LESSON 6

WELLBEING

GENEROSITY

· THE AEROPLANE IS ALSO ALLOWED TWO "BRUSHES"-LIMITED CONTACT WITH AN OBSTACLE. THE THIRD BRUSH OR A DIRECT HIT OR STEPPING ON SOMETHING DIRECTLY CAUSES A "CRASH".· THEY MAY STEP AROUND, OVER OR UNDER THE OBSTACLES. ALSO, THE AEROPLANE CAN ONLY FLY …

· THE AEROPLANE IS ALSO ALLOWED TWO "BRUSHES"-LIMITED CONTACT WITH AN OBSTACLE. THE THIRD BRUSH OR A DIRECT HIT OR STEPPING ON SOMETHING DIRECTLY CAUSES A "CRASH".

· THEY MAY STEP AROUND, OVER OR UNDER THE OBSTACLES. ALSO, THE AEROPLANE CAN ONLY FLY FORWARD. IT CAN TURN IN ANY DIRECTION, HOWEVER.

· ROTATE SO THAT EACH STUDENT GETS A TURN TO BE AEROPLANE.

DEBRIEF: DEMONSTRATES THE IMPORTANCE OF TRUST AND COMMUNICATION IN RELATIONSHIPS, ESPECIALLY BETWEEN LEADERS AND FOLLOWERS. HOW CAN COMMUNICATION BUILD TRUST? DID ANYONE FEEL UNSURE WHETHER TO BELIEVE THEIR AIR TRAFFIC CONTROLLERS? WHY? DEBATE- IS TRUST EARNED, OR FREELY GIVEN?

PART 1- (5 MINUTES)

Rationale

  • studies have found that those people who are more generous tend to be happier, less depressed and healthier (Smith & Davidson, 2014)

  • when we receive an act of kindness, we are more likely to “pay it forward”, or pay it back to the person who was kind towards us (Tsvetkova & Macy, 2014; Jordan, Rand, Arbesman, Fowler, & Christakis, 2013).

Learning objectives

By the end of this lesson, learners should:

  • identify at least one person who is in need of some kindness or generosity

  • make and record two kindess / generosity commitments to act on in the next week

PART 2- watch and reflect- (5 MINUTES)

Think of someone in your life that might need a little bit of kindness or generosity (by the way, I think we all do).

PART 3- WATCH AND THEN CLASS BRAINSTORM- (10-15 MINUTES)

Watch as the camera tracks an act of kindness / generosity as its passed from one individual to the next and manages to boomerang back to the person who set it into motion.

As a class, brainstorm as many ideas as you can that give ideas to people in terms of the sorts of actions that could be taken for other people. Include those actions in the clip, but also think of many more together. When we look for opportunities, we tend to find them.

PART 4- KINDNESS COMMITMENTS- (10 MINUTES)

In your workbook, make two kindness / generosity commitments you will act on in the next week. Write them down.
You must consider:
a) who will you help? (it may be "random", or it may be directed at someone you know- in which case it is intentional- not random. However, it may still be "random" for the person who unexpectedly receives a kind / generous gesture.)
b) what will you do?
c) when will you do it?
d) how would you expect to feel after you have acted on your kindness commitments?

COMMENTS FOR TEACHERS: Kindness is a simple act towards others. It requires us to be open to others, to really seeing other people, and to notice other people and their needs. Some of the acts taht are appreciated the most are those that fill a need that someone has. It is not about doing a kind act just for the sake of it, or so that the kindness will boomerang back or be paid forward (even though that is a nice thought). More importantly, kindness is about doing good, regardless of the outcome.

PART 5- SPACE COUNTING- (10 MINUTES)

Have some fun with your partner with this activity. Play this clip in sections to your class so that they can have a go, and follow along with the clip. Alternatively, teachers should preview the clip and then run the activity as they wish.

There are two reasons for this activity. One is to add a sense of fun in the classroom. The other is to focus on cooperation, and the need to trust your partner.

HOMEWORK:

Students are to complete one or both of the kindness / generosity commitments they made in Part 4. In addition, students are challenged to notice other opportunities during the next week to make a kind act and go out and do it. They should note what they did and reflect on it. Some students might share with the class next lesson.

CONCLUDING REMARKS FOR TEACHER TO SHARE

In this Module, we have look at several different areas, or ways to wellbeing. We understand that there is a strong correlation between wellbeing and performance. We have studied PERMA, healthy body, character strengths, active constructive responding and kindness. While each of the strategies studied is supported by a great deal of evidence, not every strategy will be as helpful for every person. We suggest that you try out each of the strategies, and making an effort to stick with the one or two that are most helpful to you.