Having the courage to try is not always an easy task. It requires stepping out of one's comfort zone, facing fears and uncertainties, and leaping into the unknown. However, it is through this act of trying that individuals can experience personal growth and self-improvement.
In this evidence-based SEL lesson, students are introduced to the idea that having the courage to try is one of the eight positive actions for continual self-improvement. The class begins by defining the term "Courage." Grade 1 students are prompted to recite the word and its definition multiple times, reinforcing their understanding of the term.
To make this lesson memorable, the teacher employs Steamy the Train poster. Steamy is depicted as a colorful locomotive, pulling a line of cars, each carrying a symbolic message. The first car, brimming with coal, represents the power to do things. The following car contains a toy lion, chosen as a symbol of courage.
The class then dives into reading the second chapter of Lisa and Steamy's story. In this chapter, Lisa shares her idea to get Steamy running again with various people, including her parents and neighbors. Unfortunately, almost everyone rejects her idea. However, Lisa persists by continuing to talk to different individuals. Eventually, she meets an older man named Mr. Schmitt, who used to work on steam engines — even Steamy itself!
"Having the courage to try is not always an easy task. It requires stepping out of one's comfort zone, facing fears and uncertainties, and leaping into the unknown. However, it is through this act of trying that individuals can experience personal growth and self-improvement."
Mr. Schmitt confirms that it is indeed possible for Steamy to run again, but it would take a considerable amount of effort and around a thousand dollars. Lisa is momentarily discouraged as she doesn’t have that kind of money but realizes she must have the courage to try. And so, she does.
After reading the story, the class discusses Lisa and her courageous act of trying. The teacher guides the students through the Positive Thoughts-Actions-Feelings Circle, highlighting how Lisa's positive thoughts led her to take positive action and ultimately feel good about herself.
To reinforce the lesson, volunteer students are called upon to act out scenarios about having the courage to try. They embody characters who face fears and uncertainties but ultimately summon the strength to take action. These role-play exercises help students internalize the concept and build their confidence.
This SEL lesson underscores that fear is a natural and common human emotion. However, it should not serve as a barrier to trying new experiences or pursuing personal growth. Instead, fear should be acknowledged and harnessed as a catalyst for courage. By overcoming fear, individuals can open doors to new opportunities and reach their fullest potential.
Incorporating mindful SEL lessons like this into the curriculum can help cultivate a positive classroom culture where students feel empowered to take risks, make mistakes, and grow from them. By instilling the value of courage and encouraging students to try new things, educators, together with Positive Action, can prepare them for future challenges and successes in life.
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