WELLBEING- LESSON 3- 

GRATITUDE

  FURTHER INSTRUCTIONS:   CLEAR SPACE IN THE CLASSROOM (OR GO OUTSIDE) AND SEE HOW LONG STUDENTS CAN KEEP ALL THE BALLOONS OFF THE GROUND AS A TEAM  ALLOW STUDENTS 3 ATTEMPTS AT KEEPING ALL THE BALLOONS OFF THE GROUND FOR AS LONG AS POSSIBLE AND THEN ASK EACH STUDENT TO HOLD ONTO A BALLOON (IT DOES NOT HAVE TO BE THEIR OWN)  ASK STUDENTS TO POP THE BALLOONS BY STOMPING ON THEM AND THEN ASK STUDENTS TO FIND THE LITTLE PIECE OF PAPER THAT WAS INSIDE THE BALLOON.  ASK STUDENTS TO STAND IN A CIRCLE AND TAKE TURNS SHARING WHAT IS WRITTEN ON THEIR PIECE OF PAPER. IF STUDENTS FEEL COMFORTABLE TELLING THE CLASS THEY WROTE WHAT HAS BEEN READ OUT THEY CAN, OR THEY CAN STAY ANONYMOUS.   DEBRIEF: ALLOWING STUDENTS AN OPPORTUNITY TO SPOT THE "GOOD STUFF" AND SHARE IN GROUPS. HELPING STUDENTS TO RAISE AWARENESS OF THINGS THEY CAN BE GRATEFUL FOR AND A GOOD LINK IN TO THIS LESSON.

FURTHER INSTRUCTIONS:

CLEAR SPACE IN THE CLASSROOM (OR GO OUTSIDE) AND SEE HOW LONG STUDENTS CAN KEEP ALL THE BALLOONS OFF THE GROUND AS A TEAM

ALLOW STUDENTS 3 ATTEMPTS AT KEEPING ALL THE BALLOONS OFF THE GROUND FOR AS LONG AS POSSIBLE AND THEN ASK EACH STUDENT TO HOLD ONTO A BALLOON (IT DOES NOT HAVE TO BE THEIR OWN)

ASK STUDENTS TO POP THE BALLOONS BY STOMPING ON THEM AND THEN ASK STUDENTS TO FIND THE LITTLE PIECE OF PAPER THAT WAS INSIDE THE BALLOON.

ASK STUDENTS TO STAND IN A CIRCLE AND TAKE TURNS SHARING WHAT IS WRITTEN ON THEIR PIECE OF PAPER. IF STUDENTS FEEL COMFORTABLE TELLING THE CLASS THEY WROTE WHAT HAS BEEN READ OUT THEY CAN, OR THEY CAN STAY ANONYMOUS.

DEBRIEF: ALLOWING STUDENTS AN OPPORTUNITY TO SPOT THE "GOOD STUFF" AND SHARE IN GROUPS. HELPING STUDENTS TO RAISE AWARENESS OF THINGS THEY CAN BE GRATEFUL FOR AND A GOOD LINK IN TO THIS LESSON.


PART 1- 5 MINUTES

Rationale

 

  • Few things in life are as integral to our wellbeing as gratitude (Emmons, 2007).
  • Priming your brain to expect a favourable outcome, actually encodes your brain to recognise the outcome when it arises (Siefert & Patalano, 2001)
  • Gratitude correlates with goal attainment, high energy, positive moods, quality of sleep and more positive attitudes towards school and family (Emmons & McCullough, 2003).

Learning objectives

By the end of this lesson, learners should:

  • identify things for which they are grateful
  • have begun a gratitude journal

  


PART 2- 10 MINUTES

Record or discuss a few of the things that Hailey Bartholomew was grateful for during her 365 day journey. Do you notice how simple and common many of these things are?


PART 3- 10 MINUTES

We see mainly what we look for. What are you looking for?

In the next 90 seconds, write down as many things as you can that you are grateful for. They can be as simple or extravagant as you like.


PART 4- 10 MINUTES - LASER TAG

Teachers preview this activity to have some fun with your group. Or watch it all the way through for full instructions as a class. Change partners after 3 minutes, or arrange a game of elimination.


PART 5- HOMEWORK - GRATITUDE JOURNAL

For the next 7 days, write down 3 things you are grateful for each night before you go to bed (or at another time each day that suits you).