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Building Bright Confidence

For Schools

Lesson Plan

Confidence Kickoff

Introduce self-esteem and guide students to define it in their own words and list at least three personal strengths.

Building self-esteem early fosters resilience, encourages positive peer interactions, and helps children recognize their worth in a supportive group setting.

Audience

3rd Grade

Time

30 minutes

Approach

Interactive discussion and self-reflection activities.

Materials

Prep

Materials Preparation

10 minutes

Step 1

Icebreaker: Compliment Circle

5 minutes

  • Have students sit in a circle.
  • Introduce the soft ball: whoever holds it gives a genuine compliment to another student, then passes it on.
  • Model the activity with one or two examples to set the tone.

Step 2

Teach: What Is Self-Esteem?

10 minutes

  • Display the Self-Esteem Intro Poster.
  • Ask: “What do you think self-esteem means?” and collect responses.
  • Define self-esteem in kid-friendly terms: valuing and believing in yourself.
  • Discuss why self-esteem matters, linking to feeling happy and confident among friends.

Step 3

Activity: Identifying Personal Strengths

10 minutes

  • Distribute the Positive Traits Worksheet and markers.
  • Instruct students to write or draw three things they like or are proud of about themselves.
  • Circulate to support students who need help wording their strengths.

Step 4

Share and Reflect

5 minutes

  • Invite volunteers to share one strength from their worksheet.
  • Highlight how celebrating our strengths builds confidence.
  • Ask students to place a sticky note with one positive trait on the poster as a group reminder.
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Slide Deck

Session 1: Confidence Kickoff

Welcome to our first group counseling session!
Today we will:

  • Learn what self-esteem means
  • Identify our personal strengths
  • Practice giving compliments to each other

Welcome everyone! Introduce yourself and explain that today’s group is called Building Bright Confidence. Let students know that over six sessions, they’ll learn about self-esteem and celebrate their own strengths.

Our Objectives

By the end of today’s session, you will be able to:

  1. Define self-esteem in your own words
  2. Name at least three things you like about yourself
  3. Give and receive positive compliments

Read through each objective, and check for understanding. Emphasize that these goals will help them feel proud and confident.

Icebreaker: Compliment Circle

• Sit in a circle.
• Hold the soft ball/plush toy and give a genuine compliment to a friend.
• Pass the ball to someone else and continue until everyone has given or received a compliment.

Explain the rules: only one compliment per turn, speak kindly, listen respectfully. Model with two examples: “I like how Maria shares toys” and “I appreciate how Jamal helps clean up.”

What Is Self-Esteem?

• Think: “What does self-esteem mean?”
• Share your ideas.
• Definition: valuing and believing in yourself
• Why it matters: makes us feel happy and confident among friends

Display the Self-Esteem Intro Poster. Ask: “What do you think self-esteem means?” Write student ideas on the board. Then share the kid-friendly definition.

Activity: Identifying Strengths

  1. Write or draw three things you like or are proud of about yourself.
  2. Use words or pictures—whichever helps you share best.
  3. Ask the counselor if you need ideas or spelling help.

Distribute the Positive Traits Worksheet and markers. Circulate and prompt quieter students: “What makes you proud of yourself?”

Share & Reflect

• Volunteer to share one of your strengths.
• Notice how celebrating each other builds confidence.
• Place a sticky note with your favorite trait on our group poster.

Invite volunteers to share one strength. Applaud each share. Encourage peer support by asking others to nod or cheer.

Session Wrap-Up

• Great job today!
• Remember: you are valuable and capable.
• Home challenge: say one positive thing about yourself each morning.
• See you next week for positive self-talk!

Wrap up today’s session by praising their participation. Preview next week: we’ll talk about positive self-talk. Invite them to practice saying “I am capable!” this week.

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Worksheet

Session 2: Positive Self-Talk Worksheet

Name: ________________________ Date: ________________

1. In your own words, what is self-talk?




2. List three examples of positive self-talk you can say to yourself:










3. Rewrite the negative thoughts below into positive self-talk:

a. Negative Thought: “I can’t do this.”
Positive Self-Talk: ______________________________________







b. Negative Thought: “I always make mistakes.”
Positive Self-Talk: ______________________________________







c. Negative Thought: “Nobody likes me.”
Positive Self-Talk: ______________________________________







d. Negative Thought: “I’m not good at sports.”
Positive Self-Talk: ______________________________________







4. Think of a time when you felt nervous or upset.

  • Write the negative thought you had:






  • Change it into positive self-talk:






5. Draw or list positive words around yourself that you can say when you need a boost.

(You can draw a picture of yourself in the middle and surround it with bubbles of words.)












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Lesson Plan

Positive Self-Talk

Students will learn to recognize and practice positive self-talk by defining it, rewriting negative thoughts into positive ones, and creating personal affirmations.

Developing positive self-talk boosts self-esteem, fosters resilience when facing challenges, and promotes a supportive mindset for managing emotions and stress.

Audience

3rd Grade

Time

30 minutes

Approach

Modeling examples and guided worksheet practice

Materials

Prep

Materials Preparation

10 minutes

Step 1

Icebreaker: Positive Phrase Circle

5 minutes

  • Have students sit in a circle.
  • Ask each student to share one positive phrase or statement they can tell themselves.
  • Model an example: “I am brave.”
  • Encourage listening and nodding supportively.

Step 2

Teach: Understanding Self-Talk

5 minutes

  • Display the Positive Self-Talk Examples Poster.
  • Ask: “What is self-talk?” and gather responses.
  • Define self-talk: the things we say to ourselves in our minds.
  • Discuss why positive self-talk matters for confidence and emotions.

Step 3

Activity: Completing the Worksheet

15 minutes

  • Distribute the Positive Self-Talk Worksheet.
  • Instruct students to work individually or in pairs to complete all sections.
  • Circulate and support with rewriting negative thoughts into positive ones and drawing self-talk bubbles.
  • Prompt students: “How can you turn ‘I can’t do this’ into a positive statement?”

Step 4

Share & Reflect

5 minutes

  • Invite volunteers to share one rewritten positive self-talk or one bubble from their drawing.
  • Praise each share and highlight how these statements can help when feeling nervous.
  • Home challenge: pick one affirming phrase to say each morning and evening.
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Slide Deck

Session 2: Positive Self-Talk

Today we will:

  • Share positive phrases in a circle
  • Learn what self-talk means
  • Practice on our worksheet
  • Share our affirmations

Welcome back, everyone! Remind students that today’s session is all about positive self-talk—what we say to ourselves inside our heads. Share that we’ll practice together and use a fun worksheet.

Our Objectives

By the end of today’s session, you will be able to:

  1. Define self-talk in your own words
  2. Share a positive phrase you can tell yourself
  3. Rewrite negative thoughts into positive ones
  4. Create personal affirmations

Read each objective aloud and check that students understand why they’re learning these skills—to feel stronger, calmer, and more confident.

Icebreaker: Positive Phrase Circle

• Sit in a circle.
• Take turns sharing one positive phrase you can say to yourself (e.g., “I am capable”).
• Listen and nod to support each friend’s phrase.

Explain that a phrase circle is like the compliment circle but we say encouraging words to ourselves. Model with “I am brave.” Then start the circle.

What Is Self-Talk?

• Think: “What do I say to myself inside my head?”
• Definition: the words we tell ourselves in our minds
• Why it matters: good self-talk helps us feel confident and calm

Show the Positive Self-Talk Examples Poster. Invite students to describe what self-talk is, then share the definition.

Activity: Completing the Worksheet

  1. Define self-talk in your own words.
  2. List three positive things you can say to yourself.
  3. Rewrite four negative thoughts into positive ones.
  4. Draw self-talk bubbles around your picture.

Hand out the Positive Self-Talk Worksheet. Read directions aloud. Encourage pairs to help each other rewrite negative thoughts into positive ones, then draw self-talk bubbles.

Share & Reflect

• Who would like to share one of your positive statements or a bubble?
• Notice how these words can help when you feel nervous or upset.

Invite volunteers to share one positive self-talk statement or a bubble from their drawing. Praise each student’s creativity and courage.

Session Wrap-Up

• Great job today!
• Remember: your words have power.
• Home challenge: pick one affirmation and say it each morning and night.
• See you next week!

Congratulate students on their hard work. Remind them to practice their chosen affirmation each morning and evening until next week.

lenny

Lesson Plan

Body & Mind Power

Students will discover how body language impacts confidence by practicing power poses and mindful breathing, and will identify at least two poses that help them feel strong.

Nonverbal cues like posture and breathing influence how we think and feel; building awareness of body language fosters self-assurance and calm in challenging situations.

Audience

3rd Grade

Time

30 minutes

Approach

Modeling, active movement, and partner reflection

Materials

Prep

Materials Preparation

10 minutes

  • Review the Power Poses Poster and decide where to display it.
  • Print and cut out one set of Mindful Moves Cards per small group.
  • Place handheld mirrors at activity stations.
  • Queue up soft music for the icebreaker and ensure the speaker is working.
  • Arrange chairs or mark spots around the room to allow safe movement.

Step 1

Icebreaker: Freeze Power Pose

5 minutes

  • Play soft, upbeat music and have students move freely around the space (walking, dancing).
  • Pause the music unexpectedly; when it stops, each student freezes in a strong power pose (e.g., superhero stance, victory arms).
  • Resume music and repeat 3–4 times, applauding effort and energy.

Step 2

Teach: Body Language & Confidence

5 minutes

  • Gather students at the front and display the Power Poses Poster.
  • Ask: “How does standing tall make you feel?” and collect brief responses.
  • Introduce the idea that our posture and breathing send messages to our brain to feel confident and calm.
  • Demonstrate two poses from the poster, holding each for 10 seconds with deep breaths.

Step 3

Activity: Practice Power Poses

12 minutes

  • Divide students into pairs and give each pair a set of Mindful Moves Cards.
  • At each turn, one student draws a card, reads the pose name, and demonstrates it in front of the mirror while holding for 10 seconds and taking three deep breaths.
  • Partner observes and gives one positive comment (e.g., “You look strong in that pose!”).
  • Partners switch roles until all cards have been practiced.

Step 4

Share & Reflect

8 minutes

  • Reconvene in a circle and invite volunteers to share their favorite power pose and how it made them feel (strong, calm, brave).
  • Hand out sticky notes; each student writes the name of their chosen pose and one feeling word (e.g., “Victory Arms – Brave”).
  • Place sticky notes around the Power Poses Poster as a visual reminder.
  • Conclude: challenge students to try their favorite power pose every morning before school or when they feel nervous.
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Slide Deck

Session 3: Body & Mind Power

Today we will:

  • Play a fun power pose icebreaker
  • Learn how posture and breathing affect confidence
  • Practice different power poses in pairs
  • Reflect on how these poses make us feel

Welcome back! Introduce today’s session: Body & Mind Power. Explain that we’ll explore how our body language and breathing can make us feel more confident and calm.

Our Objectives

By the end of today’s session, you will be able to:

  1. Describe how posture and breathing affect your confidence
  2. Demonstrate at least two power poses correctly
  3. Notice how different poses make you feel strong or calm
  4. Use these poses when you feel nervous or unsure

Read through the objectives and ensure students understand why knowing about body language and breathing can help them feel strong in school and with friends.

Icebreaker: Freeze Power Pose

• We’ll play soft music and move around the room.
• When the music stops, freeze in a strong power pose (e.g., superhero stance).
• Hold the pose until the music starts again.
• Repeat 3–4 times and have fun!

Explain the Icebreaker rules: move when music plays, freeze in a power pose when it stops. Model one round yourself so they see how to freeze tall and strong.

Teach: Body Language & Confidence

• Posture and breathing send signals to our brain.
• Standing tall and taking deep breaths can make us feel confident and calm.
• Let’s try two poses from the poster:

  1. Victory Arms
  2. Superhero Stance

Display the Power Poses Poster. Ask students how standing tall makes them feel. Demonstrate two poses yourself, holding each for 10 seconds with deep breaths.

Activity: Practice Power Poses

  1. Pair up and get a set of Mindful Moves Cards.
  2. Student A draws a card and reads the pose name.
  3. Demonstrate the pose in front of the mirror, hold for 10 seconds, & take 3 deep breaths.
  4. Partner gives one positive comment.
  5. Switch roles until all cards are practiced.

Explain the partner activity. Show how to draw a card, demonstrate in front of the mirror, and give each other positive feedback. Emphasize safety and encouragement.

Share & Reflect

• Who wants to share their favorite power pose?
• How did holding that pose make you feel?
• Strong, calm, brave?
• Let’s celebrate each other’s effort!

Gather the group and invite volunteers to share their favorite pose and how it made them feel. Encourage others to cheer and applaud.

Session Wrap-Up

• Great job today!
• Remember: your body language and breathing can boost your confidence.
• Home challenge: practice your favorite power pose each morning or whenever you feel nervous.
• See you next week for more confidence building!

Wrap up by praising their participation and reminding them of the challenge. Encourage students to try their chosen power pose before tests, presentations, or when they feel nervous.

lenny

Lesson Plan

Goals & Dreams

Students will learn to set realistic goals by naming a personal dream, breaking it into manageable steps, and creating an action plan they can follow.

Goal-setting empowers students to believe in themselves, promotes planning skills, and builds confidence as they experience success through achievable milestones.

Audience

3rd Grade

Time

30 minutes

Approach

Discussion, modeling, and guided goal-planning activity

Materials

Prep

Materials Preparation

10 minutes

  • Review Dreams & Goals Poster and ensure it’s displayed where everyone can see.
  • Print one copy per student of Goals & Dreams Worksheet.
  • Prepare chart paper or whiteboard with a blank “Goal Ladder” drawing.
  • Gather markers and sticky notes for group sharing.
  • Arrange chairs in a circle to facilitate discussion and sharing.

Step 1

Icebreaker: Dream Sharing Circle

5 minutes

  • Have students sit in a circle.
  • Invite each student to share one dream or something they hope to achieve (e.g., learn to ride a bike).
  • Model with your own example first: “I dream of finishing a big puzzle.”
  • Encourage classmates to clap or cheer after each share.

Step 2

Teach: Understanding Goals vs. Dreams

7 minutes

  • Display the Dreams & Goals Poster.
  • Explain: “A dream is something you wish for; a goal is a dream with steps to make it happen.”
  • Ask: “What’s one step you might take toward a dream?” and record ideas on the board.
  • Introduce the “Goal Ladder” concept: each rung is a small step toward the top (your dream).

Step 3

Activity: Completing the Goal Ladder

12 minutes

  • Distribute the Goals & Dreams Worksheet.
  • Instruct students to:
    1. Write or draw their dream at the top of the ladder.
    2. List 3–4 smaller steps (rungs) that lead to the dream, with a timeframe (e.g., “practice 5 minutes a day”).
  • Circulate to support students in setting realistic, specific steps.
  • Prompt: “What’s the first thing you can do this week?”

Step 4

Share & Reflect

6 minutes

  • Invite volunteers to share their dream and one step from their ladder.
  • After each share, ask classmates to give a supportive sticker or clap.
  • Hand out sticky notes; students write their dream and one action word (e.g., “Practice”) and stick it around the Dreams & Goals Poster.
  • Conclude: remind students a goal becomes real when they take the first step and encourage them to try their first step this week.
lenny

Slide Deck

Session 4: Goals & Dreams

Today we will:

  • Share our dreams in a circle
  • Learn the difference between dreams and goals
  • Build a “Goal Ladder” with steps
  • Reflect and set our first action

Welcome back! Introduce today’s session: Goals & Dreams. Explain that we’ll learn how to turn our dreams into real goals by planning small steps. Encourage excitement for sharing dreams.

Our Objectives

By the end of today’s session, you will be able to:

  1. Explain the difference between a dream and a goal
  2. Name one personal dream you have
  3. Break your dream into 3–4 smaller steps
  4. Create a “Goal Ladder” action plan

Read each objective aloud. Emphasize that by setting steps, dreams become achievable and boost our confidence when we complete them.

Icebreaker: Dream Sharing Circle

• Sit in a circle.
• Take turns sharing one dream or hope you have (e.g., learn to ride a bike).
• After each student, clap or cheer to celebrate their dream.
• Listen kindly and support each friend.

Explain the Dream Sharing Circle. Model by sharing your own dream first. Encourage students to clap or cheer after each share to support classmates.

Teach: Goals vs. Dreams

• Dream: something you wish for.
• Goal: a dream with steps you can take.
• Example: Dream of reading a book; goal steps could be: read one page each day.
• Introduce the “Goal Ladder” idea: each rung is one step.

Display the Dreams & Goals Poster. Discuss the difference: a dream is something you wish for; a goal is a dream with steps to reach it. Use the poster’s graphics to illustrate.

Activity: Completing the Goal Ladder

  1. Write or draw your dream at the top of the ladder.
  2. List 3–4 smaller steps as rungs (with when you’ll do each).
  3. Think: “What’s my first step this week?”
  4. Ask the counselor if you need help making steps realistic.

Hand out the Goals & Dreams Worksheet. Demonstrate how to write your dream at the top of the ladder and add steps below. Circulate to support specific, realistic steps.

Share & Reflect

• Who would like to share their dream and the first step?
• Classmates, clap or cheer after each share.
• Notice how small steps add up to big dreams.

Invite volunteers to share their dream and one step from their ladder. Classmates give supportive sticker or clap. Reinforce that taking the first step makes a goal real.

Session Wrap-Up

• Great job today!
• Remember: dreams + steps = goals you can achieve.
• Home challenge: take your first step this week and notice how it feels.
• See you next week for more confidence building!

Praise their goal-setting work. Remind students that a goal becomes real when they take action. Encourage them to try their first step this week.

lenny

Lesson Plan

Helping Hands

Students will practice empathy by identifying feelings in peers, role-playing supportive responses, and creating a “helping hands” craft with actions they can offer friends.

Cultivating empathy and peer support builds a stronger classroom community, reduces conflict, and helps students feel valued and understood.

Audience

3rd Grade

Time

30 minutes

Approach

Role-play, group discussion, and craft

Materials

Prep

Materials Preparation

10 minutes

  • Review and shuffle one set of Empathy Role-Play Cards per pair.
  • Print one copy per student of the Helping Hands Worksheet.
  • Display chart paper or whiteboard with the title: “Ways We Can Help Friends.”
  • Gather markers, construction paper, scissors, glue sticks, and sticky notes.
  • Arrange seats in a circle and clear a central area for role-play activities.

Step 1

Icebreaker: Emotion Charades

5 minutes

  • Students sit in a circle.
  • One at a time, a student draws an Empathy Role-Play Cards card showing an emotion or scenario.
  • They silently act out the feeling while classmates guess the emotion.
  • Briefly discuss how we can notice these emotions in others.

Step 2

Teach: Understanding Empathy

5 minutes

  • Point to the chart paper labeled “Ways We Can Help Friends.”
  • Ask: “What does empathy mean?” and capture student ideas.
  • Define empathy: understanding and sharing another person’s feelings.
  • List responses on the chart: listening, comforting, sharing, helping.

Step 3

Activity: Role-Play Scenarios

10 minutes

  • Pair students and give each pair two Empathy Role-Play Cards.
  • Students take turns reading a scenario and role-playing how they would respond empathetically.
  • The partner offers supportive feedback using kind words (e.g., “I felt better when you listened.”).
  • Rotate pairs or cards so everyone practices multiple scenarios.

Step 4

Activity: Helping Hands Craft

7 minutes

  • Distribute the Helping Hands Worksheet, construction paper, scissors, and glue sticks.
  • Students trace their hand on construction paper, cut it out, and glue it onto the worksheet.
  • On each finger, they write or draw one way they can help a friend (e.g., listen, share, encourage).

Step 5

Share & Reflect

3 minutes

  • Invite volunteers to share one finger from their helping hand and explain the action.
  • Praise each idea and highlight how small acts make a big difference.
  • Challenge students to practice one helping action before the next session and add a sticky note to their hand each time they do.
lenny

Lesson Plan

Celebrate You

Students will reflect on their confidence journey, celebrate achievements, share favorite strategies, and create a plan to maintain positive self-esteem beyond the series.

This closing session consolidates learning, fosters group cohesion, and equips students with a personalized plan to sustain and build on their confidence skills.

Audience

3rd Grade

Time

30 minutes

Approach

Reflection, sharing, and celebration activities

Materials

Prep

Materials Preparation

10 minutes

  • Review and print one copy per student of the Celebrate You Reflection Sheet and the Confidence Certificate Template.
  • Prepare chart paper titled “My Confidence Toolbox” and set up markers, stickers, and stampers.
  • Arrange chairs in a circle to facilitate sharing and celebration.
  • Display a large poster or board for collecting maintenance-plan sticky notes.

Step 1

Icebreaker: Favorite Skill Circle

5 minutes

  • Have students stand in a circle.
  • Each student shares their favorite activity or strategy from the six sessions (e.g., power poses, positive self-talk).
  • Classmates respond with a thumbs-up or clap to celebrate each peer’s share.

Step 2

Teach: Session Recap

5 minutes

  • Display chart paper labeled “My Confidence Toolbox.”
  • Quickly review the key skills learned: identifying strengths, positive self-talk, power poses, goal setting, empathy.
  • For each, ask one volunteer to name the skill and describe when they might use it.

Step 3

Activity: Individual Reflection

10 minutes

  • Distribute the Celebrate You Reflection Sheet.
  • Instruct students to write or draw:
    • One thing they’ve learned about themselves.
    • Their proudest moment during the sessions.
    • Two strategies they plan to keep using.
  • Circulate to support and prompt deeper thinking where needed.

Step 4

Activity: Create Confidence Certificates

5 minutes

  • Hand out the Confidence Certificate Template and markers.
  • Students write their name and one personal strength or achievement from the series.
  • Encourage decoration with stickers or drawings to make each certificate special.

Step 5

Share & Closing Celebration

5 minutes

  • Invite volunteers to stand, show their certificate, and share one thing they are proud of.
  • After each share, classmates applaud or give a sticker.
  • Ask students to write one strategy from their reflection on a sticky note and add it to the “My Confidence Toolbox” chart.
  • Conclude by praising their growth and encouraging them to use their confidence toolbox daily.
lenny

Slide Deck

Session 5: Helping Hands

Today we will:

  • Play Emotion Charades
  • Learn what empathy means
  • Practice role-play supportive responses
  • Create a Helping Hands craft

Welcome back, everyone! Introduce today’s session: Helping Hands. Explain that we’ll practice understanding others’ feelings and learn how to support friends through role-play and a fun craft.

Our Objectives

By the end of today’s session, you will be able to:

  1. Identify emotions in your classmates
  2. Define empathy in your own words
  3. Demonstrate an empathetic response
  4. List different ways to help friends

Read each objective aloud and check that students understand the importance of empathy and support in building a caring classroom community.

Icebreaker: Emotion Charades

• Sit in a circle.
• One student draws an Empathy Role-Play Card showing an emotion or scenario.
• Act out the feeling silently while classmates guess.
• Briefly discuss how we can notice these emotions in others.

Explain the rules for Emotion Charades: students will silently act out an emotion or scenario from the Empathy Role-Play Cards while classmates guess. Model one example.

Teach: Understanding Empathy

• What does empathy mean?
• Definition: understanding and sharing another person’s feelings
• Ways to help friends: listening, comforting, sharing, encouraging, helping

Point to the chart titled “Ways We Can Help Friends.” Ask students what empathy means and record their ideas. Define empathy and list ways to help friends.

Activity: Role-Play Scenarios

  1. Pair up and get two Empathy Role-Play Cards.
  2. Take turns reading a scenario and role-playing an empathetic response.
  3. Partner gives supportive feedback (e.g., “Thank you for listening.”).
  4. Switch cards or partners so everyone practices.

Explain the role-play activity. Model reading a scenario and responding empathetically. Emphasize kind words and listening.

Activity: Helping Hands Craft

• Trace your hand on construction paper and cut it out.
• Glue your hand onto the worksheet.
• On each finger, write or draw one way you can help a friend (e.g., listen, share, encourage).
• Decorate as you like.

Show the Helping Hands Worksheet and materials. Demonstrate tracing and writing actions on each finger.

Share & Wrap-Up

• Who would like to share one helping action from your hand?
• Notice how small acts can make a big difference.
• Home challenge: practice one helping action this week and add a sticky note to your hand each time you do.
• Great job today! See you next session.

Invite volunteers to share one helping action from their hand and explain why it matters. Praise each idea, then introduce the home challenge.

lenny

Slide Deck

Session 6: Celebrate You

Today we will:

  • Share our favorite skills from the series
  • Review our “Confidence Toolbox” of strategies
  • Reflect on our journey with a worksheet
  • Create and share confidence certificates

Welcome back, everyone! Introduce today’s session: Celebrate You. Explain that this is our final session where we’ll reflect on everything we’ve learned, celebrate our growth, and plan how to keep our confidence strong.

Our Objectives

By the end of today’s session, you will be able to:

  1. Recall at least three skills you’ve learned
  2. Reflect on your proudest moments
  3. Choose two strategies to keep using
  4. Celebrate with a personalized certificate

Read each objective aloud and confirm students know what they’ll achieve today: reflection, celebration, and planning to maintain self-esteem.

Icebreaker: Favorite Skill Circle

• Stand or sit in a circle.
• Take turns sharing your favorite skill or activity from our sessions (e.g., positive self-talk).
• After each share, classmates give a thumbs-up or clap.

Explain the Favorite Skill Circle icebreaker. Model by naming one of your favorite activities (e.g., power poses). Encourage classmates to give a thumbs-up or clap after each share.

Teach: Session Recap

• Here’s our Confidence Toolbox:

  1. Identify strengths
  2. Positive self-talk
  3. Power poses
  4. Goal setting
  5. Empathy
    • Ask: “When might you use each tool?”

Display a chart titled “My Confidence Toolbox.” Quickly review the five key skills: identifying strengths, positive self-talk, power poses, goal setting, empathy. Ask volunteers to name one and describe how they’d use it.

Activity: Individual Reflection

  1. On your reflection sheet, write or draw:
    • One thing you learned about yourself
    • Your proudest moment during our sessions
    • Two strategies you plan to keep using
  2. Take your time and be honest about your journey.

Hand out the Celebrate You Reflection Sheet. Read instructions and give students quiet time to write or draw their reflections. Circulate to prompt deeper thinking where needed.

Activity: Create Confidence Certificates

• Write your name and one personal strength or achievement on your certificate.
• Decorate with stickers, drawings, or colors.
• Make it as unique as you are!

Distribute the Confidence Certificate Template and markers. Explain they will fill in their name and one strength or achievement, then decorate to make it special.

Share & Closing Celebration

• Who would like to share their certificate and proud moment?
• Classmates, let’s applaud and celebrate each other!
• Write one strategy from your reflection on a sticky note and add it to our toolbox chart.
• Great job—keep using your tools every day!

Invite volunteers to stand, show their certificate, and share one thing they are proud of. After each share, classmates applaud or give a sticker. Finally, ask students to add one strategy from their reflection to the “Confidence Toolbox” chart on a sticky note.

lenny