Leaf Observation Activity

Objective: To observe and describe the characteristics of different leaves, noting their colors, textures, and shapes.

Materials:

• One or more leaves (provided by teacher or collected by students)
• Magnifying glass (optional)
• Leaf Observation Activity Worksheet (for recording observations)

Instructions:

1. Examine Your Leaf: Take one leaf and look at it closely. What do you notice first?

2. Color Detective:

   • What are the main colors you see on your leaf?
   • Are there different shades of the same color?
   • Do you see any small spots or lines of different colors?

3. Texture Explorer: Gently touch your leaf. Describe how it feels.

   • Is it smooth or rough?
   • Is it soft or crunchy?
   • Can you feel the veins?

4. Shape and Size: Look at the overall shape of your leaf.

   • Is it round, pointy, or something else?
   • How big is your leaf compared to your hand?

5. Share Your Discoveries: Discuss your observations with a partner or the class. What was the most interesting thing you noticed about your leaf?

Leaf Change Worksheet

Name: ____________________________

Date: ____________________________

Part 1: Observe and Describe

Look closely at a leaf. Describe what you see and feel.

1. What colors do you see on your leaf?
   
   
   

2. How does your leaf feel (texture)? Is it smooth, rough, crunchy, or soft?
   
   
   

3. What shape is your leaf?
   
   
   

Part 2: Understanding Leaf Science

Answer the following questions based on what you learned.

4. What is the special green substance in leaves that helps them make food?
   
   
   

5. What is the name of the process where plants use sunlight to make food?
   
   
   

6. Why do leaves stop being green in the fall?
   
   
   

7. Where do the yellow and orange colors in leaves come from?
   
   
   

8. Why do some leaves turn red or purple in the fall?
   
   
   

Part 3: Reflect and Connect

9. What is one new thing you learned about why leaves change color that you found interesting?
   
   
   
   
   
   

Fall Leaf Journal Prompt

Name: ____________________________

Date: ____________________________

Reflect and Imagine

Think about what you've learned today about why leaves change color.

1. If you were a leaf preparing for winter, how would you feel as your green color faded away and your new colors appeared? What colors would you want to show off and why?
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Imagine you could paint a picture of your favorite fall tree. What colors would you use, and what would you want people to notice about your painting? Describe the scene in detail.
   
   
   
   
   
   
   
   
   
   
   
   
   

3. Why do you think it's important for trees to change their leaves in the fall? What would happen if they stayed green all winter?
   
   
   
   
   
   
   
   
   
   
   
   
   

Leaf Change Worksheet Answer Key

Part 1: Observe and Describe

(Answers will vary based on student observations of individual leaves.)

1. What colors do you see on your leaf?
   Example: I see red, orange, and some patches of yellow.

2. How does your leaf feel (texture)? Is it smooth, rough, crunchy, or soft?
   Example: My leaf feels a bit crunchy, and the veins are slightly rough.

3. What shape is your leaf?
   Example: My leaf is shaped like a star with five points.

Part 2: Understanding Leaf Science

4. What is the special green substance in leaves that helps them make food?

   • Answer: Chlorophyll
   • Thought Process: The lesson plan and slide deck explain that chlorophyll is the green pigment responsible for making food in leaves.

5. What is the name of the process where plants use sunlight to make food?

   • Answer: Photosynthesis
   • Thought Process: This term is introduced and defined when discussing how chlorophyll helps plants create food from sunlight.

6. Why do leaves stop being green in the fall?

   • Answer: In the fall, there is less sunlight and cooler temperatures. The trees stop making chlorophyll, and the chlorophyll that is already there breaks down, making the green color disappear.
   • Thought Process: The slide deck and lesson instructions detail that chlorophyll breaks down as days shorten and temperatures cool, leading to the loss of green.

7. Where do the yellow and orange colors in leaves come from?

   • Answer: Yellow and orange colors are pigments that are always in the leaf, but they are hidden by the strong green chlorophyll during the growing season. When the chlorophyll goes away, these colors become visible.
   • Thought Process: The slide deck explains that yellow and orange pigments are present year-round but masked by chlorophyll.

8. Why do some leaves turn red or purple in the fall?

   • Answer: Red and purple colors are made in the fall by the plant as it gets ready for winter. These colors are not usually in the leaf during the summer.
   • Thought Process: The slide deck distinguishes red and purple as colors newly produced in the fall, unlike the pre-existing yellow and orange.

Part 3: Reflect and Connect

9. What is one new thing you learned about why leaves change color that you found interesting?
   • (Answers will vary based on individual student learning and interests.)
   • Example: I thought it was interesting that the yellow and orange colors are already in the leaves, just hidden by the green!

My Strengths Worksheet

Name: _________________________ Date: _____________

Everyone has amazing strengths! These are the things you are good at, the positive qualities you have, and what makes you special. Let's explore your unique superpowers!

Part 1: Brainstorm Your Strengths

Think about yourself. What are you good at? What do you enjoy? What do others say they like about you? Write down as many strengths as you can think of in the boxes below. Don't worry about perfect answers, just let your ideas flow!

My Strengths:

Part 2: My Favorite Strengths

Look at your list. Pick your top three favorite strengths. Why are these your favorites? How do they make you feel?

1. Strength: _________________________
   Why I like this strength:
   
   
   
   
   
   

2. Strength: _________________________
   Why I like this strength:
   
   
   
   
   
   

3. Strength: _________________________
   Why I like this strength:
   
   
   
   
   
   

Part 3: Using My Strengths

How did you use one of your strengths this past week, even in a small way?

How could you use one of your strengths to help someone else this week?

Discussion Guide: Inner Sparkle

Introduction: Your Amazing Qualities (2 minutes)

Teacher: "We just spent some time thinking about your strengths. How did it feel to list all those positive things about yourself? Was it easy or a little tricky?"

Exploring Your Strengths (8 minutes)

Teacher: "Let's talk about some of the strengths you wrote down on your My Strengths Worksheet. Can you share one or two that you feel particularly proud of?"

Teacher: "Why do you think it's important to know your strengths? How does it make you feel when you recognize something good about yourself?"

Teacher: "Sometimes, when we have a bad day or things go wrong, it's easy to forget our strengths. How can remembering your strengths help you when you're feeling down or frustrated?"

Connecting Strengths to Self-Esteem (5 minutes)

Teacher: "We talked about your 'inner sparkle'—those amazing qualities inside you. How does thinking about your inner sparkle connect to how you feel about yourself overall?"

Teacher: "Self-esteem is basically how you feel about yourself. Do you think recognizing your strengths helps build your self-esteem? How so?"

Looking Ahead (5 minutes)

Teacher: "This week, I want you to try to notice when you use one of your strengths, even if it's small. Maybe you were a good listener, or you showed kindness. What strength do you think you'll try to pay attention to this week?"

Teacher: "How do you think knowing your strengths might help you next time you feel frustrated or have a problem with a friend or a teacher?"

Teacher: "Thank you for sharing your amazing strengths today! Remember, your inner sparkle is always there."

Strength Shield Activity Guide

Goal: To visually represent and celebrate your personal strengths, creating a reminder of your inner power.

Materials:

• Paper (cardstock or construction paper works best)
• Markers, colored pencils, or crayons
• Optional: Glitter, stickers, magazines (for cut-outs)
• Your My Strengths Worksheet

Instructions:

Part 1: Design Your Shield (10-15 minutes)

1. Draw Your Shield: On your paper, draw a large shield shape. This shield will represent your personal protection and power.
2. Centerpiece: In the very center of your shield, write your name or draw a symbol that represents you.
3. Add Your Strengths: Look at your My Strengths Worksheet and choose 3-5 of your most important strengths. Write each strength in a different section of your shield. You can use words, or draw small pictures/symbols that represent each strength (e.g., a heart for kindness, a lightbulb for creativity, a book for intelligence).
4. Decorate! Make your shield colorful and unique. Use patterns, colors, and any extra materials (glitter, stickers) to make it shine. This is your shield, so make it look powerful and positive!

Part 2: Reflect and Share (if time permits) (5 minutes)

1. **

Teacher Talk Scenarios Worksheet

Name: _________________________ Date: _____________

It can be tough to talk to teachers sometimes, especially when you're feeling upset or misunderstood. Let's practice how to use "I" statements, ask for clarification, and take a pause to communicate more positively.

Part 1: "I" Statements Practice

Rewrite these common frustrated thoughts into respectful "I" statements. Remember, focus on how you feel, not on blaming the teacher.

1. Original thought: "My teacher never calls on me! They always pick on Sarah."
   "I" statement:
   
   
   
   
   
   

2. Original thought: "This homework is stupid! I don't understand it and the teacher didn't even explain it well."
   "I" statement:
   
   
   
   
   
   

3. Original thought: "The teacher keeps telling me to be quiet, but everyone else is talking too! It's not fair!"
   "I" statement:
   
   
   
   
   
   

Part 2: Asking for Clarification

Rewrite these frustrated statements into polite questions asking for more information.

1. Original thought: "I don't know what to do! These directions make no sense!"
   Polite question:
   
   
   
   
   
   

2. Original thought: "Why do we have to do another group project? I hate working with other people!"
   Polite question:
   
   
   
   
   
   

3. Original thought: "My grade on this essay is terrible! I thought I did everything right."
   Polite question:
   
   
   
   
   
   

Part 3: Taking a Pause

Imagine you're in these situations. What would you want to say right away? What could you say after taking a quick pause and a deep breath?

1. Situation: Your teacher just told you to put your phone away, but you were just checking the time for a second.
   First thought (before pause):
   
   
   
   After a pause, I could say:
   
   
   
   
   
   

2. Situation: You feel like a teacher is ignoring your raised hand for the fifth time in a row.
   First thought (before pause):
   
   
   
   After a pause, I could say:
   
   
   
   
   
   

Discussion Guide: Tone & Impact

Introduction: Beyond the Words (5 minutes)

Teacher: "Last week we focused on your strengths, and today we're talking about how you communicate with teachers. We've practiced some great ways to say things using 'I' statements and polite questions. But sometimes, it's not just what we say, but how we say it, right?"

Teacher: "What do you think 'tone of voice' means? Can you give an example of how the same words can sound different with a different tone? (e.g., 'Okay' said cheerfully vs. sarcastically)"

The Power of Tone (8 minutes)

Teacher: "Think about a time someone spoke to you with a tone that made you feel upset or angry, even if their words weren't technically rude. What was that like? How did it make you feel?"

Teacher: "Now, think about a time someone spoke to you with a kind or calm tone, even when they were giving you difficult news or a correction. How did that make you feel differently?"

Teacher: "How do you think your tone of voice might affect how a teacher responds to you, especially when you're feeling frustrated?"

Body Language Matters (7 minutes)

Teacher: "It's not just our voice; our body also 'talks.' What kind of body language might show a teacher you're engaged and respectful? (e.g., eye contact, calm posture)"

Teacher: "What kind of body language might accidentally give a teacher the impression you have an 'attitude,' even if you don't mean to? (e.g., rolling eyes, slumped shoulders, crossed arms)"

Teacher: "How can taking a pause, like we discussed, help you manage both your tone and your body language when you're feeling upset?"

Applying It (5 minutes)

Teacher: "This week, in addition to practicing 'I' statements and asking for clarification, I'd like you to try to be more aware of your tone of voice and body language when you talk to teachers. What's one thing you can try to focus on?"

Teacher: "Remember, you have the power to choose how you present yourself, and that can make a big difference in how others respond to you. Great job discussing today!"

Role-Play Cards: Teacher Interactions

Goal: To practice using positive communication strategies ("I" statements, polite questions, taking a pause) in realistic teacher scenarios.

Materials:

• These Role-Play Cards (cut out)
• Your Teacher Talk Scenarios Worksheet for reference

Instructions:

1. Choose a Card: The teacher will pick a scenario card, or the student can choose one that sounds challenging.
2. Assign Roles: The teacher will play the role of the teacher, and the student will play herself.
3. Act it Out: Play the scenario, with the student trying to use the strategies we discussed: "I" statements, asking polite questions, and remembering to take a pause if she feels frustrated.
4. Reflect and Discuss: After each role-play, discuss:
   • What went well? (e.g., "You used a great 'I' statement!")
   • What felt challenging?
   • What could be done differently next time?
   • How did it feel to use these new ways of communicating?

Role-Play Scenarios (Cut along the dotted lines)

Scenario 1: Unfair Consequence

Teacher's setup: "Okay, [Student's Name], I saw you talking during the silent reading time. You'll need to stay after class for five minutes."

Student's goal: You feel it's unfair because you were just asking your friend a quick question about the book, and others were talking too. Use an "I" statement and try to understand the teacher's perspective.

Scenario 2: Confusing Assignment

Teacher's setup: "Alright class, for your science project, you need to research an ecosystem and create a 3D model. It's due next Friday."

Student's goal: You have no idea what an "ecosystem" is or how to start a 3D model. You're feeling overwhelmed. Use a polite question to ask for clarification, maybe about where to find information or examples.

Scenario 3: Feeling Ignored

Teacher's setup: (Teacher is busy helping another student, or walking around the room, making eye contact with others but not you.)

Student's goal: You've had your hand raised for a while with a question about the assignment, and you feel frustrated that the teacher hasn't called on you. Take a pause, and then try to get the teacher's attention respectfully without being disruptive or rude.

Scenario 4: Graded Paper Disagreement

Teacher's setup: (Hands back a graded essay with a lower grade than you expected.) "[Student's Name], you missed a few key points on this."

Student's goal: You thought you addressed all the requirements and are confused by the grade. You feel a little angry and disappointed. Take a pause, and then ask for clarification on specific feedback or how you could improve.

Scenario 5: Group Project Frustration

Teacher's setup: "For your history project, you'll be working in groups of three. [Student's Name], you're with John and Emily."

Student's goal: You've had some past issues working with John, and you're worried it won't go well. You feel a knot in your stomach. Use an "I" statement to express your concern and ask if there are strategies to help group work be more successful.

Friendship Qualities Worksheet

Name: _________________________ Date: _____________

It’s important to know what makes a friendship feel good and what might make it feel not-so-good. This helps you choose friends who lift you up!

Part 1: Healthy Friendship Qualities

Think about what makes you feel good in a friendship. List words or phrases that describe a healthy, supportive friend and friendship.

What makes a good friend? What does a good friendship feel like?

Part 2: Unhealthy Friendship Qualities

Now, think about what makes you feel bad or uncomfortable in a friendship. List words or phrases that describe unhealthy, draining, or dramatic friendships.

What makes a friendship feel bad? What does it feel like when a friendship is unhealthy?

Part 3: Scenario Sorting

Read each scenario. Decide if it describes a Healthy Friendship or an Unhealthy Friendship. Explain your reasoning.

1. Scenario: Your friend, Maya, always wants to know who you’re hanging out with. If you spend time with other people, she acts cold towards you the next day.

   • Type of Friendship: ____________________
   • Why?
     
     
     
     
     
     

2. Scenario: You told your friend, Chloe, a secret. Later that day, you overhear Chloe telling another friend your secret, and they both laugh.

   • Type of Friendship: ____________________
   • Why?
     
     
     
     
     
     

3. Scenario: You messed up on a school project and feel really sad. Your friend, Sam, listens patiently, tells you it's okay to make mistakes, and offers to help you study for the next one.

   • Type of Friendship: ____________________
   • Why?
     
     
     
     
     
     

4. Scenario: Your friend, Olivia, is always making jokes about your clothes or your hair. She says, "I'm just kidding!" when you tell her it hurts your feelings.

   • Type of Friendship: ____________________
   • Why?
     
     
     
     
     
     

Part 4: My Own Friendships Reflection

Without naming names, think about a friendship in your life. What healthy qualities does it have? What unhealthy qualities might be present?

What is one thing you could do to make one of your friendships healthier, or to protect yourself from an unhealthy one?

Discussion Guide: Drama Detectives

Introduction: The Mystery of Drama (5 minutes)

Teacher: "We just talked about healthy and unhealthy friendships. Sometimes, those unhealthy friendships lead to something we call 'drama.' What does 'drama' mean to you in the context of friends? What does it look like?"

Teacher: "How does being involved in friend drama usually make you feel? (e.g., stressed, sad, anxious, angry)"

Why Does Drama Happen? (8 minutes)

Teacher: "Why do you think drama happens between friends? What are some common reasons? (e.g., jealousy, misunderstandings, trying to fit in, gossip, boredom)"

Teacher: "When you find yourself in the middle of drama, what's often your first reaction? Do you feel pressure to pick sides, or to talk about others?"

Teacher: "How does drama impact your day at school or even how you feel when you get home? Does it make it harder to focus?"

Becoming a Drama Detective: Strategies (8 minutes)

Teacher: "As 'Drama Detectives,' our goal is to spot drama and figure out how to respond so it doesn't get bigger or hurt us. What are some things you can do when you see drama starting or when someone tries to pull you into it?"

• (Prompts: Can you walk away? Can you change the subject? Can you say 'I'm not getting involved in that'?) Is it always your responsibility to fix it?)

Teacher: "What if someone is gossiping about another friend? What could you say or do to show you're not interested in participating?"

Teacher: "How can using an 'I' statement, like we practiced last week, help you express your discomfort if a friend is trying to involve you in drama? (e.g., 'I feel uncomfortable when we talk about people behind their backs.')"

Protecting Your Peace (4 minutes)

Teacher: "Remember, you have a choice about what drama you get involved in. How does choosing to step away from drama protect your own self-esteem and happiness?"

Teacher: "What is one strategy you want to try this week if you encounter peer drama?"

Teacher: "Great job being a Drama Detective today! Remember, protecting your peace is a powerful move."

Conflict Resolution Role-Play Cards

Goal: To practice constructive ways of responding to common peer drama and conflict situations.

Materials:

• These Role-Play Cards (cut out)
• Your Friendship Qualities Worksheet for reference

Instructions:

1. Choose a Card: The teacher will pick a scenario card, or the student can choose one that feels relevant or challenging.
2. Assign Roles: The teacher will play the role of the peer(s), and the student will play herself.
3. Act it Out: Play the scenario, with the student trying to use the strategies we discussed:
   • Using "I" statements to express feelings.
   • Politely asking for clarification or to change the subject.
   • Taking a pause before reacting.
   • Choosing to walk away or not engage in gossip.
4. Reflect and Discuss: After each role-play, discuss:
   • What went well? (e.g., "You stayed calm even when the friend was upset!")
   • What felt challenging in this scenario?
   • What could be done differently next time?
   • How did it feel to use these new responses?

Role-Play Scenarios (Cut along the dotted lines)

Scenario 1: Gossip Circle

Peer setup: Your friend, Jessica, pulls you aside during lunch. "Guess what? Sarah told me that Emily said you were being really mean in class today. Isn't that wild? What do you think about Emily?"

Student's goal: You feel a bit uncomfortable and don't want to get involved in gossip. How can you respond without being rude, but also not participating in the drama? (Hint: Change the subject, or state you don't want to talk about others.)

Scenario 2: Exclusion

Peer setup: You see a group of your friends planning something fun for the weekend, and they don't invite you or even mention it when you're standing right there. Later, one of them, Chloe, says, "Oh, we thought you were busy!"

Student's goal: You feel hurt and left out. Use an "I" statement to express your feelings and clarify if there's a misunderstanding. (e.g., "I felt hurt when I heard about the plans because I wasn't invited.")

Scenario 3: Disagreement over a Game

Peer setup: You and your friend, Ben, are playing a game during recess. You both disagree about a rule, and Ben gets loud and says, "You're always trying to change the rules!"

Student's goal: You feel unfairly accused and a little angry. Take a pause. How can you calmly explain your side or suggest a solution (like asking a teacher or looking up the rule)?

Scenario 4: "You Have To Choose!"

Peer setup: Your friend, Mia, is mad at another friend, Lily. Mia comes to you and says, "Lily is being totally annoying. You can't be friends with both of us, you have to choose!"

Student's goal: You don't want to pick sides. How can you express that you value both friendships (if that's true) or set a boundary about being pulled into their conflict? (Hint: Use an "I" statement about your feelings or decline to choose.)

Scenario 5: Unwanted Advice/Critique

Peer setup: You're working on an art project, and your friend, Jake, comes over and says, "That's not how you're supposed to draw that. It looks weird. You should do it my way."

Student's goal: You feel a bit annoyed or criticized. How can you politely tell him you appreciate his ideas but want to do it your own way? (Hint: Use an "I" statement about your preference.)

Positive Self-Talk Journal

Name: _________________________ Date: _____________

Your thoughts have power! The way you talk to yourself, often called "self-talk," can change how you feel and what you believe you can do. Let's practice being your own best cheerleader!

Part 1: My Inner Critic (The Doubtful Voice)

Think about times when you've felt bad about yourself. What are some common negative things your inner critic says to you? (e.g., "I'm not smart enough," "I'm going to mess up," "No one cares what I think.") Write down a few examples.

Part 2: My Inner Cheerleader (The Supportive Voice)

Now, let's turn those around! For each negative thought above, write a positive, realistic, and kind response from your inner cheerleader. Think about your strengths from Week 1!

1. Inner Critic says:
   
   
   
   Inner Cheerleader says:
   
   
   
   
   
   

2. Inner Critic says:
   
   
   
   Inner Cheerleader says:
   
   
   
   
   
   

3. Inner Critic says:
   
   
   
   Inner Cheerleader says:
   
   
   
   
   
   

Part 3: Daily Reflection

• Scenario: Imagine you have to give a presentation in class, and your inner critic says, "You're going to totally mess up and everyone will laugh."

  • What could your inner cheerleader say to help you?
    
    
    
    
    
    
    
    
    
    
    

• Scenario: You tried out for a school club, but you didn't get in, and your inner critic says, "See? You're not good enough."

  • What could your inner cheerleader say to help you?
    
    
    
    
    
    
    
    
    
    
    

Part 4: My Own Positive Affirmation

Write one positive sentence about yourself that you want to remember this week. It should be something true and uplifting!

My Affirmation:

Discussion Guide: Inner Critic vs. Inner Cheerleader

Introduction: The Voices in Our Head (5 minutes)

Teacher: "We all have thoughts about ourselves that run through our minds all day long. Sometimes these thoughts are positive, and sometimes they're negative. What do you notice about the thoughts you have about yourself?"

Teacher: "I introduced the idea of an 'Inner Critic' and an 'Inner Cheerleader.' How would you describe the difference between these two voices?"

Listening to the Critic (8 minutes)

Teacher: "Let's be honest, sometimes the Inner Critic can be pretty loud. What are some of the things your Inner Critic often says to you? (Refer to Positive Self-Talk Journal Part 1 if needed.)"

Teacher: "How do you feel when your Inner Critic is speaking loudly? Does it make you want to try new things or hold you back?"

Teacher: "Why do you think our brains sometimes create these negative thoughts, even when they aren't completely true? (e.g., trying to protect us from failure, past experiences)"

Empowering the Cheerleader (8 minutes)

Teacher: "Now let's talk about your Inner Cheerleader. What kinds of things does your Inner Cheerleader say? (Refer to Positive Self-Talk Journal Part 2.)"

Teacher: "How does it feel when you actively choose to listen to your Inner Cheerleader? Does it give you more energy or confidence?"

Teacher: "How can remembering your strengths (from Week 1) help your Inner Cheerleader speak up more loudly?"

Teacher: "Is it always easy to turn a negative thought into a positive one? What happens if you try and it feels difficult? (Emphasize practice, small steps, and self-compassion.)"

Practicing Self-Compassion (4 minutes)

Teacher: "Sometimes, even our best friends make mistakes, and we still love them. How can you be as kind and understanding to yourself as you would be to a good friend?"

Teacher: "What is one positive affirmation you will try to say to yourself this week, even if it feels a little silly at first?"

Teacher: "You're doing an amazing job learning to be your own best friend. Keep practicing, and your Inner Cheerleader will get stronger and stronger!"

Affirmation Mirror Activity Guide

Goal: To create a visual reminder of positive self-talk and practice daily affirmations.

Materials:

• Small mirror (a compact mirror, locker mirror, or even a piece of reflective foil can work)
• Sticky notes or small pieces of paper
• Markers or pens
• Your Positive Self-Talk Journal

Instructions:

Part 1: Choosing Your Affirmation (5 minutes)

1. Look at the affirmations you wrote in your Positive Self-Talk Journal (Part 4) or brainstorm a new one.
2. Choose one or two affirmations that feel most important for you to remember right now. An affirmation is a positive statement that helps you challenge negative thoughts and build self-esteem. It should be true (or something you want to be true and are working towards).
   • Examples:
     • "I am capable and strong."
     • "I am a good friend."
     • "My voice matters."
     • "I can learn and grow."
     • "I am worthy of kindness."

Part 2: Decorate Your Mirror (10 minutes)

1. Take your sticky notes or small pieces of paper.
2. Write your chosen affirmation(s) clearly on the notes. You can use colorful markers and decorate them to make them visually appealing.
3. Attach the sticky note(s) to the frame of your mirror, or directly onto the mirror if it won't damage the surface. The goal is for you to see your affirmation every time you look in the mirror.

Part 3: Daily Practice (Ongoing)

1. Placement: Put your Affirmation Mirror in a place where you will see it every day – like on your desk, in your locker, or on your bathroom counter.
2. Look and Say: Each day, when you look into your mirror, read your affirmation out loud. Look yourself in the eyes as you say it. Even if it feels strange at first, saying positive things to yourself can really change your mindset over time.
3. Reflect (Optional): Take a moment to think about what the affirmation means to you. How can you embody that affirmation in your day?
4. Change it Up: If an affirmation starts to feel less powerful, you can create a new one! Your journey of self-love is always evolving.