Circle of Control Activity

Overview

In this activity, students will learn to distinguish what they can control from what they cannot. This understanding is essential for managing stress and building resilience in challenging situations. The activity is designed to be interactive and reflective, allowing each student to personalize their learning process.

Materials Needed

• Paper and markers or crayons
• A large sheet of paper or whiteboard
• The printed or digital version of the activity instructions

Activity Instructions

Step 1: Introduction (3 minutes)

• Begin by explaining the concept of the "Circle of Control." Emphasize that some things (inside the circle) are within our power, while others (outside the circle) are not.
• Ask students to share examples of things they might control (e.g., their actions, how they treat others) versus things they can't control (e.g., the weather, other people's actions).
  
  
  

Step 2: Creating the Circle (5 minutes)

• Provide each student with a piece of paper and markers, or use the large paper on the board for a collaborative version.
• Instruct students to draw a big circle on their paper. Inside the circle, have them list items or situations they believe they can control. Examples might include how they respond to a difficult situation or organizing their school work.
• Around the circle (outside), ask them to write down things they feel are outside of their control, such as other people's behaviors or unexpected events.
  
  
  
  
  
  

Step 3: Reflection and Discussion (5 minutes)

• Once everyone has filled out their circles, invite students to share one example from their circles with a partner or the class.
• Facilitate a discussion with the following prompts:
  • How does recognizing what you can control help you manage stress?
  • What are some strategies you can use when faced with things outside your control?
  • Can knowing the difference help you focus your energy better in the classroom?

Step 4: Personal Action Plan (Optional Extension)

• Ask students to choose one example from the "can control" section and write down one action they can take when faced with stress in that situation.
• Encourage students to keep their action plans and refer back to them whenever they feel overwhelmed.
  
  
  
  
  
  
  
  
  
  
  

Follow-Up Points

• Revisit the Circle of Control periodically to see if students have added new items or changed their perspectives.
• Encourage students to support one another by sharing strategies that worked for them.
• Connect this activity to future lessons on resilience and stress management to reinforce its concepts.

This interactive and reflective activity aims to empower students by focusing their energy on what they can change, thereby boosting overall self-esteem and resilience.

Engagement Quest

Overview

Engagement Quest is an interactive classroom game designed to boost student engagement and promote teamwork. In this game, students collaborate to overcome challenges, make decisions, and develop strategies to stay focused in class. The game emphasizes positive reinforcement, celebrates teamwork, and integrates key resilience and stress management techniques.

Game Setup

• Divide the class into small groups. Each group will work together to complete a series of challenges related to classroom engagement.
  
  
  

• Provide each group with a set of prompt cards that include different classroom scenarios and decision-making challenges. Consider scenarios like:

  • "Your friend is feeling left out. What can you do to include them?"
  • "You start feeling overwhelmed during a lesson. How do you stay engaged?"
  • "A new activity is introduced. What can your team do to make sure everyone participates?"
    
    
    

How to Play

1. Each group selects a prompt card from a deck. The prompt will describe a classroom scenario or challenge related to engagement and participation.

2. Groups have 2 minutes to discuss and develop a strategy or solution for the scenario. They can draw on ideas from previous lessons such as the Circle Of Control Activity.

3. Each group takes turns presenting their solution to the class. Encourage students to explain how their solution helps promote engagement and manage stress.

4. After each presentation, facilitate a brief class discussion to identify common themes or additional ideas to support classroom engagement.

5. Award points to groups based on creativity, teamwork, and alignment with resilience and stress management strategies.
   
   
   

Game Objectives

• Promote collaboration and effective communication among students.
  
  
  
• Encourage creative problem-solving and decision-making skills.
  
  
  
• Reinforce strategies for managing stress and staying engaged in class, building on concepts from earlier lessons.
  
  
  
• Celebrate group achievements and strengthen classroom community.
  
  
  

Follow-Up Points

• Encourage students to reflect on what strategies worked well and how they can implement these strategies during regular class activities.
  
  
  
• Use insights from the game to inform future classroom activities and discussions about resilience and engagement.
  
  
  

With Engagement Quest, students will have fun, learn important life skills, and feel more connected to their classroom community!

Role-Play Script: Overcoming Classroom Challenges

Introduction

Teacher: "Today, we're going to act out a role-play about some challenges we might face in the classroom and ways we can overcome them. This will help us practice how to be kind, share ideas, and work together."

Scene Setting

Teacher: "Imagine we're in our classroom and sometimes, things don't go as planned. Sometimes, a friend might feel left out or overwhelmed. Our job is to help each other feel better and find good solutions."

Roles

• Narrator (Teacher or Student Narrator)
• Student A: Feeling Overwhelmed
• Student B: Observing and Offering Help
• Student C: Experiencing a Conflict
• Student D: Acting as a Peacemaker

Teacher: "I'll assign the roles now. Remember, it's important to listen carefully and speak kindly. Feel free to use your own words to help solve the situation, just like in real life."

Script

Scene 1: Feeling Overwhelmed

Narrator: "Student A feels overwhelmed with a big school project and the classroom noise makes it even harder."

Student A (Acting overwhelmed): "I just can’t focus today. Everything is too loud and I don’t know where to start on my project."

Student B (Gently): "It sounds like you’re feeling really stressed. Do you want to step outside for a minute, or could we find a quieter spot in the room?"

Teacher (Prompting discussion): "What are some ways you, as Student A, can ask for help when things feel too much?"

(Teacher pauses for responses)

Scene 2: Conflict in the Classroom

Narrator: "Now, Student C and Student D have a misunderstanding over taking turns with a game."

Student C (Upset): "I wanted to play first, but you started without asking!"

Student D (Apologetic): "I’m sorry, I didn't realize you wanted to go first."

Student B (Offering a solution): "Maybe we can agree on taking turns. How about we set a timer for each turn? That way, everyone gets a fair chance!"

Teacher (Prompting discussion): "How did Student B help in this situation? What are other ways we could resolve conflicts?"

(Teacher pauses for responses)

Scene 3: Working Together

Narrator: "All students come together after noticing a classmate, Student A, still looking upset."

Student D (Empathetic): "We noticed you felt stressed earlier. We can help by working together. Let’s all share one tip that helps us stay calm."

Student A: "I can take deep breaths when I feel overwhelmed."

Student B: "I like to count slowly to ten and then ask for help if I need it."

Student C: "I remind myself that it's okay to ask for a break when things feel too busy."

Teacher (Closing the role-play): "Great job everyone! What did we learn from each other today? How can we use these ideas when we’re in class?"

Discussion & Reflection

Teacher: "Let’s circle back and share our thoughts. How did it feel to act out these challenges? Did you notice any ways that listening and working together made the situations better? What can you take away from this experience to help you when challenges come up in class?"

(Teacher waits for student responses and facilitates a brief discussion.)

Conclusion

Teacher: "Remember, everyone, it's okay to have tough days. Talking about our feelings and working as a team helps us overcome challenges and build a stronger, kinder classroom. Thank you for your hard work today!"

(End of role-play script)

Resilience and Engagement Discussion

Overview

This discussion is designed to reinforce the concepts of resilience and classroom engagement. It provides a supportive space for students to share personal experiences, discuss strategies, and reflect on how they can apply these ideas in their daily school life. Through guided questions and interactive prompts, students will explore what it means to be resilient and how to stay emotionally connected and engaged in class.

Discussion Guidelines

• Respect and Listen: Remind students to listen carefully and respectfully to each other’s experiences and ideas.
  
  
  
• Share Openly: Encourage students to speak openly about their feelings and strategies for handling stress or challenges in class.
  
  
  
• Support Peers: Remind students to acknowledge each other’s contributions and build on shared strategies to enhance the classroom experience.
  
  
  
• Reflection: Allow time for quiet reflection to help students consolidate their thoughts.

Discussion Prompts

1. Defining Resilience:
   

   • What does resilience mean to you?
     
   • Can you share a time when you bounced back from a challenging situation in school?
     
     
     

2. Engaging in Class:
   

   • What are some things you do that help you stay engaged during lessons?
     
   • Have you noticed a particular activity or method that makes you feel more connected in class? Why do you think it works?
     
     
     

3. Strategies for Stress Management:
   

   • What strategies have you learned for managing stressful moments during class?
     
   • How do you decide which situations to focus on (what’s in your circle of control) and which to let go?
     
     
     

4. Teamwork and Support:
   

   • How can working together as a class improve how we manage challenges?
     
   • What can you do if you notice a friend feeling overwhelmed in class?
     
     
     

Follow-Up Points

• Reflective Writing: Ask students to write a short reflection (1-2 paragraphs) about one takeaway from today’s discussion and one strategy they plan to try in the future.
  
  
  
• Peer Sharing: Encourage students to pair up and discuss any new insights they gained, possibly creating a list of classroom strategies on a shared board.
  
  
  
• Connecting to Previous Lessons: Link the discussion to earlier activities like the Circle Of Control Activity and the role-play session. Ask students how these activities influenced their understanding of resilience and engagement.
  
  
  

Closing Thoughts

Teacher: "Remember, building resilience and staying engaged in class is something we all work on together. Every challenge is a chance to learn something new about ourselves and how we can support each other. Keep these ideas in mind, and don't hesitate to try new strategies when life gets tough!"

(Provide time for final questions and additional comments from the students.)

Circle of Control Worksheet

Introduction

In this worksheet, you'll explore the things you can control and the things you can't. Understanding this helps you focus on what you can change and feel better when things seem overwhelming.

Instructions

1. Draw a large circle on your paper. Inside this circle, write down the things you believe you can control. These might be your actions, your efforts, or how you respond to a situation.

2. Outside the circle, write down the things you cannot control. These might include the weather, other people's actions, or unexpected events.
   
   
   ## Part 1: What Can You Control?
   (List at least three things that you can control in your life. Think about your choices, behaviors, and responses.)

3. __________________________________________________________
   
   
   

4. __________________________________________________________
   
   
   

5. __________________________________________________________
   
   
   

Additional Items (if any):

Part 2: What Can You Not Control?

(List at least three things that you feel are outside of your control today.)

1. __________________________________________________________
   
   
   
2. __________________________________________________________
   
   
   
3. __________________________________________________________
   
   
   

Additional Items (if any):

Reflection

Think about how focusing your energy on the things you can control might help you when you feel stressed. Write down one idea for how you can take action in a situation that feels challenging.

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Remember: It's okay if you feel like you can't control everything. Focusing on what you can change is a powerful step towards feeling better!