1. Humanistic Language Learning Materials

2. “I like myself even when …”
Purpose
This activity lets students experience loving themselves unconditionally by distinguishing between (1) who they are and (2) what they do or have. In this activity, they acknowledge themselves for all the things they like about themselves. Then they consider what they don’t like and find ways to accept themselves anyway.
Materials
Art paper (12 x 18 inches); Colored markers or crayons; Paste or glue
Procedure
Students bring a recent (personal) photograph to class.
A story about personal value is read to the students by the teacher.
Students are each given a piece of art paper and asked to glue the photo in the center of the paper.
The following instructions are dictated to the students by partners (pair work, students sitting back-to-back), or are already printed on the paper:
Next to your picture, write or draw (in a color you like) one thing about yourself that you like, or are proud of. Think of your appearance, your talents, your personality, etc.
Turn the paper over.
Using a color you don’t like, write or draw one thing you don’t like about yourself.
Turn the paper back to the first side.
Using a color you like, write or draw another thing you like about yourself.
Continue to write or draw things about yourself that you like and don’t like.
When you have finished, turn the paper over to the “don’t like” side.
Using a color you like, write “I love myself even when …” above every thing you don’t like about yourself.
Ask students to form groups and to discuss their pictures, explaining the things they like and the things they don’t like.
Hang the pictures on the wall, with the positive side showing, or let students take them home.
Adapted from Siccone & López (2000, pp. 344 – 35)

3. A Good Thing Purpose Let’s share our thoughts. Let’s be quiet.
Three effective stress reduction techniques are taught in this lesson: relaxation, “stop thought”, and the transformation of negative messages into positive ones. These techniques can reduce or eliminate stress before it impedes language learning.
Let’s share our thoughts.
Let’s be quiet.
Only quiet.
Quiet.
Breathe in.
Breathe out.
Listen to the teacher
Close your eyes
The teacher will ask you to think of something GOOD that happened to you today.
The teacher will tell you about something GOOD that happened to him/her today.
Procedure
Students practice relaxation (box 1).
The teacher explains the “stop thought” technique.
When negative thoughts begin, imagine a “stop” sign, or say “stop!” to yourself. Then take some deep breaths from your stomach. Hold your breath for a moment or two and exhale slowly, softly and steadily. At the same time, tell your body to go limp or melt.
The teacher asks students to suggest negative thoughts, such as “I’m going to fail the test”. The teacher asks the class to use stop-thought and deep-breathing techniques with several different thoughts.
The teacher asks students to change negative thoughts into positive ones:
Instead of saying “I’m going to fail the test”, say “I will pass the test.”
The teacher talks about something good that happened today.
Adapted from Finch & Hyun (2000, p. 162) and Siccone & López (2000, pp. 42 – 43)

5. That’s What Friends Are For     

6. “What if …?” (E + R = O)

7. Highlights of My Life
Close your eyes, take a few deep breaths, and listen to the teacher.
When the teacher has stopped talking, ask yourself “What have I accomplished in my life so far?” In the first row of film frames, draw three important events in your life up to now.
Ask yourself “What do I want to accomplish in the next five years?” In the second row of film frames, draw three events you hope to experience in the next five years.
Ask yourself “What do I want to accomplish in five years after that?” In the third row of film frames, draw three events you hope to experience in the next five years.
Share your filmstrips with your partners or support groups.

8. “I Can’t/Haven’t Yet” Find a partner.
Take turns making sentences that are true for you, beginning with the words “I can’t …” Think about school life, social life, and home life.
E.g. I can’t swim. I can’t do math. I can’t drive a car. I can’t make many friends.
Repeat all the sentences, using “I haven’t yet …”
How does it feel? Is it any different?
What does “I can’t …” really mean?
Purpose
This activity supports students in realizing how language affects their perceptions, and how they can use responsible statements to empower themselves.
Adapted from Siccone & López (2000, pp. 164 – 165)

9. Share the Wealth
Your class has received a $500 donation from a wealthy member of the community.
Your group must decide on how to spend that money, from the options listed below.
You have 20 minutes to decide, or the money will be given to another class.
The group must agree 100% on the choice. During this activity, practice effective listening skills:
S: Be Still; be Silent
H: Hear what others are saying; Hear what they mean.
A: Allow others to speak. Accept what they say as true for them. Pay Attention.
R: Restate what you heard the other person say, to be sure you understand.
E: Encourage others to speak.
Options:
Divide the money equally among all the class members.
Use the money to pay for a field trip for a class project.
Give the money to the Education Department for more educational resources.
Use the money to buy toys for local poor children and orphans.
Donate the money to an organization that provides meals for beggars.
Use the money to buy blankets and give them to homeless people.
Use the money to set up a recycling program to help save the environment.
Use the money to set up a scholarship for poor students.
Spend the money on a fun party for the class.
Purpose: This activity emphasizes the importance of working together, learning to cooperate rather than compete. Students learn to communicate better, especially to listen to each other’s viewpoints, if they learn to trust each other and to solve problems together. In this way, ignorance can be replaced with knowledge, insecurity with confidence, and fear with love.
Adapted from Siccone & López (2000, pp. 191 – 194)

10. then we must teach peace. (McCarthy, 2001, p. 35)
If we are to reach peace,
then we must teach peace. (McCarthy, 2001, p. 35)
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