Throughout this Positive Action curriculum, Grade 1 students have been learning and adopting positive actions for continuous self-improvement. In this evidence-based Social Emotional Learning (SEL) lesson, they review topics previously discussed and focus on weaving these concepts together.
To begin with, each student is encouraged to take stock of their progress toward achieving their personal goals. They do this across three main pillars: intellectual, physical, and social-emotional development. This step fosters a sense of ownership among the children over their developmental journey. It makes every moment dedicated toward self-improvement for kids more meaningful.
In this lesson, the exciting story of Lisa and Steamy also ends. The final chapter unfolds as Steamy’s tracks to Sunnydale get repaired, enabling him to run again. People from different towns are initially interested in experiencing a delightful day-long ride on Steamy. However, as the temperatures drop and winter sets in, ticket sales decline significantly. The scenario prompts the mayor to propose stopping Steamy’s daily runs.
"By continually reinforcing self-improvement concepts in a friendly learning environment, children elevate not just on an academic level but also develop emotionally and socially."
One day, an unforeseen avalanche blocking access to Sunnydale presents an unexpected problem. Numerous Christmas gifts won't make it to Sunnydale on time! Little Lisa spots an opportunity for their beloved train and proposes her solution. They can use Steamy to transport all those stranded presents.
The tale progresses into a heartwarming finale as news of how a little town's locomotive saved Christmas spreads nationwide. Suddenly, there was newfound excitement towards riding Steamy. Tickets are now always sold out, with visitors traveling from far-off regions purely for this experience.
Following the narrative, Grade 1 students are guided to review the positive actions for self-improvement that they have learned from Lisa and Steamy. This exercise further enhances lesson comprehension while inspiring them to face adversity with innovation and determination, just like the characters.
Next on the agenda is revisiting the Positive Thoughts-Actions-Feelings Circle. This Circle encourages students to link their positive thoughts with appropriate actions and understand how these influence their feelings.
By continually reinforcing self-improvement concepts in a friendly learning environment, children elevate not just on an academic level but also develop emotionally and socially. Emotional intelligence in children leads to a better understanding of oneself and others around them, which fosters healthier relationships.
Social skills training is innately intertwined within this process as it helps equip children with critical interpersonal skills such as empathy, cooperation, and conflict resolution, among other necessary life capabilities.
Conclusively, reviewing lesson concepts serves more than its basic function of repeating informational content for reinforcement purposes. It emerges as a channel embedding self-improvement strategies while fostering emotional intelligence and social aptitudes. Such vital competencies are useful, not merely within academic capacities, but extend well into overall personal development spheres for every child.
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