Author name: Sheri Smith

Activity: Talent Show

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In this blog, we will delve into an empowering exercise designed to elevate students’ self-esteem and illuminate the myriad possibilities that lie ahead. Our keyword for this exploration is “talent,” as we guide students through a unique Talent Show experience.

The Goal

This exercise is designed to boost the self-esteem of the students—it also shows them that there are many ways for them to use their talents in life. Reminding students that there are plenty of options in the future is important to keep them inspired to move forward.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Creativity; Self Motivation / Self Direction.
Career: Collaboration / Cooperation; Results Orientation; Identifying Goals.
Social/Emotional: Building Supportive Adult Relationships; Self Confidence; Sense of Belonging.

Materials

  • Chairs arranged audience style
  • Indigo Report
  • Pencil and paper

Step 1:

The week before this exercise, tell students to write down a talent they want to display or perform. Tell them to feel free to be creative.

Step 2:

Allow each student time to share their talent with the group. After the student has shared, use the Indigo Report to brainstorm what sort of education or career futures could utilize their talents and abilities. You can use pages on the Indigo Report such as the Potential Degree Matches page to help make connections between the talent and real world opportunities.

Example: A student brings in a short story to share. You look at her Indigo Report and see she’s also a High I. She could do very well in journalism, travel writing, or advertising.

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Activity: Practicing Resiliency

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In a world that often emphasizes success, we encourage you to dive deep and embrace a paradigm shift as we learn about practicing resiliency. Explore the transformative power that lies in the art of welcoming failure as a catalyst for unparalleled growth and continuous learning. This blog unravels the layers of resilience, demonstrating how setbacks can serve as stepping stones to greater achievements. Discover the power of a growth mindset that turns challenges into opportunities.

The Goal

This exercise is designed to remind students that “failure” is not a bad thing—our mistakes are usually the best learning experiences in our lives!

RAMP (ASCA) Mindset & Behaviors addressed and developed:

Academic: Critical Thinking; Open Perspective / Informed Decisions; Taking Challenges.
Career: Perseverance; Overcoming Obstacles; Handling Change/Adapting.
Social/Emotional: Life-Long Learning; Self-Confidence.

Materials

  • Circle of chairs
  • Indigo Report

Step 1:

Show this clip from Disney’s Meet the Robinsons. It’s a perfect example of how failure can be a good thing.

Step 2:

Have students share with the group a time they failed, how they felt, and what they learned.

Example: A student shares a time he missed the details in a project causing him to get a low grade. The student talks about how he learned to:
1. Pay attention to details.
2. Ask questions or communicate with the teacher to clarify details.

Note: Reference the Skills page in the students’ Indigo Reports—some students’ past failures may actually have resulted in certain skills being more developed.

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Activity: Embracing the Glimmers of Life

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Discover a game-changer for your mindset: the power of “glimmers.” Unlike triggers, these are tiny moments that bring joy, peace, and gratitude. Train your brain to spot these glimmer micro-moments, and watch as they multiply in your daily life. 

For many of us, the holidays are a very tough time.  Before you head out for the winter break, consider sharing this with your students and those you serve.

The Goal

By cultivating awareness of these positive moments, this activity will help foster resilience and well-being, especially during challenging times in life.

RAMP (ASCA) Mindset & Behaviors addressed and developed:

Social/Emotional: Positive attitude, coping skills, resilience

Materials

  • Pencil and Paper
  • Journal Book

Guided Questions:

Engage in student learning reflections by posing open-ended questions. Feel free to guide the conversation in any direction you see fit.

  • What is a glimmer you have experienced today? 
  • How can you recognize and acknowledge the glimmers in your life on a regular basis?
  • Ask your students to keep a journal over the break with the glimmers they experience.

Instructions:

  1. Reflect Daily: Take a moment each day to reflect on and identify a “glimmer”—a small moment that brings joy, happiness, peace, or gratitude.
  2. Self-Expression: Consider how you can express or acknowledge these glimmers. It could be through a mental note, a few written words, or any other form of self-expression.
  3. Glimmer Journal: Keep a journal dedicated to recording these moments during the winter break. Capture the essence of each glimmer, no matter how small or fleeting.
  4. Sharing Experience: In January, come together and share some of the glimmers from your journal. This could be done through a discussion, a written reflection, or any creative method you prefer.
  5. Positive Awareness: Encourage a mindset shift towards noticing and appreciating the positive aspects of each day. Through this practice, participants can enhance their well-being and resilience.

    Make sure you also ask yourself the same questions.

Share Your Glimmer of the Day with Us!

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Activity: The Wrap Up

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Welcome to a reflective journey!  In this blog, we delve into meaningful Student Learning Reflections, exploring the valuable takeaways from SEL sessions.  From open-ended questions to shared insights, this is more than a reflection—it’s a story of personal growth.

The Goal

The goal of this exercise is to talk about what students learned from these sessions and what they see as practical lessons they can use in their lives.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Career: Take Responsibility; Handling Change / Adapting; Self Advocacy.
Social/Emotional: Self Confidence; Sense of Belonging; Building Positive Peer. Relationships; Self Motivation / Self Direction; Perseverance; Overcoming Obstacles.

Materials

  • Circle of chairs
  • Pencil and Paper

Instructions:

Engage in student learning reflections by posing open-ended questions. Feel free to guide the conversation in any direction you see fit.

  • What will you take away from this group?
  • What will you continue working on?
  • Was there any one exercise that stuck out to you?
  • Did you bond with any of the students in this group?
  • Did this give you any unique ideas of how to do things in your life?

Note: If you are doing any sort of post-test / feedback form over this experience, doing it during this exercise would be the ideal time.

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Activity: How to Communicate with Others

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Welcome to a transformative journey in communication! In this blog, we’re delving into the diverse tapestry of human interaction. The goal is simple yet profound. Armed with the insights from the Indigo Report, we’ll explore the art of connecting with those who may communicate differently.

The Goal

The objective is to explain to students how people are different, and how they can use their unique communication style to connect with students who are not like them.

As we navigate through Dominance, Influencing, Steadiness, and Compliance, we uncover gems of wisdom. Highs discovering the importance of making room for Lows, acknowledging the unique perspectives each brings to the table.

Join the conversation: What makes Highs and Lows feel comfortable communicating? Are there communication styles you resonate with or find challenging? Share your thoughts and be part of a community celebrating the richness of diverse communication styles. Together, let’s explore, connect, and amplify the power of understanding how we communicate with others.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Communication; Building Positive Peer Relationships; Results Orientation.
Social/Emotional: Sense of Belonging; Self Advocacy; Communication; Perseverance.

Materials

  • Circle of chairs
  • Indigo Reports
  • Pencil and Paper

Step 1:

Split the room into two groups—those above 50 Dominance and those below 50 Dominance. Review the unique strengths of each and how not to communicate with them by using the DISC Reference Guide in the Indigo Report. Feel free to ask the following questions:

  • What are some things we can do to make both Highs and Lows feel comfortable communicating?
  • Are there any High D’s or Low D’s that would like to share how they communicate with others

Make sure to reinforce that there are no better or worse styles. Research shows the best performing teams have a mixture of highs and lows in all categories.

Step 2:

 Do the same for Influencing, Steadiness, and Compliance.

Example: When going over High Influencing and Low Influencing, one take away may be that Highs need to make room for Lows to speak up in group projects—because the Low I’s may be observing details High I’s miss.

Step 3:

Have students go back to their seats and either write one paragraph or draw a picture talking about their strengths and potential challenges.

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Activity: Positive Self-Talk

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Unlock the transformative power to control thinking patterns, foster self-confidence, and embrace a positive self-view. In the words of Russ Kyle, “Watch what you tell yourself; you’re likely to believe it.” These words beautifully align with the essence of the ‘Activity: Positive Self-Talk,’ which aims to illuminate the profound connection between our internal narratives and beliefs.

Through this empowering exercise, participants gain insights into the influential role of self-dialogue, realizing that the stories we tell ourselves significantly impact our beliefs, actions, and overall well-being. Ready to embark on this journey of self-discovery and empowerment? Let’s rewrite your story together.

The Goal

The purpose of this exercise is to teach students to control their thinking patterns and view themselves in a positive light.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Career: Empathy; Teamwork.
Social/Emotional: Self-Confidence; Positive Attitude; Perseverance; Sense of Belonging; Coping Skills; Results Orientation; Self Motivation / Self Direction.

Materials

  • Circle of chairs
  • Indigo Reports
  • Pencil and Paper

Step 1:

Ask students to think of an example of negative self-talk they tell themselves frequently.

Step 2:

Pair students up and have them tell their partner something they like about who they are.

Use the Summary Page in the Indigo Report and look at Strengths and Value to a Team to help reinforce positive self talk.

Step 3:

Have students practice the exercise on their own. In the next session, ask students to share stories about how positive self talk affected their week.

Note: Instead of a student telling himself “I’m too fat”, we want to reinforce “I’m a great listener, and I make people laugh.”

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Activity: Highs and Lows

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In the ebb and flow of life, there are moments that lift us up and moments that bring us down. Our ‘Highs and Lows’ exercise is here to remind students that it’s perfectly okay to experience both the ups and downs. 

Life is a mix of positive and negative, and it’s in these contrasts that we find our growth. Join us in this insightful journey to explore the shades of life and build connections in our circle of chairs.

The Goal

The purpose of this exercise is to remind students that all of life contains both positives and negatives; life is never “all good” or “all bad.” This exercise is a good icebreaker for the first few sessions, when students are still getting a feel for the group.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Presenting; Concepts Comprehension.
Career: Communication; Listening; Presenting; Empathy; Collaboration/Cooperation; Teamwork.
Social/Emotional: Whole Self; Self Confidence; Sense of Belonging; Positive Attitude; Self Discipline/Control; Coping Skills; Supportive Relationships; Empathy; Self Advocacy; Social Maturity.

Materials

  • Circle of chairs
  • Indigo Reports
Facilitator should do all suggested exercises first to show the “safety” of the group

Instructions: 

Have the students sit in a circle. Each student takes a turn sharing one low from their week (something that made them sad, frustrated, or angry) and one high (something good that happened). Try to limit each person’s turn to one minute each.

An Example: “One low from my week was when I received a poor grade on my math test. One high from my week was when I went to the movies with my friends.”

You can use pages on the Indigo Report such as the Communication Do’s and Don’ts to highlight examples of high and low points during interactions or help them brainstorm. You can also use a hacky sack or soft object that students to throw to the next participant.

Note: Some of our SEL facilitators do a quick round of Highs and Lows before each session.

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Activity: Art Project

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Welcome to a world of creativity and self-expression! Our Activity: Art Project is here to ignite the spark of imagination in students. The canvas is yours, and there are no rules to stifle your artistic expression. Join us on a journey where self-expression and creativity intertwine, free from judgment or grades.

Join us on this colorful journey and let your inner artist shine!

The Goal

The idea behind this exercise is to spark creativity in the students. Creativity is essential because it helps people not feel trapped in their lives. The other purpose to this exercise is to give the students an opportunity to express themselves freely. There are no restrictions, and the students will have no fears of being judged or graded.

RAMP (ASCA) Mindset & Behaviors addressed and developed:

 

Career: Creativity; Communication.
Social/Emotional: Whole Self; Sense of Belonging; Positive Attitude; Self-Direction; Open Perspective; Extracurricular Activity; Coping Skills; Empathy; Self Advocacy; Positive Relationships.

Materials

  • Indigo Reports
  • Art Materials

Instructions: 

Provide the students with any art materials on hand. Some examples are posters and markers, canvases and paint, modeling clay, magazines and scissors (for those who don’t like to draw) or simply a pen and paper. Have the students create a piece of art that represents themselves. The students are free to get as creative as they want. There are only two rules: the art has to be all about themselves, and it has to all be positive.

Tip: Motivators from the Indigo Report are a good place to start to inspire students to think of images that represent what drives them.

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Activity: Voicing Your Personal Needs

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Imagine a world where students confidently express their needs, paving the way for better connections and smoother interactions. This blog is your portal to that world.

Join us as we embark on this transformative exercise. From starring resonating needs to exploring personal experiences and identifying moments when voicing needs is paramount, we’ve got it all covered. It’s time to make your voice heard and strengthen your connections. Let’s dive in! 

The Goal

This exercise will help students understand what their unique combination of needs is and how to express them to others.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Critical Thinking; Positive Attitude. 
Career: Overcoming Obstacles; Perseverance; Self Confidence.  
Social/Emotional: Sense of Belonging; Self Advocacy; Coping Skills; Social Maturity.

Materials

  • Circle of chairs
  • Indigo Report
  • Pencil and paper

Step 1: 

Have students read the Things You May Want From Others section of their Indigo Reports and have them star the ones that resonate.

Step 2: 

Have students write down their own answers to the following questions:

Step 3:

Divide students into pairs. Have them share their answers with each other, and brainstorm instances or places where they need to express their most important needs to people around them.

Example: Tom’s most important need could be “Public recognition of his ideas and results.” He realizes he needs to express to his teacher he would like more feedback on the projects he does for the class.

If some students would feel uncomfortable sharing, they can work alone and write down places in their lives where they need to express their needs.

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Activity: Asking “Why?”

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Have you ever found yourself contemplating the origins of your insecurities and the ways to conquer them? 

In our ‘Asking ‘Why?’ SEL’ activity, we embark on a reflective journey, delving deep into the core of these insecurities and seeking strategies to overcome them. It’s a well-established fact that the simple act of asking ‘Why’ can lead to profound insights. 

In this blog post, we’ll walk you through this transformative exercise, designed to help students gain a deeper understanding of themselves and discover effective approaches for building confidence and resilience. Join us on this enlightening exploration of self-discovery and empowerment as we unlock the potential for personal growth and emotional well-being. 

The Goal

This exercise helps students take a deeper look into their insecurities to find ways to overcome them.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Critical Thinking; Self Direction / Self Motivation.
Career: Communication; Social Maturity.
Social/Emotional: Identifying Goals; Perseverance; Coping Skills; Empathy; Self-Confidence; Whole Self.

Materials

  • Circle of chairs
  • Indigo Report

Step 1: 

Have students form pairs—one listener, one talker. Tell the talker to share one of their insecurities with the listener.

Example: “Why” questions could allow one student to express that he wants to do well in school so he doesn’t feel stupid.

Step 2:

Have the listener begin asking the talker “Why” questions (“Why does this make you feel insecure?”). There will be five questions each round.

Step 3:

Switch roles and do another five rounds.

Step 4:

Have the students talk about how they could deal with their insecurities. Ask if any groups feel comfortable sharing.

Note: For individual students that discuss deep or troubling issues, reference their Social Emotional Scores on the Indigo Dashboard.

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