Intro – 4th – Paco
Intro to Positive Change
In lesson 1, students will review the definition Positive Change, be re-introduced to Paco, understand the difference between a mistake and a choice and see how their choices affect others.
In lesson 2, students will work together as a team and actively realize how mistakes allow us to grow and change in positive ways.
In lesson 3, students will incorporate their understanding of Positive Change into an entry in their Career Journals, as it relates to their future work.
Students will develop self confidence in their ability to learn from their mistakes and use that ability to achieve high quality results by:
- applying self-motivation and self-direction to learning
- demonstrating self-discipline and self-control
- creating positive and supportive relationships with peers and adults
- using effective collaboration and cooperation skills
- demonstrating social maturity and behaviors appropriate to the situation
Positive Change: Inspiration and motivation to be a better person, student, brother, sister and friend.
- Using the Project TEAM House Guide, draw the PT house, indicating wall #2.
- Introduce the definition of Positive Change.
- Spend a few minutes having students share what they think this definition means.
- Re-introduce Paco and talk about his ability to learn from his mistakes. Briefly discuss his lightbulb and it’s significance.
- Draw a question mark on the board.
- Ask students what they think a question mark has to do with Positive Change. (NOTE: The goal for this is to get students to think about mistakes, thinking differently, and making different choices.) Allow students to answer.
- Ask students the following questions and allow them to respond: “What does it mean to make a mistake? How do you feel when you make a mistake?” Validate that they feel bad, but talk about how it is important not to get “stuck” feeling bad. Bring it back to the question mark and the question, “What do you think a question mark has to do with Positive Change?”
- Explain to students that it’s good to sometimes question what we are thinking and what we are doing. It gives us perspective and helps us to learn. Say to the students, “In the middle of illustrating a childrens book, an Illustrator may notice that they made an error and a character looks different on different pages. How could they use positive change to correct their mistake and correctly finish the book?
- Say “when we make mistakes, instead of getting upset and angry at ourselves, we should ask how we can learn from the mistake. Of course, if we hurt or upset someone, we should feel bad for hurting him or her. But we apologize and try to make it up to him or her.”
- Write the following on the board: Mistake or Choice? Then ask the students what they think the differences are between the two. Allow students time to provide their own examples. (NOTE: It is important for students to recognize the difference between a conscious decision and an accident—what they have power and control over and what they don’t.).
- Say, “When we have control over our thoughts, feelings, and behaviors, we feel pretty powerful. Positive change equals empowerment. The small changes we make can have bigger effects.”
- To conclude the lesson get students to commit to any positive change they would like to make, regardless of what the change is. Write the following sentence on the board and have students write it on a piece of paper, filling in the blank with what fits for them. “If I could make one change about me and do something differently to make our school a better place, it would be_______________________.”
Making Foundation Connections
- How can making Positive Changes Help Others in school, at home and in the community?
- How does learning from mistakes show Leadership?