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The tool I like is tracking one's own progress and fostering a culture that rewards self-growth and development, where students reflect on their performance using the criteria established as "must-have " level and "extra" level.
I think it motivates the students (especially early finishers) to go beyond the requirements and the superficial "running" through the material. Also, that way they know best what they have to work on further, for example, each of them knows their own homework.
Preparing extra material, to deepen the knowledge, there are times when I have made individual material for every kid in the class, that's how I feel small heterogeneous groups are best taught. But we all know the reality.

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To nurture optimism, we can model optimism! Yet, I think it is important to remember that this kink of strategy sometimes takes our energy ... so we must try to have some self-care!

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It's important to praise the sutdents for their efforts and talk to them if sometinhg is not well.

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I let my students talk and express freely how they feel and what they are thinking. It helps m e to estamblish a good connection with them and they feel better because somebody is listening to them. I usually use Active listening in class without giving advice, just listening and demonstrating interest to them.

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I encourage pupils and try to reinforce positive thoughts and teach them to believe in their abilities and teach that mistakes or failures are not negative

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I talk and praise every effort. We make jokes and laugh a lot.

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I'm a teacher of English in a primary school. I usually work with my pupils in building their self-esteem and self confidence by giving them tasks that promote their creativity and initiative. In that way they know I trust and believe in them.

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I follow only one basic philosophy that I created myself. Life is like a journey on a music sheet. Each event or individual represents a single note. Now the note can be low or high, it is important to experience both. Because that is how you make music. If we are all on the same position, in the grand design of things, we will become a flat tune and that is just boring. So, it is important to be with others but not be like others and at the end of it all, you remain a tune in the music of life. I also believe, keeping within the limits of safety, it is important to let the child be free, be creative, be crazy. Otherwise, how would we ever find a tune that has never been played before?

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I often share positive thoughts with students. I encourrage them when they got wrong or feel bad about it by saying that the next time, at the next attempt things will certainly be better. And when students do something different but equally efficient or worth such as others, I say that everyone is made on its own and it is worth!

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It all depends on the group I teach. With those lacking self -confidence I try to create situations/tasks where they can succeed and see they can do it. Students also learn to work in groups where they are assigned different tasks which helps them to learn to deal with different situations. I usually set up goals - in the lessons as well as other activities - there must be a purpose so they can visualise what's at the end. I appreciate children's effort to build their resilience, even the smallest one, I try everyone in the class to notice it; in case of failure there's always another chance and I try to make time to individualise my approach.

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I talk a lot with my students. I give them examples from real life, I talk to them how to overcome difficult situations, I also give them some tools that I have learned and that help me to overcome difficult situations. I try to be happy when I'm with them.

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I talk a lot with my students. I give them examples from real life, I talk to them how to overcome difficult situations, I also give them some tools that I have learned and that help me to overcome difficult situations. I try to be happy when I'm with them.

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VOICU CORINA VALENTINA, ROMANIA-I try to make my students trust them, to have a democratic climate in the classroom and understanding. I encourage them to express their opinion and ask them if they want to say something. I always take their opinion into account!

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VOICU CORINA VALENTINA, ROMANIA-I try to make my students trust them, to have a democratic climate in the classroom and understanding. I encourage them to express their opinion and ask them if they want to say something. I always take their opinion into account!

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I think that it is essential to encourage our pupils to express their feelings and emotions. It is important for them to know what emotions they can experience and what they can do about them. It is ok to feel down sometimes, they have to know that it is all right if they experience different emotions but we should try and emphasize that being optimistic is the best way. No matter how difficult a situation, with the right mindset, we can always turn it into something not that terrible, at least.

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I'm a primary school teacher. From an early age we must cultivate their self-confidence, optimism, respect for others. In the calsa activity I appreciate the children, I encourage them, in our country criticism without being constructive is not allowed, the children know how to listen but also to expose.

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I work with kindergarten children. Cultivating self-confidence, optimism at this age is essential. Children are encouraged to try different things, to make mistakes, to experiment, to work in a team, to share their feelings with others, and last but not least to verbalize their emotions.

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Encouraging sts to take part and to be kind and collaborative is one of the keys to have engaged classes.

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I consider giving my students real-life examples the most valuable thing that can happen to them. I have the impression that the school, regardless of the level, does not convey the skills needed in life, relating to different situations in which you can use both substantive and developmental knowledge.

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I consider giving my students real-life examples the most valuable thing that can happen to them. I have the impression that the school, regardless of the level, does not convey the skills needed in life, relating to different situations in which you can use both substantive and developmental knowledge.

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I encourage my students to express their opinions, their feelings and emotions.It's important to be optimist.Having a growth mindset and be open minded is essential in the classroom and in creating a good atmosphere during the lessons.
For this I use games, songs, projects and jokes.

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I believe that the best way to promote optimism, self-efficacy and resilience is through example, that is, being a model of it.In addition to using a friendly treatment and an attitude of respect and motivation of the students towards an improvement of emotional intelligence.

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I believe that the best way to promote optimism, self-efficacy and resilience is through example, that is, being a model of it.In addition to using a friendly treatment and an attitude of respect and motivation of the students towards an improvement of emotional intelligence.

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Cultivating one's self-esteem is a fascinating and engaging process in the everyday life of a kindergarten child.
The first step I take is the acceptance of each one, that is, accepting themselves as they are with their defects and qualities. Encouraging, supporting, often showing that you can do better.
Identifying the emotions and feeling what led you to do or sinter something is very important to move forward and gain tools to deal with less positive emotions.
Feeling and experiencing emotions is very important in our daily lives.
Optimism is having a positive outlook on your life and valuing the small achievements of your day.

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What do you do in your classroom to nurture optimism, self-efficacy, and sense of purpose? What do you do to foster resilience?
1. I ALWAYS try to find a funny situation and make my students smile when we/they make mistakes.
2. I try to help children to set realistic goals.
3. I try to find something for EVERY child to praise (not always the learning outcome, but social competencies as well).
4. I discuss with students the mistakes and bad results. I try to teach them that this is an opportunity to learn out of our mistakes.

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I don't always promote optimism as such, I try to give my students a realistic outcome, and I try to tell them that not all things in live are going to pan out as they wish. That doesn't mean that it's pessimistic, I just want to prepare them for real life, and that all feeling are OK, and that not everything is great, but you can turn even downfalls into something great. This way I want to make turn them into resilient human beings who can face whatever life throws at them.

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For children to be optimistic and have a good self-esteem I usually give positive feedback on their achievements, even if they are "small in my eyes". My motto is to say that the important thing is to make the best of it, not give up and keep trying. Valuing the work of each one is significant for children aged 4 and 5 years. In class there is an environment where everyone can express themselves freely and say what they think is relevant to them. I don't play competition or exclusion games, collective games are always cooperative so they can solve problems together.

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I consider giving my students real-life examples the most valuable thing that can happen to them. I have the impression that the school, regardless of the level, does not convey the skills needed in life, relating to different situations in which you can use both substantive and developmental knowledge.

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I consider giving my students real-life examples the most valuable thing that can happen to them. I have the impression that the school, regardless of the level, does not convey the skills needed in life, relating to different situations in which you can use both substantive and developmental knowledge.

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I encourage the SS all the Time and tell them that they can overcome în any difficult situation. Empathy and being empathetic îs also very important. The SS feel good when they express their thoughts and the others are understanding and helpful with them.

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STRATEGY FOR CLASSES.PURPOSE: OPTIMISM AND SELF-ESTEEM ON HIGH LEVEL
1.The most important issue is to deal with anxiety in performance
When working with special groups for Math contests i realized their performance in exams is lower than in classroom. This is why we do bodyART exercises to calm down and focus
2.When talking about youg learners is important to keep them motivated when dealing with challenges, but paying attention to their self-esteem. It is important to reward them for their efforts and prepare them for difficult tasks.

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There is always time in the school library to talk to students-users about their problems with family, teachers or personal issues. It is also an opportunity to strengthen their personal and communication competencies. Students need to be encouraged to be aware that they can achieve every idea. Treat them with respect, letting them know that we are all equal. It is also necessary to show feelings and reactions to them so that they too can learn by example how to deal well with negative emotions. Mistakes actually deepen knowledge, if we don’t give up and try to find a solution further.

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I try to be understanding and calm with my students for over 30 years now. It is not always easy to self-regulate your emotions, as an educator, especially towards the end of the schoolday or in classes with 25 students. I have found that students appreciate when we talk in class about their problems , but depending on how much they discuss similar topics with their families , they find it extremely hard to talk about their deeper emotions and what triggers their behaviour. Sometimes, working in collaboration like group assignments, projects, drawing or even working in the school garden can be a good way of channeling extra stress or even anger.

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As a teacher, I have to make sure that my students in my class are feeling excited to get any material given. therefore I always start my class by doing the warming up and giving different ice breakers every day. I experience that my students are very curious to know what is the next games I will play day by day. The students are very excited and as a teacher will lead me to a very fun class that I will manage on that day. Besides I always put my students a co-partners of teaching therefore I have to make sure that they feel safe and secure due to the teaching in the class. one more thing is we have to teach them by heart and I experience that the most important thing as the teachers should possess

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For 12 years now I have been involving my students in European projects, Comenius and now Erasmus+. I also implement in the class education projects for  future careers. I am constantly working to increase students' self-esteem and I constantly recommend them to be optimistic. I am an optimistic person; they have a good example front of them.

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We discuss a lot and I try to let students make handle and giving evidence that "THEY CAN".
In my classroom even making mistakes is the prove that our brains are working!!

I try to show them to work hard to put their  ❤️  and efforts in everything they do.

Even discuss about how we are going through all this covid experience, changing the way we used to have our lessons: desks layout, masks, social distancing sanitizing, working on line, are example of how extraordinary we have been in these days

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In the classroom, I try to be optimistic and encourage optimism in students. If a student solves a bad exam, I try to see what he did wrong in order to solve it better in the future. I always find and emphasize good and positive characteristics and traits in a student who has poorer success or bad behavior. I find matchmakers in which he is painted, who likes to work. In what he is successful.In conversations with relatives, I always first state what makes a student special, exceptional

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I never consciously thought how I could improve the optimism of my students but now, when I look at my teaching activity, I find a lot of things which I have routinely done in this regard. Firstly, I try always to keep my calm even when some trouble occurs, I speak them politely and create a collaborative and relaxing atmosphere. Secondly, I reward them with good marks for any good response or opinion instead to penalty for wrong answers.  Thirdly, teaching chemistry, a natural science, I try to involve them as longer as possible in solving practical tasks like experiments, worksheets or games, individually or grouped.  Sometimes I try to give them different tasks for different groups, taking in account multiple intelligence (I tested them to find out their kind of intelligence of each of them).  In this way they are focused on the pleasant tasks and which offer them satisfaction.
Regarding resilience,  the most recently activity I done for my students was the organization of an online meeting with a scientist from Oxford University within EU event "Science is wonderful!". He told them about his academic path from the primary school in a village in Poland, then high school  and University in a big Polish city and currently research work at Oxford.  Through this activity the students fostered their growth minded, built  vision on long term and improve their motivation for learning, all this contributing to the development of resilience.

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There are three expressions I always use with students to encourage them in a difficult situation:
- I'll try
- I'm capable
- I can do it

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I treat my students with kindness and respect. I always listen to what they have to say. In the classroom there must be no stress or confusion.

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Optimism, like hope, means having a strong expectation that, in general, things will go well despite setbacks and frustrations. Now, you can be optimistic with your students, or simply do like that you are optimistic. Normally someone who is optimistic by nature does not have to pretend to be. But still, let me give you some tips to improve your optimism in the classroom.

1. WALK WITH A STRAIGHT POSTURE. There is a phrase that I learned years ago, from the French writer Antoine de Saint-Exupéry, and since then it guides all the acts of my daily life. That phrase is: "The whole world turns away when it sees a man (or woman) pass by who knows where he is going."

2. USE A CHEERFUL VOICE. Remember that you are what you transmit, if your voice is angry, you convey an uneducated image. It is not bad to make a joke from time to time in the middle of class to smooth things over. Really, if I tell you a secret ... I sometimes even carry those jokes written down in my didactic programming.

3. USE OPTIMISTIC AND ENCOURAGING WORDS. The way of saying things often changes the meaning of the sentence. I always say that I do not like to be called weird, but to say that I am special. Doesn't it seem the same?

4. DO NOT SPEAK EVIL TO ANYONE. Teachers are people like everyone, you can not get along well with everyone, but at least don't show that you get on badly with someone and even less if they are a colleague from your educational center.

5. FOCUS ON THE SOLUTIONS, NOT THE PROBLEMS. Your students came back from recess, and it turns out that two had a problem with each other (something very typical). Rather than blame the problem, it is better to seek a solution and if it can be agreed upon through dialogue. In this way we teach that the solution is much more important than the problem itself.

6. THINK THAT PROBLEMS HELP YOU GROW. One thing is always clear, if you learn in a new situation, so do your students. Therefore, from the solution sought to a problem, we learn. Adversities make us strong if we are optimistic.

7. BE A MODEL TO FOLLOW BECAUSE IT DEMANDS YOU TO BE BETTER. Normally when we take notes for ourselves, we do it in a dirtier way than if we know that someone is going to see what we have written. That can be carried into every scene in life. In the classroom you should always know that you are the example to follow, if you do not forget that, I have no doubt that you will demand yourself to be better before your students even in the face of aspects that in your personal life cause you fear. How many times have you killed an insect in the classroom and when you are at home do you ask someone to do it for you?

8. BEING OPTIMISTIC REQUIRES CONSISTENCY AND TRAINING. Logically, everything said above is not valid without effort, but all training leads to an invisible learning that ends up becoming routine. the
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I try to increase their confidence by making them reflect about their self knowledge. Then, I encourage them to learn methods to overcome their weaker abilities by showing them strategies to cope with it

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I try to increase their confidence by making them reflect about their self knowledge. Then, I encourage them to learn methods to overcome their weaker abilities by showing them strategies to cope with it

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THREE STRATEGIES FOR NURTURING OPTIMISM IN STUDENTS

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THREE STRATEGIES FOR NURTURING OPTIMISM IN STUDENTS

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1. Increase students’ awareness of multiple choices: An important part of developing an optimistic perspective is realizing that there are different ways to view a situation. You can increase students’ awareness of their range of choices in content areas by having them, for example, explore different ways to solve math problems or analyze character actions in stories.

During your morning meeting or advisory period, you can help students identify different perspectives to their daily challenges. For example, discuss these questions with students: What do you think when you get a bad grade? How do you explain it to yourself? Is there another way to look at the situation?

2. Help students identify their pessimistic explanations: When students explain the causes of events in their lives to themselves, they might not realize whether their views are optimistic or pessimistic. You can support students by helping them identify words and language that express pessimism and optimism.

For example, discuss with students: What are some of your common responses to a challenge or difficult situation? Using the pessimistic and optimistic explanations discussed above (permanent, pervasive, and personal vs. temporary, specific, and changeable with effort), help students differentiate between their pessimistic and optimistic views.

This strategy can be incorporated in your English language arts or social science class: How did a character in a story or a historical figure respond to a challenge? Did she have an optimistic or pessimistic perspective?

3. Increase students’ capacities to reframe pessimistic explanations with optimistic ones: Once students can identify their own pessimistic explanations, they can learn to reframe them by looking at challenges as temporary, specific, and possible to change with effort.

Use common stressful situations for students such as finals, trouble with friendships, or sport competitions, and ask them to write down optimistic explanations to these challenges. What could they tell themselves if they were more optimistic?

When students develop more optimistic views of their daily challenges, they’re building resilience for the future and creating expectations for positive outcomes in their lives. Optimism is a learnable skill that can be developed in schools by caring and supportive educators.

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Usually What I do  in my classroom to nurture optimism is trying to spread fresh ideas and such a light athmosphere , self-efficacy and sense of purpose. To foster resilience I try to share smiles and optimistic feelings.

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I try to let my students know that I care and I respect them and believe they are capable of achieving their goals. I listen to what they have to say without judging, instead giving them the importance they deserve.

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First of all, the most important thing is the classroom atmosphere. Students need to feel safe and accepted by others. The teacher must show empathy and care for the student’s emotions. Of course, the child needs to know that the teacher understands and supports him.

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Usually I talk to my students different topics, every time I let them to express their thoughts, ideas, feelings. When we have other subjects I always try to put a smile on their face telling jokes or different funny things. We also have moments, during the lesson, like " short breaks" of 5-10 minutes when they can talk to colleagues, relax or do something else.

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I talk to my students about a variety of topics and always allow them to express their opinions and emotions freely, knowing they won't be judged or maltreated. I try to be flexible with our school tasks and adapt to the class' atmosphere and make necessary changes which will meet their demands more effectively. We try to share both poositive and negative emotions.

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By promoting a safe learning environment where we care about others' emotions and we can express freely, and promoting confidence by giving manageable achievable tasks.

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Since they are children, they already have a happy, curious and positive outlook. I guide them to eliminate the difficulties they experience in school life. If we have failed, we must try a little harder. Grades and assessments only measure our learning. Being able to laugh at ourselves is very important. Our brain does what we tell it to do. Let's always give positive messages. In my speeches, I always express what they need to do. I do not make sentences with negative messages. I make them feel that I trust them. They know the value of effort. :)

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Propose realistic work plans and take measures to carry them out considering the characteristics of the students;
Promote a positive view of themself and confidence in their strengths and abilities by monetizing them for specific tasks;
Foster communication and problem solving skills in the classroom and outdoor spaces (less formal situations).

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I always try to understand my students. Despite the generation gap, I always listen to them, tryinig to put myself in their shoes, and look at the issue/challenge from their perspective. Doing so, you establish the bond which is crucial for a successful lesson and very pleasant working atmosphere.

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Empathizing. When our students are struggling, or when something negative has happened to him or her, the first thing the child needs to know is that you understand his or her feelings

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I always teach with a smile on my face, I love my job so it is easy. I try to create a good and positive relationship with my students and during my lesson the atmosphere is constructive and optimistic. I encourage my students to do the best they can at their own pace and without fear... I invite them to learn to learn for themselves first, to create their cultural heritage and deepen their interests and beliefs.

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In the classroom I allways try to find positive  things in everything. If some kid gets a bard result of a test We go through the test and see what he did wrong an why. I allways say that it is not that bad to have  a bad result as it allows you to grow more. also when someone has an oral exam i try to emphasis on the postive things he knew, rather than the ones he didn't.
In teachin new topics I llways try to incorporate some life expereince of my students or my own. And when someone is down after a task whihc is hard for him, I try to help but not overdo it, little steps are better in that situations .

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My first endeavor is to establish a very positive classroom community. Feeling safe and accepted is the premise for learning. I involve students in group projects that result in various products to be shared with a wider audience. Thus, they are effectively involved and collaborate towards a shred goal. I cultivate a growth mindset - mistakes are acceptable and part of learning. I give students choices listen to their needs. The assessment is mostly formative and I encourage peer-assessment and group task rubrics.

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Today we need to become aware of the new culture of well-being at school. As a perennially optimistic and hopeful person and teacher, I try to create an atmosphere and a setting that transmits tranquility, serenity and trust, trying to give the right weight to situations. I propose different experiences, in which everyone has the opportunity to express their individuality, cultivating a positive thought, self-efficacy and, at the same time, feel free to express emotions spontaneously. The positive attitude towards difficulties allows students to confront themselves without fear in complex situations.

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I try teach my students express their emotions freely and can "read" emotions of other people. Often we discuss how authors express emotions in literature, in music, or in art. They train body language and facial expressions.

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It happens to me to have a lesson plan in my mind, but change it after an initial "small talk" or a comment that I hear in class. Such changes are a response to the real needs or expectations of my students. I think being flexible is very important and good "improvising" can raise students' interest and motivation. Then we can really talk about a dialogue between a teacher and his/her students.

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I like to think that I am an optimistic person and I always look on the bright side of life. My way of being makes my students relaxed in stressful situations as well. I always tell them that on the way to success, they might encounter some problems that they should deal with patiently, that there are always second chances and they should take each failure as a lesson they have learned from.

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Because we teachers actually teach what we are....I fear not to exhibit my emotions in class encouraging thus students to do the same.I engage my students into mindfulness activities like ' body scanning' to help them take their emotional temperature.

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So many things happen in the classroom every day! Therefore, we may be nurturing optimism, self-efficacy, and sense of purpose, as well as fostering resilience in a subconscious way.
However, doing so systematically is a more effective approach.
A few examples:

Optimism: enhance positive thinking/focus on solutions, not problems;

Self-efficacy: help students believe in themselves;

Sense of purpose: give students voice and choice/self-awareness

Resilience: make connections/self-care.

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I try to make students comfortable to share their emotions and ideas. I am always stressing how important it is that we are all different and that difference is positive. We also discuss emotions when we read texts (what did this character feel?) poems (poetry is emotion) or working on eTwinning projects. This allow them to have the modelling and awareness necessary.

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I am an optimistic person and I try to support my students and everyone around me.
I am involved in various projects and I have experienced that this makes me happy, motivated, inspired to move forward.
That is why I do Erasmus VET mobility projects for my students, to motivate them learning by doing, give them contact with the reality of everyday life and the real challenge of the labor market.

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After reflecting on students’ work (oral or written),  I give them a second chance to do things differently, so that they can experience the feeling of improving, and realise that  learning is a process that is never finished, requiring time, patience, persistence and a strong willpower to go further and further (on a road that will lead them to other great discoveries).

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I encourage my students to talk openly about their emotions. I organize self-knowledge activities and together we learn to better manage emotions, positive and negative.

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I encourage my students to talk openly about their emotions. I organize self-knowledge activities and together we learn to better manage emotions, positive and negative.

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I encourage free expression, expressing my own opinions, ideas.

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Involve students in activities that increase their self-esteem and confidence

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Even if I've made a great learning plan for my class and my pupils have some issues that they need to resolve, I always give them my time and we talk about the problem. Once the problem is solved, my learnig plan gets better.

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Even if I've made a great learning plan for my class and my pupils have some issues that they need to resolve, I always give them my time and we talk about the problem. Once the problem is solved, my learnig plan gets better.

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I try to be optimistic myself. I often discuss with my students about themselves. I try to let them express their feelings and understand they won't be judged for them. I always try to talk calmly, even in cahotic situations, and make them feel confortable. If needed, we leave aside our activities, focus on our own breath or listen to background music before talking about something that mekes us feel unconfortable.