Wisdom

Wisdom is different from intelligence but represents a high level of knowledge, the capacity to give advice and to recognise and weigh multiple sides before making decisions. People with wisdom are able to answer important questions about some of the meanings of life.

This clip is most suitable for year 3 and up.

Words of wisdom from Dr Seuss

Can you think of any words of wisdom from a picture story book written by another author?

Molly’s great idea

Molly has come up with a fun idea for using our Positive Statements in a new way and I love how she has used her creative thinking skills to come up with this original idea!

Molly is in Mr Lord’s class and her task was to present a speaking and listening activity of her own choice to her class.

When Molly was at home, she came up with the idea of using the BHPS Positive Statements to teach her class how to make a chatterbox using some favourite statements. She then related them to the Character strength that you would use to practice that statement.

Here are some examples of the chatterboxes that Molly and Poppy made. We’re looking forward to Molly taking our class to show them how to make Positive Statement chatterboxes.

Thank you Molly!

Mindfulness & Gratitude

When a person is mindful, it means that they are aware of

An idea for an activity is to have the students work in small groups to create plays to perform to the rest of the class based on the Mindfulness goals:

-Pause to clear my head

-Follow my class and school rules

-Think before I act or speak

-Act with self-control in the classroom and playground

-Use positive thinking skills to improve how I feel

Kids explaining Mindfulness

Gratitude as a life skill.

How about making a list of all the things you are grateful for right now?

Persistence and Goals

Goal setting is important because it gives us a sense of purpose that can improve our confidence and build our self-esteem. It also helps us to focus and make better decisions.

Research findings demonstrate that establishing challenging goals, rather than ‘do your best’ goals, is a more effective way of setting expectations for students. Difficult yet achievable goals have an energising effect which motivates students to strive to the highest levels.

When goals are chosen by the students themselves, with support from teachers, the goals are more meaningful.

Some examples of goal setting from the BHPS Positive Statements by Grade 5s.

 

 

Have you set a personal goal?

Would you like to share it?

Wellbeing Literacy

Wellbeing Literacy 

“Educating the mind without educating the heart is no education at all” (Aristotle)

In schools we value teaching students mainstream curriculum subjects which include Reading, Writing, Maths and ICT (Information Computer Technology), to name a few. We teach children these subjects to enable them to be “literate” in a range of subject matters.

More recently, many schools, including Barwon Heads Primary School teach wellbeing literacy explicitly during Positive Education sessions. Wellbeing literacy is the language that we use around wellbeing. It encompasses words and how we communicate wellbeing as individuals and within organisations.

By understanding the language of wellbeing we are enabled to interpret our own wellbeing and the wellbeing of others. To intentionally improve our wellbeing, it helps to have a level of wellbeing literacy. Knowing what words such as empathy, resilience, kindness, mindfulness, persistence and growth mindset mean gives us the ability to identify these states in ourselves and understand them in others.

Many schools encourage students to set goals in the main areas of the curriculum and to set these, it is necessary to have a level of literacy or understanding of those subject areas. At Barwon Heads Primary School, our set of positive statements are a tool from which students select their own, personalised, wellbeing goals to stand alongside their reading, writing and maths goals.

Relationships

Relationships:

I accept, understand and empathise with others.

  • show respect to teachers and classmates
  • be a positive bystander
  • be a bucket filler
  • be open minded towards others and their ideas.
  • take responsibility when I make a mistake
  • forgive others
  • be kind to everyone
  • work to fix relationships
  • make sure that everyone feels included

Stop, pause and discuss what each of these stories in this animation represents in terms of relationships. (Grades 3-6)

 

What makes a good friend (Grades F-2)

 

Reading of the book “Have You Filled a Bucket Today?”

 

What do you do to build strong friendships?

 

Engagement

Engagement:

I make the most of my learning opportunities

  • be enthusiastic towards my learning
  • tune in to instruction and tasks
  • use the Learning Focus and Success Criteria
  • make the most of conferencing time with my teacher
  • do my best to achieve flow when doing activities I enjoy most
  • focus on my school work

 

Ho can you be more engaged with you learning?

Positive Emotions

Emotional Literacy

We have all types of emotions and being emotionally literate means that you can identify a range of emotions.

I use many words to express emotions

  • tell my teacher how I am feeling
  • tell my friends how I am feeling
  • clearly explain how I am feeling using descriptive words
  • notice how others are feeling

Character Strengths: Kindness, Humour, Modesty, Love, Gratitude

Although under the title of Positive Emotions in our model, we do, at times, experience negative emotions too. Being able to identify the emotion through our emotional literacy and address the negative ones increases our wellbeing.

Can you name some of the emotions you have experienced recently?