1.- Using Literature

1. The use of literature covers two main purposes. On one hand it builds vocabulary and develops language, a fundamental need for foreign language students. On the other hand, it encourages self-acceptance and self-understanding. The subjects discuss in the stories should deal with students´most common difficulties: anger, isolation, lies and rejection. This way the students will be able to identify with some of the characters in the stories, and group discussions can help them feel that ther fears and concerns are shared by many others in the class.
(From de Andrés: 1999. See references)

2.- That's like me

Choose a character from a novel you have read who is most like you. Write a description of the character and then explain how the character is like you.

I´m not like that!

Choose a character from a novel you have read who is least like you. Write a description of the character and then explain how the character is not like you.

3.- Circle time

Circle Time are group activities aimed at helping students understand themselves, express their individuality amd listen to others. The rules to follow are: talk only when it is your turn; behave in a friendly way when other people are speaking; find your own words to avoid repeating what others have said; you can say “I pass” if you want. Students sit on the floor or stand up in a circle, the teacher says an incomplete sentence and gives an example to finish it off, the student next to the teacher repeated the phrase and put her/his own ending and so on. Some of the topics to discuss during Circle Time can be: “I feel sad when...”, “I´m good at...”, “I feel angry when...”, “When I grow up I ...”, “A friend is...”, “I feel hurt when...” “I feel annoyed when…”, “I´m proud of myself when…”, “I´m happiest when…”.
(From de Andrés: 1999. See references)

4.- The car wash

This is a popular self-esteem exercise aimed at helping students express affection both verbally and physically. The pupils are asked to form two rows facing each other. A child volunteers to go through the car wash, while the others stroke, touch, hug him or her or said something friendly as he or she moves slowly through the lines. This exercise is effective for strengthening the feeling of belonging in the group.
(From de Andrés: 1999. See references)

5.- The mail box

This is another way to motivate children´s thoughtful gestures towards others. It contributes to building a bond of love and acceptance and a highly positive environment. Students create special notes or letters for their classmates and other people who are important to them. The teacher can introduce the Mail Box by sending one letter to each student. The meaning of the words and the purpose of sending letters or notes to each other is discussed in class. Suggestions for letter writing are displayed on the walls. For example: thank you letters, get well notes, congratulations and birthday cars, etc. At the beginning some students may not receive letters, but as the project progresses, the situation changes.
(From de Andrés: 1999. See references)

6.- Acrostic poem

This activity will help students value themselves and others. Students can help one another making suggestions. They have to write an acrostic poem to describe themselves.
e.g. Jumps high on the basketball court
Always there when food´s around
Sings a bit off-key
Outdoors type
Never late for training
(From Dalgleish:2002. See reference)

Another variation of this activity can be The Magic Comb by de Andrés:1999. In this case, the students write their name and find a positive adjective for every letter.

7.- Special day

Special Day is an activity that can be used to promote a sense of security, identity and belonging. It helps students to learn to listen to each other and wait their turn. Making positive remarks about others makes students think positively about themselves too. Select randomly a students´ name from a box. All the children must know they will get a turn sometime during the school term. He or she is invited to leave the room, while the others brainstorm positive comments which are registered by the teacher on a Special Day Certificate. The child is then invited to enter the room and sit in the middle of the circle to receive the certificate. The other children take turns to pay compliments such as: “I think you are a good friend”, “I believe you are a good footballer”, “I think you are strong, capable, talented, responsible, punctual…”. The remarks “I think” or “I believe” indicate that it is the speaker´s opinion. At the end of each Special Day, the student is given a sheet that says “The reasons my friends like me are …” where he or she is asked to copy the compliments received.
(From de Andrés: 1999. See references)

8.- Pupil awards

Let your students know you care. We learn more from the people who love us. Have certificate awards ready to give out in class.
For example:
Name: ________________________

has shown empathy for others.

Signed ___________________
Date _______________

Other comments to include could be: has shown an ability to negotiate; is willing to “have a go” at tasks such as; can solve problems for her/himself; can set goals for him/herself; is able to accept setbacks and work with them.

Strengths and limitations

This exercise can help students think about their own strengths and limitations.

I can bee good at…

Explain your students that everyone has things they are good at and things they hate to work hard at and practise. Ask them to list five things they are good at, five things they would like to be good at and five things they can practise and become good at. Discuss in class.
(Adapted from Dalgleish:2002. See reference)