What Are My Strengths? Individual & Group Activities for Social-Emotional Education in “My Strengths” Journal.
“What are my strengths?” is one of the most important questions to ask yourself because the answer to it may determine your life trajectory.
Seemingly complicated for a child to answer, the question is worth asking. A simple response “I’m good at riding a bike” can not only be a reassurance of one’s strength in one particular area, but it may really push learners in your classroom to see the best sides of themselves and focus on interests and skills learner might have previously dismissed as ordinary and boring, thus reinforcing skill building, practicing and raising one’s self-image.
How can you make sure every learner in a classroom or your own child has an opportunity to figure out their greatest strength and where this strength comes from?
“My Strengths” activity journal is designed to lead a learner through the exploration of their strength.
Planned as an individual and group activities, “My Strength” Journal is a great classroom resource that can be taught over a couple of lessons and provides opportunities for learners to learn about other people’s strengths, discover their own, conduct a family interview, and present their strength in class.
“My Strengths” Journal starts with providing examples of strengths and a definition of this concept.
Discuss the concepts that are not familiar to students: persistence, leadership, teamwork, trustworthiness, determination, dedication, open-mindedness, modesty, self-regulation, gratitude, etc. Lead the students in a short discussion of what these strengths mean.
Any book about a person or a fictional character is a great way to discuss some strengths.
You can create an example of a concept map for one of the concepts (ex.: determination) while reading a story about a character who was determined to do something. In the concept map, highlight what the character does, feels, how dedication looks like.
“My Strengths” Journal continues with the exploration of strengths based on the example of Stephen Hawking.
Before reading the short story, introduce vocabulary words. If time permits, spend more time practicing vocabulary. Students can illustrate vocabulary words, sort them, use them in their own sentences.
The short story about Stephen Hawking in “My Strength” Journal talks about the most important events in Stephen Hawking’s life.
While reading the story, students will learn about Stephen’s strengths. Encourage students to work in groups after finishing the story to create a list of strengths Stephen Hawking had and provide text evidence of what Stephen did to show this strength.
The discussion time after reading the short story of Stephen Hawking’s life is for students to discuss the suggested questions and push learners towards thinking about what strengths Stephen had. It can be done as a pair or a small group activity.
“My Strengths” Journal continues to provide examples of strengths to students that they can choose from to apply to their lives and their personalities.
“Explore Strengths” page 13 activity can be done in many ways:
- Ask students to choose 1 concept and illustrate it.
- Ask students to choose 1 concept and explain it to the rest of the class using their own words.
- Ask students to choose 2 concepts that are connected and ask them to explain how they are connected. Present their finding to other groups.
- Ask students to think of a character they read about and use 2-3 concepts to describe that character while providing explanation why they think the character had particular strengths.
“What Are Your Strengths?” and “Talk About Your Strengths” pages urge students in identifying their own 3 strengths.
After choosing three strengths, students create sentences using sentence frames provided to describe their strengths.
Example: My strength is …..because I can……..and I am…….
When students are done with the writing part, ask them to share it with the partner or in groups. Bring students back to the story of Stephen Hawking and ask students to explain what Stephen’s strengths were, what he could do, and who he was as a scientist, thinker, discoverer, visionary.
Engage students in a discussion of their greatest strengths at home with their family members. “Family Interview” of “My Strengths” Journal provides questions learners can discuss with their parents:
- Is it better to be persistent or flexible?
- Is it easy to be brave?
- Is humor a strength?
When the home assignment is complete, ask students to share the most interesting questions or the most difficult questions. Encourage students to ask other questions about strengths.
On the “My Strengths” page students finally choose their three biggest strengths.
Encourage students to draw their strengths and label them. Students write the “I can…” statement to describe their strengths.
For example strength – persistence. I can work on a task without giving up. I can ask questions to help me find answers that are difficult to find. I can never give up and continue working on a problem.
The “Write About..” sheet is great for assessment.
It asks students to show everything they learned about strengths.
Set the timer for 15 minutes and ask students to reflect on everything they have discussed and write about. Students can answer the prompt questions provided in the sheet to show their learning:
- What is strength? Or What are you biggest strengths?
- Give examples of strengths and explain them.
- Write about your strengths and how they make you different.
“Ask a Friend” sheet of “My Strengths” Journal is an opportunity for students to discuss what they have learned with their partner or a group.
The questions that students discuss are:
- How can you show respect to others?
- Which strengths you want to have?
- Tell me about one of your strengths.
- Is optimism a good strength to have?
Exploration of biggest personal strengths culminate in a “Class Presentation” activity.
Students write about their biggest strengths and explain why they think they have these strengths.
Learners focus on their biggest strengths and share what strengths they would like to have.
The activity allows students to show their learning, reflect on their strengths, share their ideas with the rest of the class, ponder strengths to develop. Students should be encouraged to ask questions about each other’s presentations.
All the ideas and activities mentioned in this post are part of the “My Strengths” Journal that is designed for individual and group work.
Visit the Mindful Message Shop to find the “My Strengths” Journal for your classroom.
If you found the “My Strengths” Journal interesting, explore other journals “My Interests” and “My Values.”
Consider other unique resources for your classroom:
Outer Space Coloring Pages and Other Coloring Worksheets for Kids.
What Mindfulness Is In a Classroom: Must-Have Activities.
How to Use Get To Know You Questions to Build Self-Awareness.
What Is Self-Awareness and How To Teach It?
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