This is a reflection activity on how the student is doing with support and connection.
- Cognitive: Students will be able to identify two areas in which they feel supported (stars) and one area in which they could use more support (wish).
- Affective: Students will feel supported and empowered to express needs and wants.
Journals (sticky notes), writing utensils; optional: music (background)
|2 min||Explain that we will reflect on the amount of support that we currently have/need/want. This activity is a quick way of checking in.||Remind students that each individual has different needs.|
|5 min||Have students journal two things that they felt supported on (stars) and one thing they wish they could get help with (wish).
Optional: Students can put two stars and the wish on sticky notes or in another creative form on the wall. Students can then do a gallery walk and offer suggestions to each other.
|Encourage honesty and kindness (to themselves and to others).
Encourage students to think outside the academic realm. (relationships, family, extracurricular, health, organization)
|3 min||Wrap up the activity by encouraging students to ask for support.
Optional: Have class brainstorm ideas to seek out support. OR you could use this activity as a starting point to then reach consensus on a couple of important wishes to turn into actions. These actions could be taken beyond the scope of this particular class with teacher buy-in.
|Highlight self-awareness and taking proactive steps.
Optional: Change this activity to “two stars and a wish” to highlight what you love and what you wish for” and put what you love on paper hearts.
How did you feel after the activity? Did students participate and seem engaged? Remember to ask the students to share their feedback on the activity: What went well? What suggestions do they have for making the activity better? Think about what you might do differently next time.
Emotional Intelligence Tips
- Ensure all students have equal chance to share
- Encourage students to be respectful, open, and reserve judgment
- Approach with curiosity