with respect?
  17. Agree or disagree: If someone treats you with disrespect, you don't have to treat that person with respect. How should you respond to someone who is disrespectful of you?
  18. How do you think respect affects your community, the world?
  19. Does everyone deserve respect? Why or why not?
  20. What is the difference between respecting a person and respecting others’ property, school property, etc.?

Lesson 13 - Week of January 22
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 12 - Week of January 8


Poster

Questions for Discussion and/or Journaling:Thinking about a time in your life that was particularly challenging or demanding, especially one that was emotionally draining or difficult emotionally. Think about how you handled that situation and eventually came through on the other side. Next, answer these questions:

  1. What was your goal?
  2. What was the outcome?
  3. What obstacles did you have to overcome?
  4. What unpleasant feelings and thoughts do you remember having in the situation?
  5. Who, if anyone, did you receive external help and support from?
  6. What specific attitudes and skills helped you cope with the situation?
  7. How would you rate your resilience in that situation?
  8. Why wasn’t it 0%?
  9. What strengths and personal qualities helped you?
  10. If it wasn’t 100%, how could your resilience be improved during similar situations in the future?
  11. Based on your experience how might you advise someone else to cope with a similar situation in the future?

Lesson 12 - Week of January 8
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Week of January 1 - Why Leadership Matters

Please Note:  The articles  below were  in the "newsletter" entitled "Why Leadership Matters."

What is Good Leadership
Articles About Leadership Skills and Extracurricular Activities - PDF files
Trouble downloading?  Here are the direct YouTube links . . .
Articles About Leadership Skills and Extracurricular Activities - Direct link

Week of December 12 - Happy Holidays

Lesson 11 - Week of December 5

Stress Management
Trouble downloading?  Here are the direct YouTube links . . .

NOTES:  
​Remember:  Stress is just your body's reaction to the state in which you are. There are two types of stresses ... EUSTRESS and DISTRESS. Eustress is the positive stress and distress is the negative stress. Characteristics of eustress:  motivates, energizes, short-term, within our coping abilities, brings excitement, and improves performance. Characteristics of distress:  causes anxiety or concern, can be short- or long-term, outside our coping abilities, feels unpleasant, decreases performance, and can lead to mental and physical problems.

Questions for Discussion and/or Journaling:
  1. How does stress make you feel? How do you know when you're stressed?
  2. What kinds of things stress you out? What do you do to relieve your stress?
  3. Consider the positive side of stress and recall three occasions when the stress you were under actually helped you. Think of a situation when stress has given you more:  energy / concentration / creativity / positive attitude / enthusiasm / motivation / determination.
  4. What are some things we can do to take care of ourselves when stress has gotten us down?
  5. What are some ways to calm ourselves down after our stress response (fight-flight-freeze) has been activated?
  6. What things can we do to cope with stressors that can't be prevented or avoided (like writing an exam, going to the dentist, getting sick, etc)?
  7. Think of times / places / situations where using problem-solving might reduce your stress.
  8. Think of some ways to make stress work in your favor.

Lesson 11 - Week of December 5
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 10 - Week of November 27

Stress Management
Trouble downloading?  Here are the direct YouTube links . . .

NOTES:  
​Remember:  Stress is just your body's reaction to the state in which you are. There are two types of stresses ... EUSTRESS and DISTRESS. Eustress is the positive stress and distress is the negative stress.  (Read attached article.)

Characteristics of eustress:  motivates, energizes, short-term, within our coping abilities, brings excitement, and improves performance

Characteristics of distress:  causes anxiety or concern, can be short- or long-term, outside our coping abilities, feels unpleasant, decreases performance, and can lead to mental and physical problems

Questions for Discussion and/or Journaling:
  1. What does stress mean to you?
  2. What comes to mind when you think of stress?
  3. How does stress make you feel? How do you know when you're stressed?
  4. What kinds of things stress you out? What do you do to relieve your stress?
  5. Consider the positive side of stress and recall three occasions when the stress you were under actually helped you. Think of a situation when stress has given you more:  energy / concentration / creativity / positive attitude / enthusiasm / motivation / determination.
  6. What are some things we can do to take care of ourselves when stress has gotten us down?
  7. What are some ways to calm ourselves down after our stress response (fight-flight-freeze) has been activated?
  8. What things can we do to cope with stressors that can't be prevented or avoided (like writing an exam, going to the dentist, getting sick, etc)?
  9. Think of times / places / situations where using problem-solving might reduce your stress.
  10. Think of some ways to make stress work in your favor.

Lesson 10 - Week of November 27
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 9 - Week of November 13

Gratitude
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  1. What information in this video was new to you? Did the video clarify any questions that you had? If so, what question(s)?
  2. Did you relate to any of the information presented?
  3. What information will you most remember?
  4. Here are a few "Gratitude Conversation Starters"  . . .
    What is something about each of your siblings that you are grateful for?
    Who did something nice for you today? What was it?
    Who did you thank today?
    What abilities do you have that you are grateful for?
    How does it feel to do something nice for someone?
    One of my favorite things about today is . . .

Lesson 9 - Week of November 13
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 8 - Week of November 6


Questions for Discussion and/or Journaling:
  1. What information in this video was new to you? Did the video clarify any questions that you had? If so, what question(s)?
  2. Did you relate to any of the information presented?
  3. What information will you most remember?
  4. Here are four ways to verbalize your gratitude . . .
    Today I'm thankful for . . . (thing)
    My favorite part of the day was . . .
    I feel joy when . . .
    I am grateful for . . . (person)

Lesson 8 - Week of November 6
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 7 - Week of October 30


Questions for Discussion and/or Journaling:
  1. What information in this video was new to you? Did the video clarify any questions that you had? If so, what question(s)?
  2. Did you relate to any of the information presented?
  3. What information will you most remember?
  4. Did any of the information make you think of a similar situation that you (and maybe your family or friends) went through together?
  5. There is a lot of information in this video. Would you watch it again? Why or why not?
  6. Is this a video you would want your parents to watch? Why or why not?

Lesson 7 - Week of October 30
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 6 - Week of October 23

Additional Information:
Jill Bolte Taylor, a 37-year-old Harvard-trained brain scientist experienced a massive stroke in the left hemisphere of her brain. As she observed her mind deteriorate to the point that she could not walk, talk, read, write, or recall any of her life-all within four hours-Taylor alternated between the euphoria of the intuitive and kinesthetic right brain, in which she felt a sense of complete well-being and peace, and the logical, sequential left brain, which recognized she was having a stroke and enabled her to seek help before she was completely lost. It would take her eight years to fully recover. For Taylor, her stroke was a blessing and a revelation. It taught her that by "stepping to the right" of our left brains, we can uncover feelings of well-being that are often sidelined by "brain chatter." Author of "My Stroke of Insight," she can also be heard on various podcasts and TED Talks.

Questions for Discussion and/or Journaling:
  1. What information in this video was new to you? Did the video clarify any questions that you had? If so, what question(s)?
  2. Did you relate to any of the information presented?
  3. What information will you most remember?
  4. Did any of the information make you think of a similar situation that you (and maybe your family or friends) went through together?
  5. There is a lot of information in this video. Would you watch it again? Why or why not?
  6. Is this a video you would want your parents to watch? Why or why not?

Lesson 6 - Week of October 23
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 5 - Week of October 16

Growth Mindset
  • YouCubed.org - MATH Boosting  (8:51)
    This video was developed by Jo Boaler and her students at Stanford University. Even though they are targeting the area of Math, the concepts apply to all subject areas and all life experiences.
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
Look at the questions below. Describe a time that you had one of the questions below. Did you use a fixed mindset to approach the situation, or did you use a growth mindset to approach the situation. Which works better for you? Can you describe a time when you recognized that you were using a fixed mindset and changed over to a growth mindset? Was changing your approach easy or difficult? Are you able to recognize your mindset when faced with a difficult task or when you run into a problem?

As you prepare to for high school and college, it is important that you are able to recognize for yourself whether you are approaching a situation or task with a fixed mindset or a growth mindset. As you know, independence brings more responsibility.

  • Something went wrong? Great! How can you use this mistake to improve your design?
  • Finished? Really? Have you put in the effort to achieve a result you are proud of?
  • Stuck? Awesome! What can you try next? What other ways might there be?
  • Not happy with your design? Fantastic! Who can you seek feedback from to make your design better?
  • Want to break the rules? Excellent! What new ideas will you try? What risks will you take?
  • Finding it tricky? Wonderful! What will you practice to get better? What strategies will you use?
  • Not the best? Brilliant! Who can you learn more from?
  • Don’t know what to do? Terrific! How will you tackle this challenge?
  • Easy? Right! How can we make this more challenging for you?
  • Proud of your design? Congratulations! Where to next? What are your goals?

Lesson 5 - Week of October 16
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 4 - Week of October 2

Growth Mindset
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • How do your parents and/or teachers praise you? Do they tell you how “smart” you are or do they focus on how hard you work? How do you praise others?
  • Is there someone in your life (a parent, teacher, friend) with a fixed mindset – someone who won’t take risks, who can’t admit mistakes, who falls apart or gets defensive after setbacks? Do you understand that person better now?
  • How do you act toward others in your classes? Are you a fixed-mindset student, focused on being smarter than others? Or, do you take advantage of the learning opportunities available to you through your peers?
  • When do you feel smart? When you’re doing something flawlessly or when you’re learning something new?
    Grow Your Mindset: How can you make striving, stretching, and struggling into something that makes you feel smart?
  • Can you think of a time you faced an important opportunity or challenge with a fixed mindset? What were your thoughts and worries – about your abilities? About other people’s judgments? About the possibility of failure? Describe them vividly.
    Grow Your Mindset: Now, can you take that same opportunity or challenge and switch into a growth mindset? Think of it as a chance to learn new things. What are the plans and strategies you’re thinking about now?
  • Think of times other people outdid you and you just assumed they were smarter or more talented.
    Grow Your Mindset: Now consider the idea that they just used better strategies, taught themselves more, practiced harder, and worked their way through obstacles. You can do that too, if you want to.
  • Are there situations where you no longer feel smart – where you disengage your intelligence?
    Grow Your Mindset: Next time you’re in one of those situations, get yourself into a growth mindset – think about learning and improvement, not judgment – and engage your intelligence again.

Teacher Survey - Lesson 4 - Week of October 2
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 3 - Week of September 25

Growth Mindset
Trouble downloading?  Here are the direct YouTube links . . .

Questions for Discussion and/or Journaling:
  • "Stories build our cage (comfort zone) and rob us of opportunities to grow." Identify one (or more) of your stories and talk about how they kept you "in the zoo."
  • "The best way to escape your cage and change these stories is to follow what the science tells us about learning."  When have you been a "zoo tiger" lately?
  • When have you been a "jungle tiger" lately?
  • "Skills are built not born, and they are yours if you earn them." What skills have you built this week?
  • Choose one of the following quotes and tell how it relates to you.
    "You have the capacity to learn anything."
    "Getting better and looking good do not happen at the same time."
    "Challenges lead to struggle, mistakes and growth."
    "It is time to get your 'Jungle Tiger' on."

Teacher Survey - Lesson 3 - Week of September 25
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 2 - Week of September 18


Questions for Discussion and/or Journaling:
  • Is the effort today worth the reward tomorrow?
  • Do you feel threatened by successful people?
  • Do you spend more time questioning the feedback you get or taking action?
  • You've had a setback. What would you do differently next time?
  • On a scale of 1-10, with 1 being "I always have a fixed mindset." and 10 being "I always have a growth mindset," where would you rate yourself? Explain why you gave yourself that rating. Include information from the video to support your answer.
  • Think of a specific time when you believe you had a fixed mindset, and "shut down" when presented with a challenge. Describe it. Then give some ideas on how you could have handled the challenge differently.

Teacher Survey - Lesson 2 - Week of September 18
Teachers:  After showing these videos to your students, please take the survey. Thank you.

Lesson 1 - Week of August 28