Module 5 Confidence Building

Transcription

1 [As with all these modules, teachers should shape the session and choose activities according to the length of time available.] Overview Activity Timing What is confidence? mins First steps to being confident Identify your successes Positivity and change strategy Empowering and Win. Learn. Change. Bringing your confidence together 10 mins 1 mins 10 mins 30 mins 20 mins Page 1 of

2 What is confidence? In this session, students will consider their own levels of self-confidence and consider possible strategies for developing a more possible mindset. Discussion: What is confidence? You want to be confident but what if you are starting with little or no confidence? How do you get from Point A to Point B? True self-confidence is not an overnight achievement. It takes dedication to realise that you are a good person that is worthy of respect and love. Confidence is a feeling Confidence is not the feeling that you think you are better than others It s an understanding; that you feel/think you are capable of doing something It can make you feel more optimistic and think more positively It can be a plus if you enjoy doing things. First steps to being confident Individual reflection This is a private exercise, so nothing you write down will be seen by anybody else. Do you feel confident? What does that voice in the back of your head say? What makes you uncomfortable or ashamed of yourself? Whatever makes you feel unworthy, ashamed, or inferior, - identify it, give it a name and write it down. : This could include any physical insecurities: body image, acne, etc. Skills or knowledge you may think you lack Regrets for something you have done or not done Home life Social life Relationships with friends A negative experience from the past. Suggest that the students tear their written notes into pieces. Ask them how they feel once the thing that they have identified as undermining their confidence has been torn up. Expect to hear: Positive Empowered I can fix it. Some pointers It may help set the tone if you share an example or experience that you have had. Page 2 of

3 Identify your successes Students will be able to identify and describe areas in which they have been successful. Activity: Your success story Everyone is good at something, so discover the things at which you excel, then focus on your talents. Give yourself permission to take pride in them. It s okay to give yourself credit for your successes. In pairs, have a discussion about what your successes are and write down the talents that you have picked up along the way. Make sure that students have written down both the success and the talent. Share some examples with the whole group. Ask: How can you use the feeling of success? Expect to hear: Help others, feel positive, enthusiastic, have confidence. Everyone is born with talents and strengths. You can develop and excel in yours. If it s difficult to name two or three things you have some ability in or just plain love to do, think about things that others do that you would like to do too and take some lessons or join a club. Discussion: In what way can you use your success and talent in the future? When you re following your passion, it will not only have a therapeutic effect but you ll also feel unique and accomplished, all of which can help build your self-confidence. Plus adding a variety of interests to your life will not only make you more confident, it will also increase your chances of meeting compatible friends! Positivity and change strategy Students will be able to understand and explain positivity and change strategy Activity: Positive mindset Split the students into groups of three and ask them to answer the following questions: What does being positive mean? What does it mean to you and others? How can you show positivity? Be positive, even if you don t feel the same way Avoid self-pity or the pity and sympathy of others Never allow others to make you feel inferior - they can only do so if you let them If you continue to loathe and belittle yourself, others will see this and this will form a large part of their impression of you Instead, speak positively about yourself, about your future, and about your progress. Page 3 of

4 Empowering and Win. Learn. Change [Small juggling balls or bean bags required] Show Cliff Young clip Discuss the impact of mind on physiology and vice versa as seen with Cliff Young. It s amazing how belief can impact on what you can achieve. How did Cliff s attitude impact on physiology? Empowering belief he d just keep running. How powerful is the mind in controlling physical response? Activity Ask: who here can juggle? Expect to hear: Clumsy Not co-ordinated Tried before and failed Invite the students to get into pairs. Try with one ball. Throw it from hand to hand. How does this feel? If you drop the ball, try again. Now try with two balls. Holding a ball in each hand, practise throwing a ball from your subordinate hand to your dominant hand. Just before you are about to catch the ball in your dominant hand, try and throw the other ball you are holding back. This might be tricky at first but keep practising. Remember, try to throw the balls so they are level with your eyes. If you find you have to move your feet to catch the balls, you are throwing a bit wild. Try changing your stance to see if that makes a difference. Now try with three balls. Holding one ball in your dominant hand and two in the other, throw one of the balls in your subordinate hand to your dominant one. Like before, try and return the ball in your dominant hand but, this time, when you catch the returned ball, try and throw the remaining ball in your subordinate hand back. What does the Catch represent? Win What does the Drop represent? Learn (what went wrong?) What does the Hold represent? Fear of Failure (Belief that I can t) What does the throw represent? Change Strategy What other lessons can we learn from juggling? How much of our effort goes into avoiding failure? Fail first to succeed faster. What will you be doing to stay positive? Some Pointers Ask: What do you need to do that will make a difference? Do you need to spend more time focused on your Win, Learn or Change? Page 4 of

5 Bringing your confidence together Divide the students into groups of three. Introduce the students to the six flipchart posters you have previously titled and pinned up around the walls (see below). Ask the students to answer each of the questions on the posters. Groups will start at different posters and move around carousel style to visit each of the six posters in turn. Ideally, if they use differently-coloured pens, it will be easier for you to manage and reflect back in your round-up discussion of the activity. Ask the students to complete the questions in the Learning Journal section of the Personal Workbook: What have you achieved today? How will you apply the learning? Posters Brand Who you are? Values Top What is important to you? List activities that you enjoy doing, you are good at and create value List activities that you are passionate about and enjoy doing Mission Describe what you want to achieve Role Goals List all the different hats you wear to keep you in balance Write down any specific things you want to Be, Do and Have. Ask: What s your Brand? Remember we looked at brands from companies, to famous people, to your brand. What words did you associate with yourself? What words do people use to describe you? What would you want them to use to describe you? Page of