Class 110'15 used this activity during the session on Resilience
Y1s to be split into their support groups for the station games
[...] → DO NOT tell the Y1s whatever is in these brackets
The group will be given a deck of cards. Using the cards, they have to make the tallest structure possible. [When the Y1s are nearly complete, PSL manning the station is to blow down the structure]
The group will be given a certain number of rice grains. The group will have to count the number of rice grains and tell the number to the PSL at the station. [PSLs will try to mess up the Y1s’ counting by messing up the grains or shouting out random numbers. Once the Y1s are done counting, even if the number they give is correct, PSL should tell them it is wrong and make them start over.]
The group members will each be given a pair of chopsticks. The group will then be given one ping pong ball, and they have to line up in a straight line. Their objective is to pass the ball from one end of the line to another using the chopsticks without dropping the ball. If they drop the ball, they will have to start over from the first person.
The group has to play a game of Jenga. However, instead of removing one block, they have to remove two blocks at a time. If the tower falls, the group has to rebuild it. [SPSLs to scare the Y1s when they are removing blocks]
Classic 102'12 used this game for the session on Resilience.
The group will be standing on a tarp. The objective is to flip the tarp over without anyone stepping off the tarp. They will not be given any time before the game to strategise. During the game, only one person will be allowed to speak at any one time; anyone who wants to speak must raise their hand first. If more than one person speaks at any one time, or anyone steps off the tarp, the students will have to start all over again. (They will have to play the Rearrangement Game again; they will be given a different requirement to arrange themselves according to from what they were given the first time)
Here's what they said after conducting the game: "I really liked the activity because it provided an appropriate level of challenge. (they have to start over) However if classics want to do this, they must take note of the venue --- we did this in the classroom, and it was squeezy! I suggest doing this maybe at the Koi Pond :)"
102'12 Classic used this game for the session on Resilience.
The group will have to stand in a single row, arranging themselves according to the requirement given. (i.e. birthday- the oldest person at the front and the youngest at the back)
They will not be allowed to speak during this activity, thus will only be able to communicate through hand signs.
If anyone speaks, the requirement will be changed (eg. shoe size, primary school alphabetical order).
After they have arranged themselves, PSLs to check if the order is correct.
If the order is wrong, the students will have to start all over again)
Classic 107'12 used this during the session on Resilience. It was a great way to get those quieter ones to speak up.
Pre session preparation
-PSLs to paste the quotes on resilience in the classroom before PSL session, and take note of where they placed the notes
During the session
- PSLs to inform the class that as they should have noticed, there are 13 wallet-sized quotes pasted all around the classroom. They are to hunt for the quotes and when they have all 13 quotes, they are to give sheets of paper to the PSLs.
-PSLs will get 13 preselected people to read out the quotes and show them to the class. (PSLs will call our their register numbers as those it was by random choice)
- PSLs will ask the Year 1s what they think the quotes are about, then ask them what they think the topic for the day is.
Classic 103'12 introduced this board for their class during the session on Resilience.
PSLs are to provide post-its for the Y1s and they are to write an encouraging message for their class which will be pasted on a board design by their PSLs saying “NEVER SAY NEVER!”
This board will be pasted on the back of their class on the wall so that whenever Y1s are facing difficulties or struggles the board can be a reassurance to them that they have some one to rely on and that they should not give up so easily.
From the classic: "I felt this was a really good idea, the board turned out really well and pretty, and it was filled with beautiful words from the class encouraging one another. It was left to be displayed at the back of the class and I think it was really nice to read and look at. The Y1s seemed to enjoy doing the board up as a class as well. "
104'12 Classic used this activity for Peer Support. The activity may seem simple but the hoop will really go up!!
Classic 104'12 read this inspiring poem on Resilliance to their class. If the poem is too long, you can choose certain paragraphs to read too.
This inspiring video of Nick Vujicic (man with no arms or legs) was used by Classic 104'12 and 112'13 on the topic of Resillience. It's a must watch, even for us PSLs :)
Used by 110'12 Classic during their session on Resilience.
A young woman went to her mother and told her about her life and how things were so hard for her.
She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as one problem was solved, a new one arose.
Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to boil. In the first she placed carrots, in the second she placed eggs, and in the last she placed ground coffee beans. She let them sit and boil, without saying a word.
In about twenty minutes she turned off the burners. She fished the carrots out and placed them in a bowl. She pulled the eggs out and placed them in a bowl. Then she ladled the coffee out and placed it in a bowl.
Turning to her daughter, she asked, “Tell me what you see.”
“Carrots, eggs, and coffee,” she replied.
Her mother brought her closer and asked her to feel the carrots. She did and noted that they were soft. The mother then asked the daughter to take an egg and break it. After pulling off the shell, she observed the hard boiled egg.
Finally, the mother asked the daughter to sip the coffee. The daughter smiled as she tasted its rich aroma.
The daughter then asked, “What does it mean, mother?”
Her mother explained that each of these objects had faced the same adversity — boiling water. Each reacted differently.
The carrot went in strong, hard, and unrelenting. However, after being subjected to the boiling water, it softened and became weak.
The egg had been fragile. Its thin outer shell had protected its liquid interior, but after sitting through the boiling water, its inside became hardened.
The ground coffee beans were unique, however. After they were in the boiling water, they had changed the water.
“Which are you?” she asked her daughter. “When adversity knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean?”
Think of this: Which am I?
Am I the carrot that seems strong, but with pain and adversity do I wilt and become soft and lose my strength?
Am I the egg that starts with a malleable heart, but changes with the heat?
Did I have a fluid spirit, but after a death, a breakup, a financial hardship or some other trial, have I become hardened and stiff?
Does my shell look the same, but on the inside am I bitter and tough with a stiff spirit and hardened heart?
Or am I like the coffee bean? The bean actually changes the hot water, the very circumstance that brings the pain. When the water gets hot, it releases the fragrance and flavor. If you are like the bean, when things are at their worst, you get better and change the situation around you. When the hour is the darkest and trials are their greatest, do you elevate yourself to another level? How do you handle adversity? Are you able to be resilient like the coffee bean?
Comment from 110'12 Classic regarding stories:
Used by 110'12 Classic during their session on Resilience.
Bringing a giraffe into the world is a tall order. A baby giraffe falls 10 feet from its mother's womb and usually lands on its back. Within seconds it rolls over and tucks its legs under its body. From this position it considers the world for the first time and shakes off the last vestiges of the birthing fluid from its eyes and ears. Then the mother giraffe rudely introduces its offspring to the reality of life.
The mother giraffe lowers her head long enough to take a quick look. Then she positions herself directly over her calf. She waits for about a minute, and then she does the most unreasonable thing. She swings her long, pendulous leg outward and kicks her baby, so that it is sent sprawling head over heels.
When it doesn't get up, the violent process is repeated over and over again. The struggle to rise is momentous. As the baby calf grows tired, the mother kicks it again to stimulate its efforts. Finally, the calf stands for the first time on its wobbly legs.
Then the mother giraffe does the most remarkable thing. She kicks it off its feet again. Why? She wants it to remember how it got up. In the wild, baby giraffes must be able to get up as quickly as possible to stay with the herd, where there is safety. Lions, hyenas, leopards, and wild hunting dogs all enjoy young giraffes, and they'd get it too, if the mother didn't teach her calf to get up quickly and get with it.
The late Irving Stone understood this. He spent a lifetime studying greatness, writing novelized biographies of such men as Michelangelo, Vincent van Gogh, Sigmund Freud, and Charles Darwin.
Stone was once asked if he had found a thread that runs through the lives of all these exceptional people. He said, "I write about people who sometime in their life have a vision or dream of something that should be accomplished and they go to work.
"They are beaten over the head, knocked down, vilified, and for years they get nowhere. But every time they're knocked down they stand up. You cannot destroy these people who have learnt to be resilient. And at the end of their lives they've accomplished some modest part of what they set out to do."