Everyday Well-Being Activities and Approaches - http://tiny.cc/everydaywell

1

P

J

I

S

Activity / Approach

Description / Instructions

Materials

Time (min)

Trust Req'd

Tags

2

✔

Acknowledge the Good

Acknowledge little/positive things students do or say: deeds, decisions, leadership, manners, results, qualities. Let your students know you noticed and that you are proud.

1

low

relationships, express_care

3

✔

Alliterative Name Game

Students make name-tags with their first name plus a word with the same letter as their first name. Then everyone will dance (or move) around the room to the music. When the music stops, greet and meet somebody using your new alliterative names (e.g., Awesome Anisha, William Wanderer) with a short conversation about your word/name. Repeat. https://docs.google.com/presentation/d/1-qY3BPPnkmN7A9CTdrtcw2VvgGXJ88HF7ygcOrmSLgg/edit?usp=sharing

"Hello my name is ..." nametags, markers.

15

low

icebreaker, express_identity, relationships

4

✔

Appreciationships

In small groups (4 or less) or at tables, each person takes a turn saying one thing they like about being in the class/school. The others then have a chance to say something the appreciate about that person. Rotate around so each person gets a turn.

10

high

circle, emotions, gratitude, express_care

5

✔

Break Bin

Have a bin in your classroom full of mindful break activities - it could contain quiet fidget toys, squishy balls, small stuffed animals, small puzzles or games, mindful colouring, labyrinths, pencils for doodling, etc. This bin can be accessed by students when they need it, or at your suggestion.

bin, fidget toys, mindful break activities, dollar store supplies

5

low

classroom, express_care

6

✔

Breathing and Colouring

Students watch a short video called "just breathe" then complete a colouring activity. Lesson plan includes colouring templates and short follow up questions that can be used in a circle

laptop, projector, colouring templates, colouring utensils

15

low

creative, mindfulness

7

✔

Caught You Caring

Students put sticky notes on a wall display in class to recognize caring actions.

post-its, large cut-out heart or other display

1

low

express_care, relationships

8

✔

Chalk Talk

Students will get outside and share inspirational words and phrases with the school community. Please view the attached lesson plan. This activity has adaptations for different subject areas

Research ahead of time. Sunscreen if it's sunny!

30

medium

outdoor, creative

9

✔

Class Constitution

Use a different approach to establishing classroom rules:
Step 1: Identify the Behaviors and Attitudes.
Step 2: Create a Living Space.
Step 3: Create Symbols.
Step 4: Placing the Symbols in the Living Space.
Step 5: Group Presentations.
Step 6: The Whole Class Living Space.

30

low

share_power

10

✔

Class List Caring

Each student writes on a blank class list something true, something kind, something good or something they admire for every person on the list, including themselves. The teacher then collects these, cuts them in strips, and pastes them back together so each student can see what the others have written about them. Use after a group knows each other somewhat.

blank class lists

15

medium

express_care, relationships

11

✔

Comfy Corner (aka Zen Den)

Create a corner or space within the classroom for anyone to use as a wellness refuge. See materials required for suggested items.

e.g., beanbag chair, mat, pillow, plant, fidgets, lighting, headphones

5

low

classroom, express_care

12

✔

Community Circle (Check-in)

In circle, each person has a turn to respond to a check-in question (e.g., "brags and drags", "3 words that describe me"). See link at left for a folder of resources on circles, including check-in questions and circle activities.

chairs in circle

10

varies

circle, icebreaker, express_identity, restorative, relationships

13

✔

Connect with family of student early in the school year.

This can be a phone call or email home, to invite learning more about the student and invite the parent/family to share anything important with the teacher, and/or teachers can send home a few questions for parents to answer about their child. Helps teachers learn a lot about their students that they might not have known if not for parents being the one to share that information. Could be on paper or electronic.

paper or electronic letter home, phone call to parents when requested

100

low

relationships, express_identity, staff_only

14

✔

Create Class Talking Piece

A talking piece is used during particular discussions in class. The class can choose a special object to be their talking piece and/or students can all write their names on a stone, add written agreements to a stick, etc. A stuffed animal (e.g., school mascot) could also work.

special object

10

low

circle

15

Customize Connection

Consider how you interact with each student (hallway chat, crounch down at desk, email etc) based on student preference.

5

low

relationships, express_care

16

✔

Following Up

Intentionally follow up with a student about something personal to them (e.g., "How did the tournament go you told me about last Friday?")

2

low

relationships

17

✔

Glitter Jars

You can use glitter jars to help students calm and quiet themselves. Talking points: "Can you describe how your body feels when you're stressed? Can you describe what you mind is like when you're stressed? When you're stressed, can you think clearly?" Shake up the jar, watch the glitter whirl around, and start to settle. Watch the glitter, and pay attention to your breathing. Talking points: "Like the glitter jar, under stress our minds can get so busy that we can't think clearly. But if we feel our breathing and leave our thoughts alone, they settle down, and we can think clearly again." Source: Mindful Games Activity Cards

Glitter jars (can be homemade with jars, water, clear glue, glitter)

5

low

creative, mindfulness

18

✔

Grateful Glance

At the end of any group process, group members silently scan the room, smile and make eye contact with others. Remind the group there will never be another moment exactly as this one and to appreciate their classmates.

none

1

medium

gratitude, express_care

19

✔

Gratitude Alphabet

Have students use a journal to write something they are grateful for for every letter of the alphabet. This can be done over 26 days if desired and would work well as a warm-up activity

Journal, pens, pencils

5

low

gratitude

20

✔

Gratitude Journal / Mural

At periodic intervals (e.g., weekly, unit end, whenever needed) have students add an entry to a personal gratitude journal, or add to a whole class chart paper on the wall with an ever-growing list of things to be grateful for as the year moves on. Optionally draw/sketch a picture to represent the gratitude as a mural. Discuss some of the grateful concepts as a class to cultivate the trait of gratitude more deeply.

chart paper, online or paper journals

5

low

creative, gratitude

21

✔

Gratitudinal

In small groups, allow a minute of silence to have people think of something they are grateful for then take turns sharing with the table/group.

5

medium

circle, gratitude

22

✔

Greeting at the Door

Greet students by name, and maybe a fist bump, high five or big smile and kind word. Not necessarily every day (it may lose impact) but also a chance to connect a little with every student.

none

5

low

express_care, relationships

23

✔

Guided Meditation / Nap Time

This activity may be done after an extended period of hard work or completion of a signficant task in class or just because it's needed. Students lay on yoga mats or carpets, with the lights reduced, and close their eyes, listening to a guided meditation or nature sounds for 10 or 15 minutes. The extended time allows for deep relaxation. Some students may fall asleep, and this is o.k.

yoga mats or carpets

15

low

mindfulness, restorative

24

✔

Healthy Physical Breaks

Daily physical activity for ALL or "take 5" are a number of movement-based breaks that can be played in the regular classroom. To prepare space, just move some desks and bags out of the way. See link for full details.

5

medium

healthy_active_living

25

✔

It's the Little Things

Smile, be friendly/approachable, humorous, make eye contact, say "please" "thank you".

2

low

share_power, relationships, express_care

26

✔

Make Worry Dolls

Students can make small figures for self-soothing. Video or print instructions are available.

yarn, popsicle stick, markers

15

medium

creative, express_identity

27

✔

Meditation apps

Have your class sit calmly and quietly in a comfortable position. This can be at a desk, on the floor or other. Project a meditation app on the screen and work through the steps provided. Some ideas are "One Moment Meditation", Calm.com, Headspace.

Laptop and projector

10

low

mindfulness

28

✔

Mindful Moments

Twenty-seven short (minute or less) mindfulness activities (e.g., tracing fingers, balloon breath, self-compassion) that can be used as a brief practice or break in any group.

none

1

low

mindfulness

29

✔

Mindful Walk

Take your students on a walk outside (or inside your building if the weather is poor). Before your walk, suggest to your students that they be quiet and observant during the walk. You could provide a list of suggestions for things to notice - maybe five different sounds, or one observation for each of their five senses. You can share your observations when you return to class.

none

15

low

healthy_active_living, mindfulness, outdoor

30

✔

Music Doodle

Students listen to music and draw or doodle according to evoked emotions. Please view attached lesson plan for detailed instructions and music suggestions

Blank paper, colouring utensils, speakers, music

10

low

creative, mindfulness

31

✔

Mystery Box

Prepare by filling the mystery box with objects, and place the closed box in front of your students. Take guesses about what's in the box. "What does it feel like to not know what's in the box? Do you feel excited? Frustrated? Something else?" Pass the box around; students may hold the box, look at it, shake it, but not open it. Take more guesses about what's inside. Eventually, open the box. Talking points: "How does it feel when you don't know what's going to happen next? Do you like trying new things or would you rather not try anything new? What is it like to expect one thing but find another? How do you feel when you have to wait for something?" Source: Mindful Games Activity Cards

box or container, your choice of contents

10

low

icebreaker, mindfulness, expand_possibilities

32

✔

Outdoor Classroom

Take students to your school's outdoor classroom for a lesson, or improvise with a shady tree or a good spot around the property. Have students bring something to write on if required, and sunscreen if needed. It takes a few minutes to get there and back (assume 4 minutes each), but the productivity boost from the walk and the fresh air will be significant and worth it, beyond the well-being boost.

sunscreen if needed

8

low

outdoor, healthy_active_living

33

✔

Partner Drawing

Divide in pairs, person A draws a simple curve or shape, person B adds to the drawing, etc. After 2-3 min. stop the drawing and have them pair tell a story about their resulting picture. Debrief as a whole group.

paper, pencil or crayons

5

low

creative, relationships

34

✔

Pass the Cup

Using teamwork and paying attention to what's happening around us, we pass a cup filled with water without spilling a drop. Fill a cup of water to about one inch from the rim. "We're going to pass this cup of water to each other silently and try not to spill any. What will we have to pay attention to so that we don't spill? Silently pass the cup around the circle a couple of times. Once this challenge is completed, try it again with eyes closed. Before you begin, ask: What types of things will we need to pay attention to if we can't talk or see? Try it out, and then debrief. Source: Mindful Games Activity Cards

cup, water

10

low

circle, collaboration, icebreaker

35

✔

Peace Path

Install a peace path (see link for ideas) on the floor or have a poster with restorative prompts (i.e., "What happened?", "What are you thinking/feeling?", "What has been the impact?", "What needs to happen to makes things right?" Source: www.soulshoppe.com

peace path floor map or wall prompts

20

high

classroom, express_care, restorative, relationships

36

✔

Positivi-Tree

Throughout the semester, students can write down things they are looking forward to, or positive things in their lives, on paper leaves and add them to the "Positivi-Tree" in the classroom. Encourage students to look to this when they are having a difficult time.

tree trunk image or cutout, paper leaves

2

low

classroom, gratitude, growth_mindset

37

✔

Pronouncing Names Properly

Ask students if you are pronouncing their name correctly and practice until you have it right. Keep checking to ensure. Do not use a simplified or nickname, show your caring by pronouncing their real name properly. Leave student names for supply teachers spelled phonetically.

30

medium

express_identity, express_care

38

✔

Recognize each other

Create opportunities for the students to acknowledge another student’s strengths. For example, Thanksgiving activity - on a sticky note write one thing you are thankful for about another student (be specific), stick it on their desk

sticky notes

5

low

share_power, relationships

39

✔

Relationship Mapping for Caring Adults

Does each student in the school have a positive relationship with an adult in the school? Find out during a grade team meeting, staff meeting or staff PD day time. Post every student or a subset (e.g., focus on grade 9). Teachers/adult staff in the school move around and initial students with which they believe they have a particularly strong connection. This helps to identify students who have few or no strong connection with an adult staff member. Staff then volunteer to be a "caring adult" to go out of their way to establish a connection with these students. Followup breakfast meeting weeks later with the caring adults to debrief and reward each other.

student photos with names, electronic or on chart paper

20

low

express_care, relationships, staff_only

40

✔

Riddles/Brain teasers

Write 2-3 brain teasers/riddles on board before class begins. Have class work together to solve problems. Eventually assign students to lead activity

board, chalk or dry erase markers

5

low

collaboration, icebreaker

41

✔

See Yourself in the School

Can students see themselves represented in their school? Teachers can engage students in discussions about representation, asking students what would make them feel more valued in the classroom and school. Using this data teachers can design culturally responsive and relevant practices in the classroom - ie. Reading books with diverse global perpectives etc., Teachers learn key verbs from the first languages of students in their classrooms to communicate tasks etc..

paper or electronic survey

5 survey, school implementation time varies

express_identity

42

✔

Self-Talk Turnaround

Define and discuss self-talk with students (e.g., what we say about ourselves in our minds) and give some positive and negative examples (e.g., "I'm not good at math." or "I'm working hard to be organized." or "My friends might laugh at this shirt.") Students then share examples of both types and discuss how positive self-talk is.like being our own coach. Coaching is all about being positive. A coach would never say "you can't do this, you're not good at that!" Take some negative self-talk statements and turn them around into positive through motivational and positive coaching self-talk.

none

10

high

growth_mindset, provide_support

43

✔

Sharing Kindness

Invite students to share an example of a kindness they shared to someone else, or a kindness shown to them.

none

10

high

express_care, relationships, share_power

44

✔

Silent Seatball

Class spreads out around the room. Ball is passed around the room using eye contact only. Play stops when teacher makes a sound or timer, person then answers a check-in question.

10

medium

healthy_active_living, collaboration

45

✔

Snowflake Make

Students use recycled paper to fold and cut snowflakes, which can then be shared on the walls with the student's name or used to decorate desks, etc.

recycled paper, scissors, tape

5

low

classroom, creative

46

✔

Starting Points

Intentionally interacting with a student outside of class (hallway, cafeteria, library etc.) e.g., "nice shoes", "that lunch looks good, what is it?", etc.

5

low

relationships

47

✔

Storytime

Students love being read to. It doesn't matter what age they are. On a designated day of the week, choose a short passage to read to students. For example: "100 facts you didn't know about your body" in a Biology class, The Book of Awesome, Chicken Soup for the Soul. This gives them something to look forward to where they can relax and engage in low stress learning.

A good book of facts or heartwarming stories

10

low

circle, mindfulness

48

✔

Stream of Consciousness Writing

Have students start writing, for a designated period of time (ex: 5 minutes). They should write everything that is on their mind. Don't collect this from them, make sure that students understand it is just for them. This can open up the discussion on embracing stress and how to cope with it.

Pens, pencils, paper

10

medium

mindfulness, growth_mindset

49

✔

Stress Talks

This lesson is directed towards senior students who are experiencing stress due to deadlines, workload and decision making. It involves watching a TED talk on "how to make stress your friend" and a series of discussion questions to follow. Please refer to attached lesson plan.

laptop, projector

30

low

circle, growth_mindset, provide_support

50

✔

Student Input into Classroom Environment

Students provide input into seating arrangement, displays of work, chill spaces etc.

10

low

classroom, share_power

51

✔

Tell Me Three Things About You

Send home a letter or email with questions for parents to tell more about their child. Invite the parent/family to share anything important with the teacher and indicate if they wish the teacher to contact them in order to further discuss something over the phone or in person. This can help teachers learn a lot about their students that they might not have known if not for parents being the one to share that information. Could be on paper or electronic.

paper or electronic

10

low

relationships, express_identity, staff_only

52

✔

Ten Minute Wellness

Students write down their answers to five easy, low risk questions. They then circulate around the room and find someone with the same answer that they have. They have a brief discussion. Then the teacher switches the slide to the next question and they find a new person with whom they have the same answer and have a brief discussion until the students have discussed all five questions.

Project questions. paper, pens or markers.

10

low

icebreaker, relationships

53

✔

The last time I

After watching a video on "Grit" Students journal in response to several self reflective questions which are projected using a Google slides. Students may choose to discuss their responses or not. The goal of this activity is to develop resiliency. Please view attached lesson plan for video link, instructions and link to slideshow

Laptop and projector. Pens and pencils

20

medium

growth_mindset

54

✔

Three Gates

This is a strategy to help students be more kind and compassionate in their interactions with others. Talking points: "Sometimes we can hurt someone's feelings even if we don't mean to. How can we know if something we're about to say is respectful? What can we do if we accidentally hurt someone's feelings?" One way to avoid hurting someone is by asking these three questions before we say something: "Is it true? Is it necessary? Is it kind?" It's like passing through three gates: if it's true, you pass through the first gate. If it's necessary, you pass through the second. And if it's kind, you pass through the third. Talking points: "When should we ask these questions? Do you ever get a feeling that what you're about to say might not be respectful?" You can return to these questions when concerns come up in your classroom. Another question to add could be, "Is it the right time?" Source: Mindful Games Activity Cards

none

10

medium

express_care, relationships, restorative

55

✔

Thumball Questions

Thumballs covered in questions and passed around to build community with get-to-know, curriculum or silly questions. When caught, the thumbs point to two alternative question prompts). A ball with numbers my be used with different projected prompts.

thumb ball

5

varies

circle, icebreaker, relationships

56

✔

Ultra Listening

Pay attention to body language, what they say and what they don't say. Real listening requires attention, genuine care, and empathy.

5

low

share_power, relationships, express_care

57

✔

Walking Lesson / Meeting

Invite small groups of students to go for a walk in small groups to discuss a particular question or have any small group interaction. Walking beside each other is a different feel from facing each other, and it's amazing how productivity and focus improves when walking. Notes can be captured on a cell phone, or jotted down after the walk.

varies

medium

healthy_active_living, collaboration, outdoor

58

✔

Warm and Fuzzies

Spread out positive characteristics (at least 1 per student) face up. First individual selects one word to describe the person to their left and explains why they selected that trait. Activitiy continues until entire class has gone.

cut up list of characteristics

10

medium

circle, express_care, relationships

59

✔

Weekend promises

Have students write a promise to themselves that they will do something fun on the weekend, on paper or texting to themselves. This helps them see that they have some influence over their lives. Optional extension to have a circle after the weekend to discuss with they did. This works especially well for long weekends and holidays

None

5

low

circle, mindfulness

60

✔

What's in a Name

Model to students the importance of a name by sharing your relationship with your name as the teacher. Read a book like the Name jar to open up authentic conversations about their experiences with their names. Allow students to share what they've learned through a confidential post it note response, an oral sharing in class, or artistically - including images that represent what their name means to them.

high

express_identity

61

✔

Who Lights You Up?

Group question: "Is there somebody who lights up for you when you see them? Is there somebody who lights you up? What does this person mean for you?"

none

10

medium

circle, express_identity, relationships, express_care

62

✔

Your Brain on Cellphones

This is a lesson developed for grade 12 Biology students on the impacts that cellphone usage has on the human brain and this well-being. For full understanding, students should have a background of synapses and neurotransmitters. Please see attached lesson plan

Laptop and projector

30

low

growth_mindset

63

✔

Zones of Regulation

A simple four colour system to help students understand and develop strategies for self-awareness and self-regulation. Would take some time and repeated practice with students to develop capacity in the classroom.

colour cards optional

60

medium

restorative

64

✔

Pinwheel and Bubble Breathing

Use a pinwheel or bubble wand while practising slow, deep breathing. After slowly breathing in, and holding the breath, focus attention on slowly breathing out through the bubble wand, or, across a pinwheel to make it move. One might try breathing in through their nose for their own count of 5, holding their breath for a count of 3, and then exhaling through their mouth for their own count of 7.

1 +

low

restorative, mindfulness

65

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1	What is this resource?
2	These short, easy-to-implement well-being activities were created by HDSB staff and are intended for classroom use across all programs and grades JK-12. Note the "S" activities can be used with senior students and/or staff also. Each activity provides all the instructions, links and materials needed plus an estimate of duration and trust level required. You can share a shortcut to this document using http://tiny.cc/everydaywell Read on for different ways to find activities quickly ...
3
4	How can I find activities?
5	A) BROWSE - scroll through the "ALL" tab, which is sorted alphabetically by activity name.
6	B) KEYWORD FILTERS - click the keyword filters at the top to see sub-categories of activities (e.g., just "circle" activities).
7
8	Can I submit my own activities?
9	Yes! We would love to have new ideas and activities, please submit your ideas using the form linked here.
10
11	Who created this resource?
12	A team of Halton District School Board staff developed this set of "Everyday Well-Being Activities" for secondary schools, with the intention of expanding the activities for elementary as well. Thanks to Michelle Bates, Jeff Catania, Liza Crawford, Leah McCann, Megan Merwart, David Pietroiusti, Rebecca Richardson, Karamjit Sangha-Bosland, Laura Smallbone for their contributions. The idea for this resource originally came from the joint ETFO and School Mental Health Assist project "Everyday Mental Health Practices" for elementary and a similar project is now underway for secondary at the provincial level.