1. Journal: Read the story… thoughts…

2. What I am
Will.i.am sings what I am on sesame street
Will.i.am sings what I am on sesame street

3. Building a Child’s Self-Concept or individual worth
Building yours, too.
An emotional NEED.

4. Book Evaluation
Click Clack Moo

5. STAND UP FROM THE INSIDE!
Resiliency = the capacity to bounce back or continue on after disappointment or tragedy.
Self-Concept = The total picture of who we are.
Our looks and traits, how we feel, what we think, who we see when we look in the mirror.
A person’s individual worth.
A child’s self-concept is in place by age 5.
Self-concept is individual worth
Write your name on the card

6. Children are born with 100% Self-Concept
Why is this level of Self Concept important for them to have during those first 5 years of life?
*Blow up a balloon and tie it off to represent this. When they fall down they get back up and don’t give up. When asked who is the best at an activity they all say “I am” – even if they don’t know what it is. When told they look pretty or did well they say “I know”. They don’t compare diapers or clothes or strollers with other babies.

7. Do you still have the 100% you were born with?
Imagine what you could accomplish if you did!
Blow up a balloon to represent their SC, but don’t tie it – their “SC tie” has come undone and watch what happens when something happens to you (let go and watch it fly). The balloon lays there until it gets picked up and brushed off again by you or someone else. You could do so much more!
Balloon flight

8. What is lifting you off of the ground?
What I Am poem using your name on the card.
For each letter of your name, assign one characteristic that describes who you are and starts with that letter.
(Sam) S = soccer A = animals M = magnificent
Tie die your name card (wait to be called over)
Identify high and low self-concept (workbook question #2)
eyes, posture, words, actions, treat others, successes
Keys to building a child’s self-concept (workbook question #4)
- Blue cards around the room
Kid self-concept scenarios (workbook ASSIGNMENT #5)
What I am song can play in the background while they begin their name poem and before you explain the rest of the time.
-Skip #3, 5, and 6 for now

9. Child Self-Concept vs. Your Self-Concept
Discuss high and low appearances of SC.
Child Self-Concept vs. Your Self-Concept
WHAT INFLUENCES THIS?

10. Journal
What ice cream flavor describes your self-concept – explain?

11. Celebrate yourself.
a. SELF - PERCEPTION

12. Do You Celebrate Yourself ?
Jessica’s daily affirmation

13. When was the last time you Celebrated yourself?
Self - esteem comes from making mistakes and doing hard things, learning from these, and celebrating it.
Give yourself a standing ovation!
Stand up and say “WOO - HOO!!!” while clapping for yourself.

14. white
b. Verbal and Non-verbal Communication
Communication that we hear, say, or see.
We believe it and may even become it.
4 positive words for every negative word or action can alter the affects of the negative.
Say white 4x- getting louder each time. Quickly ask what cows drink? NOT MILK. You just programmed your brain to believe what you said.

15. You are, and become, whatever you think you are.
Self-Concept
You are, and become, whatever you think you are.

16. c. Positive and Negative Interactions
Why do we continue to hang
around with or do that which
brings us or other’s down?

17. Face & look at the person next to you. One is “A” and the other is “B”.
“A” says to “B”:
“You are absolutely, undeniably, a remarkable person.”
“B” responds with “Thank you”.
Reverse it and “B” puts on an attitude with it and says:
“You are definitely, without question, an extraordinary person.”
“A” responds with: “You got that right honey”!

18. Self Concept Circle As I See (think about) Myself
The person I think I am.
The person others think I am.
The person others think I think I am.
As I See (think about) Myself
Other’s Reactions To Me
Self Concept Circle
My Actions
As Others See (think about) Me

20. NOW PUT IT ALL INTO PRACTICE Self-perception Communication Interaction
The Cycle
This activity has 3 self – concept influences. Identify and discuss results.
Bulls-eye game

21. Keys to Developing a Child’s Self-Concept
WHAT WERE KEYS THAT YOU WROTE DOWN?
What does it mean to you / to a kid?
Snake/Search around
the room

22. Give the freedom to fail with acceptance.
Provide more successes than failures for the child.
Give the freedom to fail with acceptance.
Plan successes
Point out successes
Help the child perceive him/herself as successful
Provide practice to improve skills
If they have more failures than successes, back up to where success is achieved, and then move ahead gradually
As long as there are more successes than failures, children learn to not let a few failures get them down.
A child who is over-protected and not allowed to fail will learn to try only if success is guaranteed.

23. Give lots of encouragement. Give unconditional love.
Recognize the effort and improvement, not just the final accomplishment.
Support as they do new things.
“I know you can do it”
“You handled that really well”
“You will make it next time”
Show appreciation.
“Thanks, you were a big help”
Let child know that even if you do not approve of their behavior, you still love them.
Accept children as they are, not as they could be.
Respect your child.
Show them how much you care about them.

24. Eliminate the negative.
Allow independence.
Tell children what they can do, not what they cannot do.
Catch them doing something good more often than what they are doing wrong.
Let them do things for themselves.
Let them work through a problem.
Give them choices as early as possible.

25. Do not set standards unreasonably high. Avoid ridicule.
They don’t have to be 100% all the time.
Know their abilities and work within those abilities.
Children are not miniature adults.
Do not over-estimate their maturity.
Development if child
Be careful of nicknames.
Do not make fun of them, especially in front of others.

26. Allow exploration and encourage questions.
Set limits.
Allow exploration and encourage questions.
Let them explore their environment.
Give them a chance to see cause and effect, such as what happens when a rock is dropped in water. . .
Play, get messy, touch
Set limits (boundaries and rules)
It helps them to feel security, protected, valued, and loved.

27. Help your child develop their talents.
Take their ideas, emotions and feelings seriously.
Every child needs to feel that they are good at something.
Give them encouragement and opportunities to try new things.
Encourage their talents, not the ones you wish they had.
Do not belittle them
“That is nothing to cry over”, or “You’ll get over it”.
Ask them for their advice and opinions.
Listen to them and act on their thoughts.

28. Be a good role model.
Give your children responsibility.
Improve your own self- image. Let your children see that you value yourself.
Let your children see you make mistakes, learn from them, and try again.
Give them chores that are appropriate for their age.
Give them family jobs so that they feel valued and important to the family.

29. Give them support when they need it. Spend time together.
Be available.
Let children know when their behavior is appropriate
Give them support when they need it.
Spend time together.
Work, talk, and share activities together.
Point out when they are meeting your expectations and requests.

30. Self-Fulfilling Prophecy
A Child Becomes what the Person sees or thinks the child is!
Children remember 3% of what we say to them and 97% of what we do with them.
Our Perception becomes our reality
I won’t see it until I believe it.
“Corner of your room!”
Parent says brat – child becomes a brat (the best brat the parent ever saw). Parent says amazing – child becomes that. Even if parent doesn’t quite see it, if they say it then the child will believe it.
Brecon was in 2nd grade with Mrs. Smith. Up until this point all we had heard from other teachers was that Brecon is awesome, happy, friendly, entertaining, kind…but talks a lot, plays around, inattentive, touches stuff, moves around in seat… Mrs. Smith said all of this, but had an idea. When saw brecon doing these actions, she quietly gave him a bean instead of drawing attention to it out loud. When she noticed brecon doing what he was asked, she said something out loud, gave him sticky notes, patted his back… Even if Brecon only did the action for 1 sec or minute – a very short time, she acknowledged it. She believed what he really could be, saw it, and he became it! No more phone calls, notes, missing out on stickers…
Mrs. Smith

31. “I got two A’s”, the small boy said, his voice was filled with glee
“I got two A’s”, the small boy said, his voice was filled with glee. His father bluntly asked, “Why didn’t you get three?” “Mom, I’ve got the dishes done,” the girl called from the door. Her mother very calmly said, “Did you sweep the floor?” “I mowed the grass,” the tall boy said, “and put the mower away.” His father asked him with a shrug, "Did you clean off the clay?” The children in the house next door seemed happy and content. The same things happened over there, but this is how it went.

32. “I’ve got two A’s,” the small boy said. His voice was filled with glee
“I’ve got two A’s,” the small boy said. His voice was filled with glee. His father proudly said, "That's great, I’m glad that you belong to me.” “Mom, I’ve got the dishes done,” the girl called from the door. Her mother smiled and softly said, “Each day I love you more.” “I’ve mowed the grass,” the tall boy said, “and put the mower away.” His father answered with much joy, “You’ve made my happy day.” Children deserve a little praise for tasks they’re asked to do. If they’re to lead a happy life, so much depends on you.
Study guide scenarios

33. Reflection #5
What ice cream flavor describes your self-concept – explain?
Finish the scenarios – assignment #5.