Build self esteem worksheets
Self-Esteem Worksheets | Therapist Aid
Research in positive psychology has shown that people who know their strengths and use them daily tend to be happier, have better self-esteem, and are more likely to complete their goals. Strengths-spotting exercises are used to help people identify their strengths and the ways they use them. Three Good People is a strengths-spotting exercise for teens and adults...
When a person recognizes and uses their strengths, they tend to be happier and have higher self-esteem. For those who struggle to recognize their strengths, strength-spotting can be an effective treatment technique. Helping clients learn to recognize and use the strengths they already have can lead to improved wellbeing...
Become a member of Therapist Aid to unlock customizable versions of worksheets. Our subscribers use customizable worksheets to tailor examples for their unique populations, add professional branding and contact information, and make small tweaks to better suit their personal counseling style.
Gratitude means appreciating the good things in your life, no matter how big or small. Making the practice of gratitude a regular part of your day can build happiness, self-esteem, and provide other health benefits. The Gratitude Exercises worksheet summarizes five activities to help clients start practicing gratitude...
People who know their strengths and use them frequently tend to have higher self-esteem, better moods, and less stress. Learning to use strengths is something anyone can achieve. The Strengths Use Plan is a two-page worksheet designed to help people identify the strengths they would like to use more, and make plans for doing so...
Imagine yourself in a future where everything has gone right. You’ve accomplished your goals, and as a result, you’ve become your best possible self. What would your life look like? How would you spend your time? Who would be by your side?
The best possible self exercise is a research-supported intervention for improving mood and increasing optimism, along with several other positive outcomes.
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"Three good things" is a classic gratitude exercise where participants are asked to write down three good things from their day, whether big or small. Practicing gratitude regularly has been shown to increase positive emotions and improve well-being. The Gratitude Journal: Three Good Things worksheet provides three gratitude prompts per day, for seven days...
Research in positive psychology has shown that learning to use strengths in new ways can improve well-being. Strengths-based interventions involve identifying strengths, understanding how they are used, and learning new ways to apply them. Using the Strengths Exploration worksheet, your clients will identify their strengths, and then explore their roles in different areas of life (relationships, professional life, and personal fulfillment)...
Gratitude journals are a popular and effective intervention from the field of positive psychology. The goal of a gratitude journal is to increase our focus on positive experiences, which improves well-being.
The Gratitude Journal worksheet begins with a one-page info sheet, followed by several pages for journaling practice...
Poor self-esteem can manifest itself as a number of problems in children. It can contribute to anxiety, academic problems, depression, behavioral issues, and more. Building a foundation of self-esteem can help children gain the confidence to face their problems, and begin implementing skills. Like many adults, children often discount their strengths, while focusing on negative experiences and weaknesses...
This worksheet was inspired by positive psychology, but also has elements of narrative and art therapies. During this activity, you will ask your clients to write a life story in three parts: the past, present and future. In positive psychology, life stories are used to help clients develop a sense of meaning, which has been found to contribute to fulfillment...
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Best Possible Self: Visualization Exercise (Worksheet)
Imagine yourself in a future where everything has gone right.
You’ve accomplished your goals, and as a result, you’ve become your best possible self. What would your life look like? How would you spend your time? Who would be by your side?
The best possible self exercise is a research-supported intervention for improving mood and increasing optimism, along with several other positive outcomes.
In the Best Possible Self worksheet, your clients will be prompted to imagine and write about their best possible selves in three areas. Throughout the next week, these responses will be used to guide daily visualization practice.
Although visualization will usually be done at home, we suggest completing the first round in session, immediately after the writing portion of the exercise. This will help teach and reinforce the technique. Then, help your client schedule time to practice visualization at home.
See our Positive Psychology Techniques Guide for more information about similar interventions.
References
1. Carrillo Vega, A. (2018). "My Best Self": Efficacy and underlying mechanisms of a Positive Psychology Intervention.
2. King, L. A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27(7), 798-807.
3. Layous, K., Nelson, S. K., & Lyubomirsky, S. (2013). What is the optimal way to deliver a positive activity intervention? The case of writing about one’s best possible selves. Journal of Happiness Studies, 14(2), 635-654.
4. Loveday, P. M., Lovell, G. P., & Jones, C. M. (2018). The best possible selves intervention: A review of the literature to evaluate efficacy and guide future research. Journal of Happiness Studies, 19(2), 607-628.
5. Loveday, P. M., Lovell, G. P., & Jones, C. M. (2018). The importance of leisure and the psychological mechanisms involved in living a good life: A content analysis of best-possible-selves texts.
The Journal of Positive Psychology, 13(1), 18-28.
6. Malouff, J. M., & Schutte, N. S. (2017). Can psychological interventions increase optimism? A meta-analysis. The Journal of Positive Psychology, 12(6), 594-604.
7. Meevissen, Y. M., Peters, M. L., & Alberts, H. J. (2011). Become more optimistic by imagining a best possible self: Effects of a two week intervention. Journal of behavior therapy and experimental psychiatry, 42(3), 371-378.
8. Peters, M. L., Meevissen, Y. M., & Hanssen, M. M. (2013). Specificity of the Best Possible Self intervention for increasing optimism: Comparison with a gratitude intervention. Terapia psicológica, 1(1), 93-100.
9. Renner, F., Schwarz, P., Peters, M. L., & Huibers, M. J. (2014). Effects of a best-possible-self mental imagery exercise on mood and dysfunctional attitudes.
Psychiatry research, 215(1), 105-110.
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“System -activity approach
in English lessons as a means of forming universal educational actions of younger adolescents”
“To be a person means to be an independent source of action”.
Emile Durkheim.
The new generation standard is the standard that helps to teach how to learn, and thereby master the universal learning activities (ULE), which form the fundamental core of education.
In my opinion, it is through the implementation of the activity approach that we will give the child the opportunity to develop, striving to teach the child to learn, a process in which the student ceases to be a passive participant in the educational process, but on an equal footing with the teacher:
- participates in setting the goals and objectives of each lesson,
- determines the plan of his work,
- chooses the means and ways to achieve the goals,
- actively participates in evaluating his own activities and the activities of classmates.
Let's consider what universal learning activities are formed in English lessons.
At the stage of formulating the topic and objectives of the lesson, students form cognitive and regulatory UUD.
When teaching goal-setting, it is possible to introduce a problematic dialogue, as a result of which children determine the boundary of their knowledge - ignorance and set a goal for the lesson.
At the planning stage, the teacher and students work together to determine the sequence of work in the lesson. Here it is advisable to use an interactive whiteboard, where you can schematically depict the stages of work in the lesson on a slide.
When planning the practical activities of students in the classroom, one should take into account the differentiation of students according to the level of preparation and the pace of work. It is necessary to choose such tasks so that a situation of success is created for any student. Also at this stage, it is necessary to think over the forms of organizing the work of students in the lesson. If in the traditional lesson frontal work was more often used, then in the modern type lesson individual, pair and group work prevails. Working in pairs and groups is necessary in order to teach students educational cooperation, interaction, the ability to distribute roles, that is, students develop communication skills.
Group work is good to use when creating various kinds of projects.
When teaching self-control and self-assessment, students develop regulatory and communicative UUD.
Effective tools that contribute to cognitive motivation, as well as the formation of UUD students is:
- Creation of problem situations
- Work with text
- Modeling
- Sinkwin
- Discussions, Dispert, Debat
- PAYTICAL ACTIVITY 9000
- Theatricalization
For the successful development of UUD, I use the Worksheets in my lessons.
I believe that they contain all of the above technologies and contribute to the maximum to the formation and development of personal, communicative, cognitive and regulatory UUD.
The use of worksheets in the classroom allows students to develop the ability to use a dictionary, understand the text based on clarity, the ability to draw, make graphs and diagrams, the ability to solve crossword puzzles, the ability to give and execute commands, work independently, be the getter of their own knowledge.
Worksheets help to teach students about specific activities, create conditions for the individual development of students, help in the realization of the abilities of each child. The teacher selects a worksheet in accordance with the age and interests of the students, takes into account the topics and problems of the level of education.
Worksheets contribute to the formation and development of students' speech competencies.
Unfortunately, almost all foreign language textbooks are developed for some average student (Polat E.S.). The use of worksheets partially compensates for this shortcoming. Also, the teacher has much more opportunities to differentiate the learning process to improve the speech skills of students, give them the opportunity to show their individual abilities, allow them to test knowledge on a particular topic at the pace most suitable for the student.
When selecting worksheets, the following principles should be followed:
- The principle of expediency.
- The principle of modular use.
- The principle of educational adequacy.
- The principle of organizational ergonomics.
Forms of work with worksheets in foreign language lessons include:
- study of vocabulary;
- teaching dialogic and monologue speech;
- teaching writing;
- practicing grammatical phenomena.
The main goals and objectives of using worksheets when teaching students a foreign language are:
- intellectual development of students,
- the formation of universal learning activities;
- implementation of the principle of individualization of the educational process
while maintaining its integrity; - formation of sustainable motivation to study the subject.
Using worksheets allows the teacher to:
- conduct visual lessons;
- plan lessons using a differentiated approach;
- organize independent work of each student;
- regulate the presentation of learning tasks according to their degree of difficulty;
- perform more varied tasks;
- draw students' attention to a certain topic, show its importance and relevance in the educational material;
- solve common learning problems;
- optimize the learning process by making it interesting and intense;
- use authentic material;
- pay special attention to children who are lagging behind in their studies;
- develop and maintain interest in the study of the subject by the fun and availability of tasks.
The teacher acquires a new role - the role of the organizer of independent educational, cognitive, communicative, creative activities of students. He has much more opportunities to differentiate the learning process to improve the speech skills of students.
The use of worksheets allows students to:
- be involved in active class activities;
- to increase the concentration of attention on the studied material;
- using all types of memory, to facilitate the memorization of the material;
- work through the lesson material at home;
- increase success in learning a foreign language;
- through success, to increase the motivation of students;
- improve speaking, reading, writing, listening skills.
The use of worksheets is appropriate at any stage of studying the topic and at any stage of a foreign language lesson:
- at the beginning of the lesson to create a problem situation;
- when reviewing the material covered,
- for a quick test of students' knowledge;
- at the stage of explaining new material;
- at the stage of consolidation in order to determine the level of assimilation of the topic.
Therefore, the types of worksheets are:
| Informational. | Test. | Integrated. |
| Suggested materials help when learning new material. Includes rules, additional information, dictionary. | Tasks similar to those of the GIA. | Sheets include:
|
Approximate structure of the integrated worksheet:
| Material for reviewing what was learned in the previous task. |
| Brief information material on the new topic. |
| Assignments for independent work: typical, developmental and creative tasks and exercises. |
| Generalization and conclusion on each topic of the lesson: conclusions, control questions. |
The forms of worksheets can be varied. It can be a funny quiz, a playful psychological test, a quiz, riddles, an exercise in selecting the right words, a text in which you need to fill in the gaps, separate text fragments and tasks for them, a table to be filled in, a task to draw a picture according to a description, a task to write dictation in pairs, agree or disagree with the given statements, solve a crossword puzzle, match pictures with words, insert the correct grammatical form, sign pictures and so on.
There can be a great variety of forms of worksheets, it all depends on the goals of the work, the teacher's creativity, and the level of students' learning.
The most important thing is that the worksheet offered to students, with skillful use, makes it possible to develop all types of speech activity: reading, speaking, listening, writing.
Here are worksheets that you can use in your lessons.
There are many international websites: www.GenkiEnglish.com, www.english5kids.com, www.britishcouncil.org/kidsenglish, www.teachingchildren.com.br, www.eslkidslab.com, www.English-Avenue.com, www.english-to-go-.com, www.esl-galaxy.com and others.
On these sites, English teachers from all over the world share their experiences and submit their Worksheets or Worksheets (WLs).
Worksheets can also be prepared by the teacher.
The advantages of the author's worksheets and that:
- The teacher takes into account the composition of the class, the level of its preparation;
- When compiling worksheets, it is possible to include tasks of different levels and types;
- The teacher creates a package of worksheets;
- The teacher can, by combining or replacing tasks on the worksheets, use the material in repetition lessons;
- Worksheet materials are easily converted into PowerPoint presentation materials.
The worksheets that I use in my English lessons are based on simulation technology.
The implementation of this technology is based on a system-activity approach, which is based on the achievements of the competence-based approach, problem-oriented developmental education, student-oriented developmental education, contextual and system-activity approaches.
Specific results of the application of this technology are in the area of:
- personal results: the formed ability of students to self-development and the formation of motivation for learning based on the use of a system of sign-symbolic modeling of English grammar and by removing the difficulty of perception and reproduction in English;
- subject results: students' assimilation in a short time, mastering oral speech in the required volume, improving the literacy of oral and written speech, due to the formed concepts of the grammatical structure of the English language at the level of automatism (reflection of modes of action), semantic reading (the ability to analyze and read with full understanding of the text), the ability to operate with the realities of the English language;
- meta-subject results: the formation of universal educational actions (regulatory as the ability to control and self-control, communicative as the ability to arbitrarily express in English), sign-symbolic actions (the ability to model and transform an object in order to identify general and particular laws), the ability to semantic reading (primary skill of working with the content of the text, analysis, interpretation of the text).
The results of the introduction of this technology correspond to the goals of advanced development.
The mechanism for assessing student achievement is standard (written, oral, test tasks at the end of the module being studied).
The manufacturability of this method allows you to study English at an extended and in-depth level (in general education classes and in classes with in-depth study of the English language).
Compared to Russian, English belongs to the group of analytical languages (the division of languages into analytical and synthetic was first proposed by August Schleicher, a German linguist).
The author proposes to express the concept of "subject", "predicate" with a system of notation, and to model already at the initial stage of training a single system of the concept of "subject", "auxiliary verb", "semantic verb" is the same in Russian and English. So, the difficulties of translating from the native language into English will not arise due to the formed ability to correctly express speech.
Here, modeling as a means of education develops such components of thinking as analysis, synthesis, comparison, generalization, classification, and types of thinking - verbal-logical and visual-figurative (cognitive and regulatory UUD).
This sentence construction algorithm is universal for all types of tenses in the English language. All the student needs to do is to analyze the structure of the sentence, highlight the subject, find the verbs, make the appropriate movement (modeling, analysis, comparison, generalization, classification).
For the successful implementation of the principles of contextual learning, the author considers it necessary to develop all of the listed types of memory. When teaching, it is important to take into account the features of the information material: meaningfulness, integrity, visibility, volume, time of memorization and reproduction, structuredness, factors accompanying memorization. The video material of the UMK and a large number of songs contribute to involuntary memorization and reproduction of subject material.
Development of speaking skills.
1st person narrative and 3rd person retelling:
An example of a 1st person story using this scheme:
“My name is Jim. I am 7. I am not a girl, I am a boy. I am rich and happy. I have got a cat. I have got three dogs. I can read. Ican swim. I can't play football. I can't fly."
Students are invited to memorize such a story and, using the scheme, retell it in the 3rd person, retell it with the opposite meaning. Students can complete each other's answers. This exercise develops, in addition to subject speaking skills, group work skills, control and self-control skills (regulative learning activities).
Development of listening (listening) skills.
The proposed sign-symbolic system allows you to develop listening skills in order to extract general and detailed information. Tasks for tracks at the initial stage of training are compiled in addition to the data in the textbook in such a way that students fill in the missing part in the scheme, or / and choose one of the proposed options.
But these tasks are proposed to be completed in the first place, and finish with the exercises from the textbook.
The tasks “Complete the sentences” and “Choose the correct answers” are compiled only on the studied lexical material.
. Questions are not made up of problems according to the level of development of students, but it is proposed to choose from the options the subject and the predicate.
When performing written tasks (essays, projects), the sign-symbolic system serves as a plan, on the basis of which the student recodes information in relation to himself, composes questions for his partner, describes actions, establishes a sequence.
Planned learning outcomes (formed universal learning activities - personal, regulatory, communicative, cognitive) according to the proposed program will allow you to generalize the ways of acting with educational material, allow you to successfully solve educational and practical problems, serve as the basis for subsequent learning, identify and develop imagination abilities, thinking, modeling, will include students in the process of learning the environment using this experience in real life.
The stage of reflection in the lesson, with its proper organization, contributes to the formation of the ability to analyze one's activities in the lesson. Reflection of the mood and emotional state of children is also very important.
Along with the five-point grading system, other methods can be used. So, I suggest that the guys use palms of different colors (“green” - I succeeded; “yellow” - I managed to complete the task, but with errors; “red” - SOS, I could not complete the task). Showing a certain palm is accompanied by a verbal explanation of why this particular color was chosen. When learning to evaluate the oral answers of classmates, you can invite the guys to express their opinion about what they heard. As a result of organizing such activities, children learn to listen carefully to their classmates, to objectively evaluate their response. It is also advisable to introduce such a form of work as mutual evaluation of written works.
The new standard, having set new requirements for learning outcomes, gave us the opportunity to take a fresh look at the lesson, to embody new creative ideas.
