I AM Noticed Core Content
Curricular Focus: Want-To
Want-to: Choosing to have a positive attitude and using gratitude as a tool.
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Connection
Lesson 2.1: Have-to vs. Get-to
Supplies needed: Journal optional
Big Idea 3: SE 3 Applying Personal Safety Skills and Coping Skills
Concept C: Coping Skills
Instruct the students to find a partner and have each person share their thoughts about the following questions:
What is an example of something that you do NOT want to do? You feel you "have-to" do this. Examples (chores, homework, etc.)
Explain to your partner if you think you get to choose your attitude about the examples you just gave.
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What is an example of something that you really want to do? You feel you "get-to" do this.
Examples (playing your favorite game, time with friends, etc.)
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Explain to your partner if you think you get to choose your attitude about the examples you just gave.
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Once everyone has had a chance to share with their partner bring the group back together and discuss how having an attitude of want-to can impact us as individuals and as a class.
A simple smile can change the world
Quick Tip>
Consider being sensitive to everyone getting a partner during this practice. Confident I AM Noticed Leaders encourage inclusivity.
Partner up and participate if you can or walk around and model active listening.
Please share the following concepts as part of this lesson:
Have you ever thought that you get to choose your attitude? What if we approach a task with the attitude of "I get-to" vs. "I have-to". When we have want-to, we show up as the best versions of ourselves. Choosing a positive attitude leads to confidence.
An important part of connecting with others is active listening. Here are a couple of things that we can do as active listeners: make eye contact & listen to hear rather than to respond.
Did you know that having a want-to or positive attitude can actually make us smarter? While negativity narrows our ability to learn new things and problem solve, positivity has the opposite effect; it allows us to learn more and think creatively.
Practice
Lesson 2.2: Purpose & Gratitude
Supplies needed: Journal or paper, writing and/or drawing supplies
Authentic
Small Group Communication
Quick Tip>
Encourage authentic small group
conversation around their writing. This can include acknowledging things that are hard and celebrating the positive.
Big Idea 2: SE 2 Interacting with Others in Ways That Respect Individual and Group Differences
Concept B: Respect for Self and Others
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Instruct the students to practice two simple ways to choose a positive attitude. Ask students to call to mind something that they do not want to do. (They may refer to Lesson 2.1 for an example). Then ask each student to apply the following tools to that example.
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#1 Purpose: remembering why something matters to us.
#2 Gratitude: what we are thankful for.
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Here is a scenario you can share with the class:
Something I don't want to do:
I don't want to make my bed.
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My purpose:
I respect my family.
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My gratitude:
I am thankful that I have a bed to sleep in.
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Please share the following concepts as a part of this lesson:
We can choose an attitude of want-to, even if we feel stuck. (Have-to vs. Get-to) Often times focusing on why something matters to us or what we're grateful for can help us have a more positive attitude.
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Once everyone has had a chance to self-reflect and write their answers independently, bring the group back together and discuss how using purpose and gratitude can help us be able to choose an attitude of want-to.
Using MRI technology, we can see that gratitude lights up parts of the brain’s reward pathways causing increased production of the "feel good chemical" dopamine.
Competency
Lesson 2.3: Want-To Leads To Confidence
Supplies needed: Journal optional
Big Idea 1: SE 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
Concept C: Being a Contributing Member of a Diverse Global Community
There is overwhelming scientific evidence that people who choose a positive attitude are more successful. This can be measured in lots of ways and one of those ways is they say they have more energy and more self-confidence.
Instruct the students to picture themselves on an average morning as they walk into school. Ask them the following questions: How is your posture? What is your attitude like? Do you smile at the people around you? Do you have nice things to say? Are you complaining? Are you positive? Do you feel like you get to go to school, or have to?
Have the students experiment with this a little bit ...
Please do this experiment without disrupting the others around you.
Scenario #1: Everyone will walk out of the class and reenter with a negative attitude and disposition. "They do not want to be at school." Talk about how this feels. Did it feel normal? Were students being kind? Was it quiet? Was it dramatic? etc...
Scenario #2: Everyone will walk out of the class and reenter with a positive attitude. Strong posture, confidence, and kindness. "They want to be at school." Talk about how this feels? Did it feel normal? Were students being kind? Was it quiet? Was it dramatic? etc...
Talk about the contrast and differences between scenario #1 and #2.
Which scenario helps you WANT to be here?
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Please share the following concepts as a part of this lesson:
A confident person tends to walk into a room like they want to be there. Imagine the opposite. When someone doesn't feel confident, their attitude may not be as positive.