Activity Overview
At times, we can be over-critical of ourselves. We may harp on our imperfections, forgetting about the already existing good qualities. This activity will have students make positive affirmations for themselves. By creating five or more affirmations, students will have to think about more than just surface characteristics.
You may find that students have trouble listing five good things about themselves. This is a troubling reality, but is exactly the reason why this topic is important to cover. It shouldn’t be hard to talk positively about yourself. If a student is struggling, a good idea is to tell them what you like about them as a student (class participation, good listener, hard worker, etc.). Students should also be encouraged to think about their hobbies and why they stick with them!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of positive self concept by creating five or more positive affirmations for yourself in a storyboard.
- Click "Start Assignment".
- Use the "Add Cells" button to create five or more cells.
- In each cell, create an image of what you like about yourself.
- Each cell should be different and contain a short blurb describing what is good about you.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Content | Five or more cells were used to make positive affirmations. In each cell, the student used exemplary text, scenes, and characters to depict a positive affirmation to the reader. | Five or more cells were used to make positive affirmations. In each cell, the student used adequate text, scenes, and characters to depict a positive affirmation to the reader. | Fewer than five cells were used or the storyboard is unfinished. The student did not use adequate text, scenes, and characters to depict a positive affirmation to the reader. |
| Diversity | The storyboard cell themes are different than one another. No setting or scenes are repeated, creating a dynamic picture of an individual for the reader. | There were two cells that had similar themes. Minimal settings or scenes are repeated. | There were more than two cells that had similar themes. Too many settings or scenes are repeated. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
At times, we can be over-critical of ourselves. We may harp on our imperfections, forgetting about the already existing good qualities. This activity will have students make positive affirmations for themselves. By creating five or more affirmations, students will have to think about more than just surface characteristics.
You may find that students have trouble listing five good things about themselves. This is a troubling reality, but is exactly the reason why this topic is important to cover. It shouldn’t be hard to talk positively about yourself. If a student is struggling, a good idea is to tell them what you like about them as a student (class participation, good listener, hard worker, etc.). Students should also be encouraged to think about their hobbies and why they stick with them!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of positive self concept by creating five or more positive affirmations for yourself in a storyboard.
- Click "Start Assignment".
- Use the "Add Cells" button to create five or more cells.
- In each cell, create an image of what you like about yourself.
- Each cell should be different and contain a short blurb describing what is good about you.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Content | Five or more cells were used to make positive affirmations. In each cell, the student used exemplary text, scenes, and characters to depict a positive affirmation to the reader. | Five or more cells were used to make positive affirmations. In each cell, the student used adequate text, scenes, and characters to depict a positive affirmation to the reader. | Fewer than five cells were used or the storyboard is unfinished. The student did not use adequate text, scenes, and characters to depict a positive affirmation to the reader. |
| Diversity | The storyboard cell themes are different than one another. No setting or scenes are repeated, creating a dynamic picture of an individual for the reader. | There were two cells that had similar themes. Minimal settings or scenes are repeated. | There were more than two cells that had similar themes. Too many settings or scenes are repeated. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about I Am! Positive Affirmations
How to Lead a Class Discussion on Positive Affirmations
Foster a safe environment by starting with a group discussion about what affirmations are and why they matter. Encourage students to share examples and brainstorm benefits together to build trust and comfort.
Model Creating Affirmations Out Loud
Demonstrate how to make affirmations by sharing your own examples aloud. Show vulnerability and positivity so students see it's normal to celebrate themselves.
Encourage Students to Personalize Their Affirmations
Guide students to use specific, personal traits or interests in their affirmations. Remind them that affirmations are most powerful when they reflect individual strengths and values.
Incorporate Affirmations into Daily Routines
Integrate affirmations into morning meetings or transitions by having students read or share one aloud. Repetition helps these positive messages become habits.
Reflect on the Impact of Affirmations as a Class
Invite students to discuss how affirmations affect their mindset and self-esteem after a week. Listen for changes in confidence and encourage ongoing use.
Frequently Asked Questions about I Am! Positive Affirmations
What are positive affirmations for students?
Positive affirmations for students are encouraging statements students say or write about themselves to boost self-esteem and self-confidence. Examples include "I am a hard worker" or "I am a good friend." These help students focus on their strengths and build a positive self-concept.
How can I teach positive affirmations in my classroom?
To teach positive affirmations, start by discussing what affirmations are and why they matter. Guide students to create five or more affirmations about themselves, encourage self-reflection, and support those who struggle by sharing positive observations about them. Visual activities like storyboards can make the process more engaging.
Why do some students struggle to list positive things about themselves?
Some students may find it difficult to list positive traits due to low self-esteem, past negative experiences, or a tendency to focus on imperfections. Encouraging a supportive environment and highlighting their unique strengths can help them recognize their value.
What is a quick activity for building self-esteem in middle or high school?
A quick self-esteem activity is asking students to create five positive affirmations about themselves, using images and short blurbs in a storyboard. This encourages self-reflection and helps them focus on their strengths in an engaging way.
How do positive affirmations support social emotional learning (SEL)?
Positive affirmations support social emotional learning by promoting self-awareness, resilience, and a positive self-image. Practicing affirmations helps students recognize their strengths and handle challenges with a growth mindset.
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