Notes to Self: An SEL Kernels Practice for Third Grade

Note: Click here to download and print a card version of this practice that can be added to the other SEL Kernels practices to make an easy-to-use hand-held collection. See the Brain Games pack for additional activities.

The Big Idea

• When we take time to reflect on who we are, how we’re growing, and what is special to us, we build an awareness of our strengths and beliefs that we can go back to when we need it.

Instructions

• Say The Big Idea (above).
• Ask students to take out their journals (or a piece of paper) and draw or write in response to a reflective prompt. Sample prompts include:
  • Draw three things that went well today. What were you thinking? How were you feeling? What did you do?
  • I believe… Write a list of words or draw the top three most important beliefs you have and why they matter to you (e.g., I believe telling the truth is important). You can use magazines and have students cut out words or pictures that represent their beliefs.
  • Draw your best possible future self. Who will you be when you grow up? What will you do? What do you like about that future person? Why are those things important to you?
• Turn on calming music and give students 5-10 minutes to draw or write.
• Optional: Give students the option to share their writing or drawing with you privately or with the class. Write an affirming note back to the student with a smiley face, sticker, or stamp.

Must do

• Keep it open-ended; there does not need to be a right answer.
• Ensure that this is positively oriented.

Can adapt

• How they reflect—instead of writing or drawing, they can share out loud to the classroom or a partner, or act out through a role play.

After the activity, debrief

• How did your reflection go? Was it easy or hard to reflect and think about yourself?
• How do you know what you believe in? Where do beliefs come from?
• How do you think about your thoughts? Can you see other people’s thinking?
• When do you feel your best? Why?

Tips for success

• If possible, have the prompts translated into the native languages of emergent bilingual learners. Provide them with the opportunity to respond in their home languages, as well.
• Provide scaffolding for children who may need extra support by providing your own example. Model your thinking for students by “thinking aloud” to show how you generated your ideas and to show how you chose what to record in your journal.

Over the year

• Third grade is a time when children’s sense of self is increasingly influenced by relationships and social interactions. Students are aware of how peer groups and others think about them. This can contribute to a fixed sense of self and one’s abilities. Talk about growth mindset—that effort can lead to new abilities and to growth and change. Encourage students to celebrate their own strengths and positive beliefs about themselves, and use visioning exercises to expand their idea of what is possible.
• To start, allow students to decorate the cover of their journals to represent aspects of their identity and culture that make them who they are. For third graders, this could be their favorite foods/songs/dances, who is in their family and where they are from, where they live, what they are good at, etc. Students can draw and color, or cut and paste collage-style.
• As the year progresses, use a variety of different prompts that give students an opportunity to reflect on aspects of who they are, how experiences make them feel, and things that are important to them. Encourage students to draw with more and more detail as their skills develop throughout the year—and to begin labeling their pictures with words, as they are able.
• Lastly, give students time to go back into their journals to review what they’ve drawn and written throughout the year. Choose prompts that allow students to reflect on the best parts of their year, challenges they’ve overcome, things they’ve learned, and their goals for the future.

Source

This practice is part of the SEL Kernels project developed by the EASEL Lab at Harvard University.

Evidence That It Works

Having a positive attitude towards learning actually helps students’ brains work better. Research shows that the hippocampus, a brain area linked with memory and learning, is significantly more active when students employ a positive attitude towards a subject.

In addition, having a growth mindset (being focused on improvement) leads to better academic outcomes. Middle school students with a growth mindset earned higher math grades over time compared to students with a fixed mindset (focus on judgment).

Generally, having a positive mindset is strongly linked to better life outcomes. For example, gratitude is strongly and consistently associated with greater happiness. People who practice gratitude feel more positive emotions, relish good experiences, improve their physical health, deal with adversity, and build strong relationships.

Why Does It Matter?

An optimistic growth mindset is a powerful tool for helping children protect against and navigate negative feelings to successfully accomplish tasks and get along with others. When children feel confident in their abilities and optimistic about their chances of learning, growing, and overcoming obstacles, they are likely to build stronger relationships and be more positive.

For example, if students believe that they and their peers can develop their skills, talents, and behavior through hard work, they are better able to manage feelings of frustration and discouragement in order to solve interpersonal conflicts or persevere through challenging situations.