Monthly Archives: March 2018

Self Control

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Self Control

means: “I can control my emotions, thoughts and actions. I think carefully about how I behave”.

Self-control is controlling one’s own responses so they align with short and long-term goals.

Two important types of self-control for students are work self-control and interpersonal self-control. Having work self-control allows you to stick with your long-term goals and stay focused on a task that may be difficult or even boring. (This is the sort of self-control that also helps you stick to an exercise plan or make healthy eating choices in the face of temptation.) Interpersonal self-control allows you to maintain your temper, hold back from interrupting, and respond to others in ways that are socially appropriate.

Someone displaying self-control can delay a short-term temptation to play games on the computer if it interferes with her long-term aspiration to do her homework each night. Someone with high self-control who aims to run a marathon will not press the alarm clock’s snooze button on the morning he scheduled a training run. In this way, self-control is linked to grit, growth mindset, and optimism.

At school, demonstrating self-control could involve:
– Coming to class with everything needed to get to work rather than being unprepared
– Remembering and following directions rather than needing to be reminded
– Getting to work right away rather than procrastinating
– Paying attention rather than getting distracted

Interpersonally, demonstrating self-control could involve: – Allowing others to speak rather than interrupting
– Being polite to all, even when stressed or angry
-Not losing your temper- Remaining calm, even when criticised or otherwise provoked, rather than losing your temper

Restorative Justice

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As teachers, we sometimes find that when there are social issues with students, it is beneficial to gather those involved and give them an opportunity to verbalise how they are feeling.

The goal with restorative practice is to get everyone involved one step closer to meting their needs whilst improving communication, understanding and empathy for one another.

The questions that can be used include:

  1. What happened? (giving students the opportunity to be heard)
  2. How were you feeling? (Identifying and understanding each other’s feelings)
  3. What happened after your behaviour? (Giving them the opportunity to assess whether the behaviour is working for them)
  4. Who else was involved, what do you think their feelings and needs were? (Help students to develop empathy and emotional intelligence)
  5. Who else was affected who was not directly involved?
  6. What have you learnt and what will you do next time? (Listen, ask questions, check understanding, summarise)
  7. How can you repair what has happened? (Gives a sense of resolution)

It is better to give than to receive

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It is better to give than to receive

 

As corny as it sounds, it is true, giving is, indeed, better than receiving.

The act of giving is rewarding and benefits to the giver include a surge in “feel good” hormones and a drop in the stress hormone cortisol.

In one study, participants were given some money and told that they had to spend it before the end of the day. Those who were told that they had to spend it on others, (in contrast to those who had to spend it on themselves) were measured as happier.

The Dalai Lama believed that true happiness comes not from gathering material possessions but from being concerned about the needs of others and Ghandi said that the “best way to find yourself is to lose yourself in the service of others.”

Social support, or offering and giving emotional help to others helps us to feel more satisfied and engaged with life. I will never forget when my two youngest children were severely ill in hospital and friends were doing all they could to support me both emotionally and physically. One night, a friend’s husband who I barely knew, knocked at our door to drop off a meal. I felt guilty because I wasn’t sure how I was going to repay his and everyone else’s kindness. This man said to me, “what goes around comes around.” I think he wanted me to understand the benefit that he received from giving to us. I also think that he felt that his kind act would enact the concept of “paying it forward”. It did, and years later, I still often remember his words.

 

Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008).

Think about how you have supported and encouraged other people recently and how it made you feel. Fulfilled, happy and rewarding are words that come to mind and the more we practice giving the more habitual it will become.

Teamwork

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Team work means that you are a great team mate. You do your share and get people to work well together.

This YouTube clip shows groups of animals banding together and looking after each other.

 

In each of our classrooms at Barwon Heads PS, we cooperate with each other and work together. When we go outside to play on the oval, whether it be cricket, football or soccer, teamwork is involved. Teamwork occurs at home when you do things to help others, especially your parents.

Can you think of any other examples of times when you have used the Character Strength of teamwork?

Can you think of any books that involve teamwork?

persistence and grit

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Persistence means I work hard to finish what I start. I don’t give up.

“If Perseverance (persistence) is your top strength, you work hard to finish what you start. No matter the project, you “get it out the door” in timely fashion. You do not get distracted when you work, and you take satisfaction in completing tasks”.

According to Angela Duckworth it is “grit” that makes people successful. Grit is a combination of passion and persistence (perseverance) and can grow. Grit is a bit like drive and is the secret to outstanding achievement.

 

 

          

 

There are so many stories about people who have used persistence and grit to achieve success. Who is your favourite fictional character or real person who has worked hard and become successful at something?

Curiosity

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Curiosity is defined as a strong desire to know or learn something. People who are curious want to explore and find out new things. They are interested in learning more about anything and everything. They are always asking questions and find all subjects and topics fascinating. They like exploration and discovery.

Benefits:

Curiosity fuels intrinsic motivation to learn

Curiosity brings pleasure and enhances memory

Curious people have more developed cognitive skills; they learn more and learn better

http://www.ascd.org/publications/books/116001/chapters/Introduction@-How-to-Cultivate-the-Curiosity-Classroom.aspx

  

Some deep thoughts about curiosity from a Grade 2 student – thank you Ms Blake!

What are you curious about?