~GiveThx - Practices
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ABCD
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GiveThx Practices
www.givethx.org
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Individual Practices
Quick. Done 3 times per week. Can be repeated and mixed to keep things fresh.
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Peer Gratitude-Students select one or two peers to give gratitude to (often ones they know well). This can include their teacher or students outside of the classroom (if available).3 min
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New Gratitude-Students use their data to give to one or two peers in their class they have not given to yet (often peers they don't know well).3 min
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Write & Shout Gratitude-Students pick an individual and write them a message of gratitude. The teacher picks a few students to publicly share what they wrote in a "shout out."5 min
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Collective Practices
Good for Making Sure Everyone Receives Gratitude
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Group Gratitude-Students give to each member of a group they are in. Good for post group work to highlight specific behaviors and actions that made the group work well and for making sure everyone receives gratitude.5 min
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Partner Gratitude-Students give thanks to a reading partner, proof reading partner, listening partner, etc. after an activity. 3 min
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Gratitude Wave-Students all send gratitude to a single person in a big wave3 min
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L/R/Pick Gratitude-Students send gratitude messages to the person on their left, their right, and a 3rd person of their choosing in the room. Often starts by getting in a circle to identify the recipients and going back to write the thanks.5 min
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Reflection
Done once a week. Important for student meaning-making. Can be repeated.
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Gratitude Journal-Students do the gratitude journal practice using the GiveThx reflection feature to write about something general they are thankful for (i.e. their health)5 min
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3 Good Things-Students write down three things that went well for them that day, and provide an explanation for why they went well. They are specific about the things (i.e. what happened) and record how they made them feel.5 min
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Mental Subtraction of Positive Events-Students think of a positive event in their life, when it happened, and what circumstances made it possible. They imagine how it could have gone differently and what their life would be like now if they hadn’t enjoyed this positive event. They remind themselves that this event actually did happen and reflect upon the benefits it has brought them. 5 min
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Mental Subtraction of Relationships-Students think about an important relationship in their life, such as a close friendship, and where and how they met the person. They imagine what their life would be like now if events had unfolded differently and they had never met this person. They shift their focus to remind themselves that they did actually meet this person and reflect upon the benefits this relationship has brought them.5 min
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Message Received-Students pick a message the received and reflect on it. Why is this message received so meaningful to you? What behavior of yours led to this impact?5 min
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Message Given-Students pick a message they gave and write a reflection about it. What is it about this message you gave that is meaningful to you?5 min
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Received Stats-Students use their stats to reflect on their strengths (and/or growth areas). What are some of your strengths? What behaviors did you do to have this impact?5 min
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Given Stats-Students look at their stats to reflect on the top reasons they have been grateful to others and think about why.5 min
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Class Trends-Teacher projects class trends and students reflect on what the class is valuing that week. What is the class most grateful for? Why do you think that is?5 min
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One-Time Individual Tasks - Optional
Helpful for Measuring Gratitude Practice
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Gratitude Strengths-Students use data to identify character strengths based on gratitude received.20 min
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Gratitude Explaination-Students explain gratitude, its effects, and its core practices. They explain their own gratitude practice using data.20 min
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Gratitude Letter-Students create a handwritten letter to someone they are thankful to. Giving the letter is optional but highly recommended.20 min
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Gratitude Face-to-Face-Student reflects on an experience giving and an experience receiving gratitude face-to-face.10 min
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Student-Led Conference-Student shares the behaviors their class is most grateful to them for with their parents/guardians, referring to their data and specific messages as evidence. Student also shares what they've been grateful for and why using similar evidence.10 min
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