55. Ignite their passion
Take them to see or do something they’ve never
done before
Do the new activity with them
After finishing the activity, ask how did they like it?
56. Teach self-control
Ask them to pay attention to how their emotions
feel
Have them practice breathing slowly during a
stressful situation
Let them practice slow breathing every day so
they’re ready for stress
57. Warn them to expect setbacks
Explain that setbacks are natural and mostly
temporary
Pick one setback they are currently dealing with and
brain storm solutions
Narrow down options to top 3 actionable ideas
Tell them how you overcame an obstacle or setback
in your life
58. Make a plan together
Ask your child/student to visualize the goal they
want to achieve and write it down
Break down the goal into bite size chunks that are
SMART; Specific, Measurable, Achievable, Realistic,
and Time-bound
Help them create milestones to track progress
Post the plan where your kids will see it every day
59. Compliment effort
Compliment effort expended on activity whether
successful or not
When successes occur, compliment them on a job
well done pointing out the effort that helped them
achieve
When success doesn’t come despite the effort, ask
them why? Have them write down lessons learned.
60. Tell them to stick to what’s really
important
Consistently instill that lying, cheating, and stealing
is wrong
Encourage them to develop strong principles by
referring to your cultural or religious texts
Tell them about a moral or ethical challenge you
encountered and how you handled it
61. Show how to take care of body
and mind
Encourage any physical activity including sports,
chores, and exercise
Ensure they get enough sleep
Make sure their lunches and snacks have plenty of
protein, complex carbohydrates, and vegetables
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75. RISE IN SUICIDE CASES
DEPRESSION
AGE OF INSTANT
GRATIFICATION
SENSE OF ENTITLEMENT
PRIVILEGED MINDSET
NARCISSISM
80. z
Who was the hero in this story? Why?
What challenge or dilemma did the hero
overcome?
What personal strengths did the hero
possess? What choices did he or she
have to make?
How did other people support the hero?
What did the hero learn?
How do we use the same personal
strengths when we overcome obstacles in
our own lives? Can you share some
examples?
81. z
Who was the hero in this story? Why?
What challenge or dilemma did the hero
overcome?
What personal strengths did the hero
possess? What choices did he or she
have to make?
How did other people support the hero?
What did the hero learn?
How do we use the same personal
strengths when we overcome obstacles in
our own lives? Can you share some
examples?
82. z
Who was the hero in this story? Why?
What challenge or dilemma did the hero
overcome?
What personal strengths did the hero
possess? What choices did he or she
have to make?
How did other people support the hero?
What did the hero learn?
How do we use the same personal
strengths when we overcome obstacles in
our own lives? Can you share some
examples?
83. z
Who was the hero in this story? Why?
What challenge or dilemma did the hero
overcome?
What personal strengths did the hero
possess? What choices did he or she
have to make?
How did other people support the hero?
What did the hero learn?
How do we use the same personal
strengths when we overcome obstacles in
our own lives? Can you share some
examples?
84. z
Who was the hero in this story? Why?
What challenge or dilemma did the hero
overcome?
What personal strengths did the hero
possess? What choices did he or she
have to make?
How did other people support the hero?
What did the hero learn?
How do we use the same personal
strengths when we overcome obstacles in
our own lives? Can you share some
examples?
95. z
Create a classroom culture where
failure, setbacks, and disappointment
are an expected and honored part of
learning.
Establish and reinforce an atmosphere
where students are praised for their
hard work, perseverance, and grit, not
just for grades and easy successes.
Hold students accountable for
producing their own work, efforts from
which they feel ownership and internal
reward.
Educate and assure parents that
96. z
Create a classroom culture where
failure, setbacks, and disappointment
are an expected and honored part of
learning.
Establish and reinforce an atmosphere
where students are praised for their
hard work, perseverance, and grit, not
just for grades and easy successes.
Hold students accountable for
producing their own work, efforts from
which they feel ownership and internal
reward.
Educate and assure parents that
97. z
Create a classroom culture where
failure, setbacks, and disappointment
are an expected and honored part of
learning.
Establish and reinforce an atmosphere
where students are praised for their
hard work, perseverance, and grit, not
just for grades and easy successes.
Hold students accountable for
producing their own work, efforts from
which they feel ownership and internal
reward.
Educate and assure parents that
98. z
are an expected and honored part of
learning.
Establish and reinforce an atmosphere
where students are praised for their
hard work, perseverance, and grit, not
just for grades and easy successes.
Hold students accountable for
producing their own work, efforts from
which they feel ownership and internal
reward.
Educate and assure parents that
supporting kids through failure builds
resilience -- one of the best
developmental outcomes that they can
give their children.
99. z Create a classroom culture where failure,
setbacks, and disappointment are an
expected and honored part of learning.
Establish and reinforce an atmosphere
where students are praised for their hard
work, perseverance, and grit, not just for
grades and easy successes.
Hold students accountable for producing
their own work, efforts from which they feel
ownership and internal reward.
Educate and assure parents that supporting
kids through failure builds resilience -- one
of the best developmental outcomes that
they can give their children.
108. Step 1: Foster awareness and
build an Emotional
Vocabulary
Step 2: Enhance Sensitivity
to the Feelings of Others
Step 3: Develop Empathy for
Another Person’s Point of
View
120. 1. Praise sensitive, kind
actions
2. Show the effect of
sensitivity
3. Draw attention to
nonverbal feeling
cues
121. 4. Ask often, “How does
he feel?”
5. Use the formula
“feels + needs”
6. Share why you feel
the way you do.
122. Five Fun Ways to Help Kids
Read Nonverbal Emotions
1. Play “Feeling Charades”
2. Make Comic Mood
Characters
3. Read with Feeling
4. Watch Silent TV
5. Hold a Feeling Lookout
123. Step 1: Foster awareness and
build an Emotional
Vocabulary
Step 2: Enhance Sensitivity
to the Feelings of Others
Step 3: Develop Empathy for
Another Person’s Point of
View
129. Classroom Discipline that Builds
Empathy
C – Call attention to insensitive, uncaring
behavior
A – Ask: “How would you feel?”
R – Recognize the consequences of the
behavior
E – Express and explain your disapproval of
the insensitive action