Growing up well

Course Description Everyone has different strengths. One person may be a good speaker, while another is a careful listener. One student may be creative, while another is organized, patient, kind, athletic, or good at solving problems. In this interactive course, students learn how to recognize their own strengths, appreciate what other people do well, and become more confident participating in school, friendships, teams, and community activities. Students will practice speaking up, asking for help, joining a group, handling mistakes, resolving disagreements, setting boundaries, and encouraging others. They will learn that confidence does not mean being better than everyone else. Real confidence means knowing that you have value while also recognizing the value of others. Through games, discussions, role-playing, teamwork challenges, creative projects, and weekly confidence missions, students will discover how different people can combine their strengths to solve problems and make a positive difference. Learning Objectives By the end of the course, students will be able to: • Explain what healthy confidence means. • Identify their strengths, interests, and positive qualities. • Recognize and appreciate the strengths of other people. • Understand that they do not need to be good at everything. • Use encouraging words when talking to themselves. • Speak clearly and participate in group activities. • Listen to other people’s ideas. • Join a group and help others feel included. • Ask for help when they need it. • Express opinions, needs, and boundaries respectfully. • Handle mistakes, disappointment, and feedback. • Work with people who have different ideas and abilities. • Use their strengths to help a team, school, family, or community.

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Course Description Everyone has different strengths. One person may be a good speaker, while another is a careful listener. One student may be creative, while another is organized, patient, kind, athletic, or good at solving problems. In this interactive course, students learn how to recognize their own strengths, appreciate what other people do well, and become more confident participating in school, friendships, teams, and community activities. Students will practice speaking up, asking for help, joining a group, handling mistakes, resolving disagreements, setting boundaries, and encouraging others. They will learn that confidence does not mean being better than everyone else. Real confidence means knowing that you have value while also recognizing the value of others. Through games, discussions, role-playing, teamwork challenges, creative projects, and weekly confidence missions, students will discover how different people can combine their strengths to solve problems and make a positive difference. Learning Objectives By the end of the course, students will be able to: • Explain what healthy confidence means. • Identify their strengths, interests, and positive qualities. • Recognize and appreciate the strengths of other people. • Understand that they do not need to be good at everything. • Use encouraging words when talking to themselves. • Speak clearly and participate in group activities. • Listen to other people’s ideas. • Join a group and help others feel included. • Ask for help when they need it. • Express opinions, needs, and boundaries respectfully. • Handle mistakes, disappointment, and feedback. • Work with people who have different ideas and abilities. • Use their strengths to help a team, school, family, or community.

Teacher based in New Canaan, CT

$30.00 / class, per student

Course Description Everyone has different strengths. One person may be a good speaker, while another is a careful listener. One student may be creative, while another is organized, patient, kind, athletic, or good at solving problems. In this interactive course, students learn how to recognize their own strengths, appreciate what other people do well, and become more confident participating in school, friendships, teams, and community activities. Students will practice speaking up, asking for help, joining a group, handling mistakes, resolving disagreements, setting boundaries, and encouraging others. They will learn that confidence does not mean being better than everyone else. Real confidence means knowing that you have value while also recognizing the value of others. Through games, discussions, role-playing, teamwork challenges, creative projects, and weekly confidence missions, students will discover how different people can combine their strengths to solve problems and make a positive difference. Learning Objectives By the end of the course, students will be able to: • Explain what healthy confidence means. • Identify their strengths, interests, and positive qualities. • Recognize and appreciate the strengths of other people. • Understand that they do not need to be good at everything. • Use encouraging words when talking to themselves. • Speak clearly and participate in group activities. • Listen to other people’s ideas. • Join a group and help others feel included. • Ask for help when they need it. • Express opinions, needs, and boundaries respectfully. • Handle mistakes, disappointment, and feedback. • Work with people who have different ideas and abilities. • Use their strengths to help a team, school, family, or community.

Teacher based in New Canaan, CT

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This program does not treat focus as something a student either has or does not have. It teaches students to strengthen the executive-function skills involved in planning, remembering instructions, controlling impulses, filtering distractions, and completing tasks. Harvard’s Center on the Developing Child identifies working memory, mental flexibility, and inhibitory control as the central components of executive function and explains that these skills can develop through practice. The curriculum combines several established methods: Single-tasking: Reducing task switching and “attention residue,” which occurs when part of a person’s attention remains on the previous task. Timed focus cycles: Age-appropriate versions of the Pomodoro Technique, using concentrated work periods followed by intentional breaks. Mindful attention resets: Short breathing and observation exercises. An eight-week randomized study with sixth graders found that school-based mindfulness training helped preserve sustained attention. Specific goal setting: Research on goal-setting theory generally supports clear, appropriately challenging goals over vague instructions such as “do your best.” WOOP and if–then planning: Students identify a Wish, Outcome, Obstacle, and Plan, then create a specific response to an anticipated obstacle. Meta-analyses have found that these planning techniques can improve goal attainment. Weekly planning and reflection: Time-management interventions that include personal schedules, planning, and reviewing whether plans were followed have shown positive results for students’ time-management behavior and academic performance. Habit formation: Repeating a small behavior in a consistent context helps it become more automatic over time. The time required varies substantially, so the program does not promote the misleading idea that every habit forms in exactly 21 or 30 days. Program Description Focus Lab is a practical program that teaches students how to concentrate, organize their responsibilities, manage time, overcome procrastination, and develop self-discipline. Students will learn that discipline is not punishment and does not mean relying on willpower all day. It means creating clear goals, productive routines, realistic schedules, and an environment that makes it easier to do what needs to be done. Each class includes a short lesson, an interactive focus challenge, a planning activity, and a skill to practice during the week. By the end of the program, every student will create a personalized Focus System that can be used for schoolwork, activities, household responsibilities, and personal goals. The FOCUS Method Students will use a simple five-part system throughout the program: F — Find the Target Choose one clear and specific task. O — Organize the Environment Prepare materials and remove avoidable distractions. C — Concentrate in Cycles Work on one task for a defined period, followed by a purposeful break. U — Use a Plan Schedule the work and create an if–then response for likely obstacles. S — Study the Results Review what worked, make adjustments, and try again

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Course description What does food do inside the body? Why do we need carbohydrates, protein, fats, vitamins, minerals, fiber, and water? How can we combine different foods to create balanced meals? In this course, students learn the foundations of nutrition and practice applying them in the kitchen. The first five classes introduce nutrient categories, food groups, balanced meals, hydration, food labels, meal planning, and kitchen safety. During the final five classes, students prepare simple recipes that can be completed within one hour. The course promotes variety, balance, and practical food skills rather than dieting or labeling foods as “good” or “bad.” Learning objectives By the end of the course, students will be able to: Identify the major nutrient categories. Explain why the body needs each nutrient. Sort foods into major food groups. Build a balanced meal or snack. Read basic information on a Nutrition Facts label. Recognize sources of added sugar, fiber, protein, and sodium. Follow basic kitchen and food-safety procedures. Measure, mix, cut, cook, and clean safely. Prepare five simple recipes. Modify a meal for allergies or dietary preferences.

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What would you do if your teammate suddenly became dizzy during soccer practice? What if your friend fell off a bike and started bleeding? Would you know what to do if someone was choking, had a severe allergic reaction, got hit in the head with a ball, or hurt an ankle during a game? Ready, Set, Rescue! gives children the practical first-aid and emergency-response skills they need at school, at home, on the playground, and on the sports field. Designed especially for active children in Grade 3 and up, this course teaches students how to recognize common injuries and medical emergencies, decide when an injury can be handled with basic first aid and when an adult or emergency services are needed, and safely help while waiting for assistance. Students learn about cuts and wounds, serious bleeding, burns, nosebleeds, dehydration, heat exhaustion and heat stroke, sprains, fractures, head injuries and concussions, choking, allergic reactions, asthma emergencies, and other situations children may encounter. A special emphasis is placed on sports safety and body awareness. Students learn that being a strong athlete doesn't mean "playing through" every injury. They practice recognizing warning signs in themselves and their teammates and learn when an athlete needs to stop, rest, cool down, hydrate, or be evaluated by an adult or medical professional. Just as importantly, students learn how to respond during an emergency: how to assess whether an area is safe, communicate clearly with adults and 911, locate an AED and first-aid kit, provide useful information, and remain calm enough to make good decisions. Every class includes hands-on practice, demonstrations, scenarios, or team challenges. By the end of the program, students will create their own Personal Emergency Action Plan and participate in a final First Aid Challenge combining skills from throughout the course. Course goal: Not to turn children into doctors—but to turn them into confident, observant, prepared young people who know when something is wrong and know what to do next.

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