Self-Knowledge Material
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ScribdTranslationsSelf-Knowledge Material
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ScribdTranslationsSELF-KNOWLEDGE
Dynamic The Tree
Dynamics of Self-Knowledge and Self-Esteem
Objective of the dynamic The Tree:
Identify and reaffirm one's own virtues
Encourage the action of self-evaluating positive aspects
Promote self-confidence
Development
The coordinator will ask the group members to draw on
a large leaf, a tree with roots, branches, leaves and its fruits, each one of these
elements are related and should represent the following,
In the roots, they should write the positive qualities that they believe they possess, in the
branches must specify the actions they usually implement in relation to
the qualities, and finally the fruits will represent the positive result that they believe
to achieve.
An example could be: I listen to people (root), I usually call or visit my
friends to talk (branch), my friends are doing better
mood when we finish talking (fruit)
This activity will take about 45 minutes because they are not usually detected.
quickly the virtues.
At the end, a space for group reflection should be opened.
Dynamic The Tree
IDEAS FOR THE MOMENT OF REFLECTION AND DEBATE
How did you feel while doing the exercise? Did you find it easy or difficult to detect your...
virtues?
What was easier or harder to detect, the roots or the branches?
What did you feel when you discovered the fruits you achieve with your actions?
Dynamics The Tree enables to work about the next
themes:behavior, values, qualities
4 games to promote children's self-awareness
Self-awareness consists of emotional awareness, accurate self-evaluation,
and self-confidence, which serves as the foundation of all socio-emotional skills.
(Goleman, Boyatzis and McKee, 2002).
It is essential to seek ways to promote this introspective learning of the self.
Today we propose games that you can develop in the classroom to promote the
self-knowledge.
These activities are part of the online course Emotional Education in the classroom of
infant and primary that we recommend
Let's take a look at the proposed activities.
1. My collage project.
The idea of this project is to ultimately create a decorative collage for the classroom with a
graphic definition of each child. We will let the children use images, words or
cut-out symbols from magazines/newspapers etc. or searched from the internet that
they represent: the things they like to do, places they have gone, the people that
admire, or their dreams/projects. Each child will create their own collage and put their name.
at the back. We will hang the collages in the classroom as decoration.
Later we can play to guess who each collage belongs to, we can also
make each child tell us why they made the collage as they did. to create
a collage. They put their names on the back, and they publish the collages
around the classroom.
2. Classification Features
The goal of this game is to be aware of our strengths and our
weak points.
We ask the students to tear a piece of paper into ten strips. On each, they write
a word or phrase that describes themselves. Subsequently, the child must organize
the traits from what he likes most about himself to what he likes least. When
having finished, I say to him: "Do you like what you see? Do you want to save it? Now renounce a"
just one trait. Give up to three traits. Now, what kind of person are you? The idea
It is the reflection that each of our traits makes us unique and unparalleled. This
it is an exercise that seeks to confront us with our own self to reconcile with
everything that we are.
3. Emphasize the positive
Divide the class into groups of four to six, the students focus on one of the
members at the same time. The idea is that all the students in the group say all the things
positive things that can be about that person. We will encourage compliments that focus on
behavior instead of something that cannot be altered or developed as by
example a physical characteristic. Humiliations are not allowed. Each comment must
be positive. A student acts as the recorder. And then we will write everything
comments to give to each one.
4. I am unique. Fingerprint exercise
I ask each student to place their thumb on an ink pad and we make a
thumbprint. First of all, photocopy the five fingerprint patterns
general concepts that appear in the encyclopedia, that students can identify their
type of printing. I discuss the fact that each print is special, as it is totally
unique. Then, each student creates an animal using the fingerprint as the body.