Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Explore: Identifying commonalities

30 minutes

Discover: Building connection

15 minutes

Thrive: Support box

Explore: Identifying commonalities

Teacher note: To increase engagement and enthusiasm towards this activity, we recommend tailoring the statements you read aloud to what’s most relevant and interesting to your cohort. Additionally, you can encourage students to high-five or fist-bump when they step into the circle and explain their reasoning to give context to their response.

Step 1

Explain that this activity is designed to help students learn more about each other and see if commonalities can be found. Invite them to form a standing circle and only step in when they hear a statement they agree with (and step back out before the next statement is read).

Read the following statements beginning with ‘Step into the circle if’:

you had an imaginary friend growing up
you’re a hugger
you have called a teacher Mum or Dad
you have ever made a Tik Tok
you think you're a good dancer
you have worn your clothes inside out by mistake
you are a night owl (prefer nights over mornings)
you have been bullied before
you have ever had food stuck in your teeth, and no-one has told you
you have ever bullied someone
you can name one thing you are grateful for
you were born overseas
you have a talent that no-one knows about
you have slept through an alarm
you know what you want to be when you leave school
you have played sport in the last 4 days
you've ever struggled with a subject
ou’ve ever felt misunderstood, disappointed, upset, angry, frustrated, let down, scared or anxious
you have checked in with someone today.

Step 2

Once all the statements have been read out (or everyone has had an opportunity to step in at least once), facilitate a class discussion. Depending on student participation, some areas may need to be spoken about in more depth during the debrief. Where relevant, share a story or two linked to one of the statements from the circle activity.

Use the following questions to prompt discussion:

Who learned something about someone they didn’t previously know?
Have you ever made an assumption about someone that wasn’t true?
Why should we take time to get to know each other?
Do you feel more connected as a group? In what ways?
Why is it important not to judge a book by its cover?

Provide the following explanation to assist their thinking:

It can sometimes be challenging to get to know new people or find connections with those you believe may be different to you. It is important to look at people through a non-judgemental lens and realise how we can build connections and make new friends by finding commonalities. When we find common ground with others, we can establish a sense of belonging and build mutual respect and appreciation.

Discover: Building connection

Step 1

Explain that expressing gratitude towards others can be a powerful way to build connection and a sense of belonging. It’s important students understand what it means to express gratitude and how it differs from giving someone a compliment. Check students’ understanding by asking them to provide some examples and ensure they do not focus on someone’s physical attributes.

Examples:

I really appreciate your confidence to always give things a go.
I love the way you are a team player; it’s fun being on the same netball team as you.
You have a great sense of humour, and I know I can always count on you for a laugh.

Step 2

Ask students to form pairs and have them face each other - they either need to stand in one line down the centre of the room or in a doughnut shape.

Provide the following instructions:

The person receiving gratitude will step forward so it’s clear who is the giver and who is the receiver.
If you are the giver, take a moment to consider what you appreciate most about this person. When you are ready (and comfortable to do so), place your hands on the receiver’s shoulders and share what you appreciate about them. Try and make this about non-physical attributes.
If you are the receiver, thank the giver and avoid dismissing or disagreeing with what they have said.
Swap roles and repeat the process.

Once both pairs have shared, ask 1 row (or the inner circle if in doughnut configuration) to stay where they are while the others rotate 1 place to the left. Then encourage the new pairs to repeat the process. Try and allow everyone to speak to 5-6 people before facilitating a class debrief.

Use the following questions to prompt discussion:

How did that activity make you feel? Why?
What are the benefits of giving gratitude?
What are the benefits of receiving gratitude?
Are you usually someone who expresses gratitude? Why/why not?

Provide the following to assist their thinking:

We may see people on a daily basis, but we don’t often take the time to show them our appreciation and gratitude. However, this practice can lead to stronger personal connections, a sense of belonging and increased self-regard, which is why we should all aim to do it more regularly.

Thrive: Support box

Step 1

Ask students to raise their hand if someone from the previous activity said they were a good listener or offered good advice. Encourage these students to share why people may think this about them. For example, “When someone is venting or has a problem, I ask if they want my advice rather than just offering it.”

Step 2

Explain that this next activity invites students to anonymously share any challenges they are facing and have peers offer advice based on lived experience. Firstly, ask students to brainstorm (in pairs or as a class) a list of common challenges young people face. This can be based on general observations rather than personal experiences.

Examples:

High pressure from parents/coaches to perform
Social anxiety and fear of making new friends
Uncertainty about the future
Technology addiction and online pressures

Once the brainstorm has been completed, ask the group to pick a challenge they’d like to use for practice. When they have decided, invite students to work in small groups to answer the following questions:

What are some things you should consider about this challenge before offering advice?
Have you experienced this challenge before? If so, what did you learn? What advice would you give?
What are some practical strategies someone could use to help them overcome this challenge?

Once students have answered the questions in small groups, invite them to share their responses with the class.

Step 3

Introduce students to the ‘Support Box’ (a cardboard box with a slit in the top). Explain that this box will be available for students to anonymously add their challenges to, and will be checked by the teacher on a regular basis.

Each week or fortnight, 1-2 of the challenges will be selected for students to practise offering advice. Not only will this help students learn how to effectively offer advice, but it will provide the contributor with a range of strategies to help them overcome the challenge. It may also help them identify others who’ve been through the experience and are willing to offer additional 1:1 support.

Step 4

Ask students to consider how the ‘Support Box’ could be beneficial and discuss ideas as a class.

Examples:

Get advice or help from someone who has been through the same thing
Feel less alone knowing that other people have had the same experience
Build connections and trust as a class
Easier to ask for help without having to talk to someone or put your name down

Provide the following explanation to assist their thinking:

Asking for help can be challenging, but knowing there is a class community of support and encouragement without judgement is a great way to share and be able to reset and reframe challenges and struggles.

Teacher note: Ensure each submission is checked before using it in class. If regular submissions or similar themes are raised, they can help inform future lessons and focus areas needed within SEL lessons.

Tribe: Building Healthy Relationships

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