Author name: Sheri Smith

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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Activity: Conquering Fear of the Future

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It’s a question that often lingers in the minds of students, leaving them anxious and uncertain as they navigate the challenges of the educational journey. In a world filled with rapid changes and unknowns, helping students conquer their fear of the future is paramount. 

We’re excited to introduce our ‘Conquering Fear of the Future SEL‘ activity, a powerful tool designed to boost students’ confidence and resilience. This transformative exercise encourages students to reflect on their past successes, arming them with the self-assurance needed to face the uncertainties of the future with unwavering determination.

The Goal

The goal of this exercise is to build students’ confidence about the future by remembering their past successes.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Results Orientation; Taking Challenges.
Career: Positive Attitude; Take Responsibility.
Social/Emotional: Self Control / Self Discipline; Perseverance; Social Maturity; Self Confidence; Empathy.

Materials

  • Circle of chairs
  • Indigo Report

Step 1: 

Ask students to think of something they are nervous about. (These fears do not need to be shared out loud.)

Step 2:

Pair students up and have them both share a victory from their past. They can share with the group if they are willing.

Step 3:

Encourage students to think about this past success throughout the week when facing challenges that make them scared or nervous. Look at the Motivators section of the Indigo Report for clues of how you could inspire or drive students to tackle certain challenges they fear.

Example: A student is nervous for an upcoming test, but remember a past test that they studied for and passed. As they prepare for the next test, they will use the memory of the last test as motivation.

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Activity: Use Your Unique Strengths

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Unlocking your full potential starts with recognizing and harnessing your unique strengths. Whether you’re a student looking to excel academically, kickstart your career with confidence, or simply build stronger social and emotional connections, understanding and leveraging your strengths is a powerful tool in your arsenal.

In this blog post, we’ll introduce you to a practical activity designed to help you identify your strengths, articulate them effectively, and discover how to apply them in various aspects of your life. Let’s embark on a journey of self-discovery and empowerment as we explore the transformative effects of embracing your strengths.

The Goal

This exercise helps students understand their strengths, how to articulate them, and explore how to use them.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Results Orientation; Extracurricular Activities Participation.
Career: Self Confidence; Whole Self; Perseverance.
Social/Emotional: Building Positive Peer Relationships; Sense of Belonging.

Materials

  • Circle of chairs
  • Indigo Report
  • Pencil and paper

Step 1: 

Have students read the Strengths section on the summary page of the report and star the ones that stand out to them.

Step 2:

Have students get in groups of three to talk about their strengths and times when they have used them.

Step 3:

Now have the same groups talk about places where they could use their strengths in the future. Have them each write down three examples for themselves.

Example: Two of Sally’s strengths are “Thinks outside the box when gathering information” and “Brings enthusiasm to the creative process.” She realizes these could be used to excel on the multimedia research project she has been dreading in her history class.

Note: You may need to rephrase some of the strengths on the Indigo Report if students have difficulty understanding certain words or phrases.

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