• Each student draws a name and, on a Post-it Note, writes one positive attribute about that student. When the teacher says go, they place the note on the person’s desk.
• Students could put their name in the middle of the page and write the adjectives around their name.
• Primary students, can share verbally or draw a picture of their attribute.

Students benefit from knowing that they matter to an adult as well as their peers. Encouraging students to develop relationships with both staff and students will set them on the path of increased connectedness at school and create opportunities for increased learning, skill development and the overall benefits from healthy relationships (Bergin & Bergin, 2009; Roorda, et. al., 2011; McNeely & Falci, 2004).

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170.

McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. The Journal of School Health, 74(7), 284-92.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.

Every life is a gift from God. Acknowledging, nurturing and giving thanks for our individual gifts helps us understand our life’s purpose as contributing members of society.

(2c) An effective communicator who presents information and ideas clearly and honestly and with sensitivity to others.

Demonstrating literacy and mathematics behaviours: to communicate thoughts and feelings through gestures, physical movements, words, symbols, and representations, as well as through the use of a variety of materials