Step 1: Decide together with the students which aspects need to be reflected upon: positive, negative, areas for improvement.
Step 2. At the end of a classroom activity, ask students to discuss the progress of the activity from these three points of view.
Step 3. Organise students individually, in pairs or in small groups.
Step 4. Set the time needed to organize their opinions.
Step 5. Ask the students to write their ideas/opinions on the post-it notes previously handed out and ask them to decide whether to place them among the positive, negative or areas for improvement..
Step 6. The post-it notes are stuck on the poster.
Step 7. Overview of the number of post-it notes stuck on each area.
Step 8. Ask the students to share/ discuss the results together with the teacher.
Step 9. Collect the answers/results and turn them into graphs and share with the class focussing on areas of improvement for the following activities.
Linguistic and cultural integration is a priority in order to promote the well-being of students.
Peer mentoring projects and intercultural class celebrations strengthen the sense of community; in order to realize it, after each significant activity, it definitely proved very useful to ask students to complete a self-assessment about the experience they have just had.
In this way they can develop positive ideas and goals related to wellbeing. The students’ ideas can always and freely be “posted” on the Class Positivity Board in order to have a continuous dialogue teacher/ students.
1. Introduce the purpose of gratitude and its impact on classroom climate.
2. Give each student one paper maple leaf per week for four weeks.
3. Students write a specific “thank-you” message to someone in the school.
4. Collect leaves weekly and attach them to a growing “forest” on the wall.
5. By week 4 the display becomes a collective gratitude forest.
6. Provide sentence starters/examples for pupils who need support.
7. Keep the activity voluntary for the receiver’s name if privacy is preferred.
8. Allow quiet reading time so students can enjoy the forest anytime.
9. Reinforce that any small act can be thanked, modelling respect.
10. Consider a short sharing circle at the end if students feel comfortable.
