Embedded Files
Photo by Michael Walter on Unsplash
3 Good Things on Twigs
3 Good Things on Twigs
1. Invite each participant to choose a card color and recall three good things from the previous 24 hours. Keep the definition broad: meaningful, pleasant, relieving, useful, or quietly encouraging all count.
2. Ask participants to write one item per line. Suggest that one item may recognize something made possible by a colleague, student, family member, or community.
3. Participants attach their cards to the shared branches. They may read others silently before returning to their seats.
4. Invite voluntary sharing. Do not require explanation or emotional disclosure.
5. Shift to the facilitator lens. Ask participants to identify how the invitation, materials, pacing, movement, silence, and sharing options shaped psychological safety.
6. In pairs, participants sketch how they will run the activity in their own Working Group.
Catchy Questions: Positivitoss
Catchy Questions: Positivitoss
1. Form circles of five to seven. Explain the pass option before the ball moves.
2. A participant gently tosses or hands the ball to another person. The receiver answers the question nearest a chosen finger or selects the corresponding numbered prompt.
3. After answering, the participant passes the ball onward. The facilitator monitors airtime, pace, inclusion, and emotional depth.
4. Pause after several turns. Ask observers what the facilitator noticed and what choices kept the exchange safe and purposeful.
5. Restart with a participant facilitator. Practise one move such as inviting a quieter voice, redirecting a long response, validating a pass, or asking a useful follow-up.
6. Close by connecting the questions to peer support and teacher wellbeing.
Photo by David Trinks on Unsplash
The Focused Feather
The Focused Feather
1. Invite participants to balance a feather on one finger for up to 60 seconds. Participants may instead observe the feather or practise for a shorter period.
2. Ask them to notice where attention goes, what disrupts it, and how they return to the task.
3. Repeat once if useful, this time without competition.
4. Invite one sentence of reflection: What helped you return your attention?
5. Connect the experience to facilitation: a short reset can change readiness, but it does not remove workload or structural demands.
Shred Your Shoulds and Map the Demands
Shred Your Shoulds and Map the Demands
1. Give each participant two colors of paper. On the first color, they write a pressure that may involve an internalized expectation, perfectionism, or an assumption they can question.
2. On the second color, they write a demand created by workload, policy, staffing, role ambiguity, relationships, or insufficient resources.
3. Privately review the first paper. Participants may shred it, tear it, revise it into a more humane expectation, or keep it. No one must disclose what they wrote.
4. Place the second paper on the team Demands and Resources map. Do not shred structural problems.
5. Cluster similar demands and identify which are within personal control, working-group influence, school authority, or regional or national authority.
6. Select one demand that the team will carry into intervention design. Name the resource, relationship, practice, or policy change that could address it.
Paper Roll Strengths Survey
Paper Roll Strengths Survey
1. Display concise, accessible descriptions of the strengths being used. Clarify that this is a reflection and group-mapping exercise unless participants have completed a validated assessment.
2. Each participant selects five strengths they recognize in themselves or regularly use in their work.
3. Participants place one paper token in each corresponding container or envelope.
4. Tally the results visibly. Notice high-frequency strengths and strengths selected less often.
5. Ask how the group could use the available strengths to run, communicate, monitor, and sustain a well-being initiative.
6. Create a draft role map for the next Working Group meeting. Invite volunteers and nominations, but do not assign roles solely from the tally.
Kindness Domino and Peer Support Commitments
Kindness Domino and Peer Support Commitments
1. Ask participants to identify one realistic support action they can complete within the next two to four weeks.
2. Write or attach a short label to a domino: action, intended recipient or group, and completion date. Sensitive details can remain on a private commitment card.
3. In pairs, test whether each commitment is specific, feasible, welcomed, and connected to an actual need.
4. Add the domino to a shared chain or spiral. As it grows, name how one action can enable another without implying that kindness alone solves systemic problems.
5. Record the commitments in the group follow-up tracker and identify who will open the check-in at the next Working Group meeting.
6. Agree on a low-burden follow-up question: What happened, what helped, and what needs to change?
Photo by Denise Jans on Unsplash
Page updated
Google Sites
Report abuse