Learning How To Support Yourself
Lesson:

Full Group (discussion by teacher with student participation)
1.   Explain to students that getting support from others is important, but that their most important source of support comes from within.
2.   Explain that the mind is like an anchor on the evening news-it does a running commentary on everything that goes on in a student's life: feelings, friends, an upcoming test, next week's big game, etc. Students might not even be aware of these thoughts, but they're there all the same. Sometimes the thoughts are positive ("Wow, I'm awesome!"), and sometimes they're negative ("Why even bother, I'll probably just get it wrong.").
3.   However, just the way students train their minds to learn the presidents of the United States, they can train their minds to think positive, supportive and loving thoughts that will increase their self-esteem and nurture their dreams. It's this ability-more than time or money or talent-that will ensure their future success.
4.   Explain to students that one way of developing positive thoughts is by using affirmations. To affirm means to "make firm" that which you dream or imagine. Affirmations can be general ("I'm going to achieve my dreams.") or specific ("I'm going to be the first woman to trek across Antarctica.")
5.   Ask students to brainstorm what positive thoughts Ann and Liv might have been thinking as they pulled their sleds across the ice or crawled into their sleeping bags at night, or what affirmations they might be using to keep themselves motivated. Possibilities include:
   

• Wow, do I feel strong.

• Gee, it's warm out today.

• We're going to make it.

• Today is a great day.

• Are we ever lucky-we're living our dream.

• I am a winner.

• Finishing is a piece of cake.
 
Grade Levels: K-6
Time: 1-2 class periods
Materials:

Handouts -- Writing Your Own Affirmations
Objectives:

Students will:

* Understand that their most important source of support isn't from someone else-it comes from within.
* Understand the importance of positive thinking.
* Understand affirmations and how to use them.
* Realize how Ann and Liv use positive thinking, affirmations and other techniques to keep themselves motivated.

Liv loves to read about other explorers. Reading about how other explorers
achieved their dreams give Liv internal motivation.

Individual Exercise

1.   Distribute the "Writing Your Own Affirmations" handout and ask students to write their own affirmations, including affirmations that are in support of their goals. Explain to them that affirmations should be:
 

• Present-Phrase affirmations in the present, not future, tense. "I pull my sled effortlessly across the ice," rather than, "Tomorrow, I'll figure out a way to pull my sled so it isn't such hard work.

• Positive-Affirm what you do want, not what you don't want. "I get to school on time every morning," rather than "I no longer wake up late."

• Specific-Like goals, affirmations are more effective when they're specific. "I am the first woman to trek across Antarctica," rather than "I'm a Polar explorer."
2.   Explain to students that they more they repeat their affirmations (silently, out loud or in writing) the more powerful the affirmations will become. Good times to repeat affirmations include:
 

• When you first wake up

• Just before falling asleep

• While taking a shower

• While riding your bike

• While in the car


Teachers will assess:

  *  Student's understanding of positive thinking and how they learn to do it.
  *  Student's understanding of affirmations and how to use them in support of goals.



 

 
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