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How do you know when you have pushed yourself too far at something?  Describe how your body and mind feel when you are overworked or very tired.

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How do you know when you have pushed yourself too far at something?  Describe how your body and mind feel when you are overworked or very tired.

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Things that fall within our comfort zones often feel good an are easy to do.  What things fall outside your comfort zone and are more difficult for you?

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Things that fall within our comfort zones often feel good an are easy to do.  What things fall outside your comfort zone and are more difficult for you?

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Bad mood can strike when you least expect them.  How does being in a bad mood affect the way you think?

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Bad mood can strike when you least expect them.  How does being in a bad mood affect the way you think?

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Watch this short video about how you see yourself, and what does your reflection in the mirrow tells you about your self

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Watch this short video about how you see yourself, and what does your reflection in the mirrow tells you about your self

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This article will help you understand why you think  and act the way you do.

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This article will help you understand why you think  and act the way you do.

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Please read this summary and write two sentences  below to give me some feedback on the article.  For children, it’s important that we teach self-awareness skills such as knowing how their strengths, weaknesses, and personality affects their choices and the way they treat the people in their lives. When the child is receptive, it’s much easier for empathy to develop as he or she can then better understand others. This then typically trickles down to being more kind.

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Please read this summary and write two sentences  below to give me some feedback on the article.  For children, it’s important that we teach self-awareness skills such as knowing how their strengths, weaknesses, and personality affects their choices and the way they treat the people in their lives. When the child is receptive, it’s much easier for empathy to develop as he or she can then better understand others. This then typically trickles down to being more kind.

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You meet an elderly person who cannot hear most of what you say.  How do you think it feels to be hearing-impaired?

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You meet an elderly person who cannot hear most of what you say.  How do you think it feels to be hearing-impaired?

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People are not always who we expect them to be.  What might happen if we judge a person too quickly?

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People are not always who we expect them to be.  What might happen if we judge a person too quickly?

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You watch a group of athletes with disabilities compete in a race.  Does this change your opinion of people with disabilities?  Why or why not?

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You watch a group of athletes with disabilities compete in a race.  Does this change your opinion of people with disabilities?  Why or why not?

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This video explains that it's ok to be different, as long as we understand each other.

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This video explains that it's ok to be different, as long as we understand each other.

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Write three things you love about the video in full sentences.

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With ongoing issues like bullying, youth mental health concerns, teaching empathy to children is more important than ever. Empathetic people have the ability to connect with others on a deeper level and can lead to individuals being helpful, involved and invested in other people.

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With ongoing issues like bullying, youth mental health concerns, teaching empathy to children is more important than ever. Empathetic people have the ability to connect with others on a deeper level and can lead to individuals being helpful, involved and invested in other people.

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After reading the article please answer the question. Do you believe teaching empathy to children is important?  Why or why not?  Write your answer here.

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This article gives information on why it important to understand each other.

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This article gives information on why it important to understand each other.

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Please write a paragraph of 4-6 summarizing the article.

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If you asked a group of people to define ' empathy', you would almost certainly find that one of the first things that anyone suggested was ' an ability to understand other people's feelings '.

Daniel Goleman, author of Emotional Intelligence, listed 'understanding others' as the first element of empathy.

Goleman also suggested, however, that understanding others is more than just sensing other people's feelings and emotions. It also means taking a genuine interest in them and their concerns.

Understanding Others - The Skills You Need

People who are good at understanding others:

Pick up emotional cues, often from body language, tone of voice, and other non-verbal elements of communication. For more about this, see our pages on Non-Verbal Communication and Body Language.

Listen well to what people are saying, actively checking their understanding. You may find it helpful to read our pages on Active Listening, Clarifying and Reflecting.

When people talk, listen completely. Most people never listen.
Ernest Hemingway

Most people do not listen with the intent to understand; they listen with the intent to reply.
Stephen R. Covey, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change

Show sensitivity towards others, and understand their perspectives. They are careful not to give offence by saying or doing the wrong thing, and are aware that not everyone has the same point of view. Our pages on Being Polite, Tact and Diplomacy and Intercultural Awareness may help you to develop this area of your skills. If you are struggling with the balance between truth, honesty and politeness, you may find our pages on Truthfulness and Balancing Honesty and Politeness helpful.

Help other people appropriately, based on their understanding of their needs and emotions.

Insights from Understanding Others

Developing empathy, and particularly the skill of understanding others, is not just important to your interpersonal relationships. It can also have a much wider impact.

For example, in the US, doctors who listen carefully to their patients are much less likely to be sued.

In one study, primary care doctors (the equivalent of general practitioners in the UK) who had never been sued were found to be much better communicators than their peers.

Empathy as economic sense: Huggies Pull-Ups

Huggies Pull-Ups were developed as a direct result of empathy in action. For those without children, these are pull-on nappies (diapers) for toddlers, an intermediate step between nappies and 'grown-up underwear'.

Kimberly-Clark, the makers of Huggies, sent observers to watch parents and toddlers using nappies. This gave the company real insight into the way that families were operating, and what products they needed. The company realised that it would be helpful to have something in between nappies and pants: a 'stepping stone' that would allow children to start getting themselves dressed. Huggies Pull-Ups were born.

The Importance of Sincerity

It is possible to pretend that you understand people's feelings and, more particularly, their concerns. Sales staff often do this to try to establish rapport with customers.
However, as humans we are programmed to detect and dislike insincerity.
Your pretence, it is fair to say, will be detected by those around you, probably through subtle hints in your body language, or perhaps in a response to an unexpected question.

The other person may not even be aware of detecting it, but will feel uncomfortable with the conversation that you have tried to strike up, or with what you are saying, and find that they do not really trust you.
In other words, this 'false empathy' will be counter-productive.
Trying to manipulate emotions can backfire on the perpetrator, and may well not be worthwhile. Those who are genuinely empathetic will get a very different response.

Empathy Avoidance and Empathy Overload

There are two aspects of understanding others and being interested in their concerns that, as part of empathy, are worth exploring further.

The first, empathy avoidance, is a deliberate lack of empathy, which might be called 'emotional tone-deafness'.

Total empathy avoidance is unlikely to be healthy for your long-term relationships, but being able to shut down some of your empathetic response may be helpful under certain circumstances. For example:

At Home. Children need to receive certain vaccinations. In their first few months of life, they have several vaccinations, sometimes two or three at a time. Having a needle stuck into their legs hurts, and babies scream when it happens.

Parents, however, need to clamp down on their immediate response and recognise the long-term benefits of vaccination, in avoiding serious diseases, rather than focus on the short-term distress of the child.

At Work. Managers responsible for making redundancies need to be able to make good decisions. They are unlikely to be able to do so if they are struggling with their own emotional response to the distress of those around them.

While it is important that they remain aware of the feelings of those involved, they have to be able to balance that with the use of reason and logic and not be overwhelmed.

In Healthcare. A surgeon performing emergency surgery on someone who has had serious injuries in a road traffic accident needs to be able to use all their skills to try to repair the damage, or amputate if necessary to save the patient's life. They cannot spend time considering how this might make the patient feel.

However, after the operation is over, and the person is awake, they need to explain their actions and help the patient to start to come to terms with whatever has happened. They need to remain aware of their patient as a person, with feelings and concerns, and respond appropriately.

Empathy overload sometimes happens when people are exposed to difficult and distressing information.

In such situations people can find themselves unable to deal with their own emotional response to the situation. This can happen, for example, if you find that a friend is seriously ill. You want to help and support them, but you are too upset to do so. It is also a problem that can arise for people working in professions like medicine, nursing and social work.

The way to manage possible empathy overload is to work on your self-regulation, and particularly your self-control. With improved self-regulation, you will be able to manage your own emotions and respond appropriately to those of others.

Understanding Others is not 'Soft'

We often talk about '', and there is no question that empathy, and understanding others are important soft skills.

There is, however, absolutely nothing soft, in the sense of ' easy ', about understanding others' concerns and feelings. Neither is it 'soft' in the sense of not being tough: the best managers are empathetic, but not 'soft' on their team.

Understanding others does not mean that you have to agree with their feelings or point of view. Instead, it means that you recognise their point of view, and accept that it is different from yours.

You may still have to do difficult things that others do not agree with, but hopefully, both you and they understand that.

Further Reading from Skills You Need
Understanding and Developing Emotional Intelligence
Learn more about emotional intelligence and how to effectively manage personal relationships at home, at work and socially.

Our eBooks are ideal for anyone who wants to learn about or develop their interpersonal skills and are full of easy-to-follow, practical information.

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If you asked a group of people to define ' empathy', you would almost certainly find that one of the first things that anyone suggested was ' an ability to understand other people's feelings '. Daniel Goleman, author of Emotional Intelligence, listed 'understanding others' as the first element of empathy.

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It is bedtime, and you suddenly remember you have extra page of math homework.  What should you do?

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It is bedtime, and you suddenly remember you have extra page of math homework.  What should you do?

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A classmate finds the answers to a test, and you overhear several kid planning to cheat.  What are some consequences of cheating?

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A classmate finds the answers to a test, and you overhear several kid planning to cheat.  What are some consequences of cheating?

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Your friends are talking in a way you know is not appropriate.  It makes you feel uncomfortable.  Share two different ways to handle the situation.

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Your friends are talking in a way you know is not appropriate.  It makes you feel uncomfortable.  Share two different ways to handle the situation.

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Watch this short video and explain what you would done if you were one of the two girls.

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Everyone, no matter what age, has to make decisions. Older children may be used to making some decisions without your input. Decisions can be small, like what to wear in the morning, or big, like whether or not to cheat on a test. Working with your young child now to develop these skills can help her better face challenges in the future when you won't be there in the moment when she needs to make hard decisions.

During these early elementary years, when children are in a formal school setting, they're interacting with more peers and adults. This increased exposure to others begins to broaden their understanding of the world. Children at this age are developing the ability to identify their feelings and what causes them. They are also learning how to manage their emotions and behave appropriately. You can help your child develop her social and emotional skills. The concepts highlighted in this section are based on the five sets of competencies developed by the Collaborative for Academic, Social, and Emotional Learning ( CASEL).

Your child likely doesn't have their own decision-making skills down solid at this point, but they should be able to identify simple rules of behavior like needing to buckle their seatbelt in the car, or how to sit with the family at dinner time without too much fuss.

They should also be able to recognize when poor decisions, like saying hurtful comments to someone or telling a lie, can hurt other people.

One of the most basic rules parents often teach children at this young age is to not get in a car or go anywhere with strangers. Your second grader should know that rule and make good decisions based on it. Your child should also be able to share and take turns, regardless of whether your child wants to.

Responsible decision-making includes choices about personal behavior, but also about what society finds acceptable. In short, learning to make choices that are both good for yourself and others. That can be a tall task for an elementary school child. Fortunately, many choices at this age are smaller choices and helping your child develop a sense of how to make good decisions can prepare her for more difficult decisions later on. Making decisions can help young children develop a sense of responsibility.

Keep in mind every child develops at his or her own pace. If you have concerns about your child's development, please contact your healthcare provider or your child's teacher or school counselor.

Learn more about how to support your child with our second-grade decision-making tips page.
Parent Toolkit resources were developed by NBC News Learn with the help of subject-matter experts, including Anne Morrison, Pre-Kindergarten Teacher, Lycée Français de New York; Maurice Elias, Director, Rutgers Social-Emotional and Character Development Lab; and Jennifer Miller, Author, Confident Parents, Confident Kids.

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2nd grade decision-making skills: Find out what you need to know

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Everyone, no matter what age, has to make decisions. Older children may be used to making some decisions without your input. Decisions can be small, like what to wear in the morning, or big, like whether or not to cheat on a test.

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Write what you understand about the picture in 2 sentences.

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A classmate seems set on annoying you throughout the day.  What are two ways you can keep your temper in check?

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A classmate seems set on annoying you throughout the day.  What are two ways you can keep your temper in check?

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Is there something you do too much?  Like playing video games, eat sweets, talk on the phone, or watching to much TV?  How can you use the correction to your benefit?

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Is there something you do too much?  Like playing video games, eat sweets, talk on the phone, or watching to much TV?  How can you use the correction to your benefit?

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Your teacher makes more corrections to you your paper than you expected.  How can you use the corrections to your benefit?

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Your teacher makes more corrections to you your paper than you expected.  How can you use the corrections to your benefit?

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Watch this video and write 2-3 sentences about what you learn about self-control

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Self-Control for Kids | Character Education

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Read the  article and write a response in two sentences what you learn about self control.

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Our character curriculum is centred on building four key character traits discussed in relation to human flourishing and success since the times of Classical Greek Philosophy: resilience, self-control, good judgement and fairness. Why do we focus on these traits? This series, called "The importance of", explores the importance of each of these four traits.
Self-control includes being able to stay on task and interrupt any undesired impulsive reactions by refraining from acting on them.
Self-control and achievement
Being high in controlling our desires and impulses is important in achieving the goals we set for ourselves. While it is reasonable to assume that those higher in self-control would have higher grades, research has in fact found self-control to outdo even intelligence in predicting good academic performance. This is mostly because young people high in self-control spend more time doing their homework, have higher school attendance, focus in class more, and have higher grades (Duckworth & Seligman, 2005).

On the other hand, low self-control is linked to a variety of difficulties, including academic underachievement, an unhealthy lifestyle, procrastination and problems with the law (Moffitt et al., 2011).

In the classic Marshmallow experiment, Walter Mischel and his colleagues gave children a marshmallow and explained that they would get another one if they managed not to eat it until the experimenter returned. Those who were able to control their impulses and delay gratification were found years later to have higher academic achievements (Mischel, 2014). Being able to manage and regulate needs, desires and emotions are thus vital to performing well academically and sticking to school tasks.
Self-control and well-being
Self-regulatory skills also predict reduced stress and increased wellbeing. Hoffman et al. (2014) found that people with more self-control feel happier and are gladder about their life. This is partly because of lower emotional distress and avoiding difficult emotional conflict that comes with giving in to tempting impulses.

Emotional awareness is key in this process. Self-control doesn't entail disregarding emotional responses, but on the other hand depends on the information provided by emotional awareness, including identifying our emotions as well as understanding why we feel the way we feel. This awareness has been found to be associated with depression and well-being both directly and indirectly, by promoting emotion regulation and self-control (Boden & Thompson, 2015).
References
Boden, M. T., & Thompson, R. J. (2015). Facets of emotional awareness and associations with emotion regulation and depression. Emotion, 15(3), 399-410.

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.

Mischel, W. (2014). The marshmallow test: understanding self-control and how to master it. Random House.

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J.,Harrington, H., et al. (2011). A gradient of childhood self-controlpredicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America,108, 2693-2698.

Hofmann, W., Luhmann, M., Fisher, R. R., Vohs, K. D., & Baumeister, R. F. (2014). Yes, but are they happy? Effects of trait self‐control on affective well‐being and life satisfaction. Journal of Personality, 82(4), 265-277.

For more information on the Marshmallow experiment, watch this video of Walter Mischel talking about the test and self-control

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The Importance of: Self-control - Citywise

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Our character curriculum is centred on building four key character traits discussed in relation to human flourishing and success since the times of Classical Greek Philosophy: resilience, self-control, good judgement and fairness. Why do we focus on these traits? This series, called "The importance of", explores the importance of each of these four traits.

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Which 2 emotions from the picture would you use to practice self-control?  Why?

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Which 2 emotions from the picture would you use to practice self-control?  Why?

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Share a time that a friend encouraged you when you were feeling unsure about something.  How did your friend make you feel better?

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You and a classmate get to choose players for two teams.  How do you select a solid team without hurting anyone's feelings?

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You and a classmate get to choose players for two teams.  How do you select a solid team without hurting anyone's feelings?

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You notice that a new student is always alone at recess.  How can you make him or her feel welcome?

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You notice that a new student is always alone at recess.  How can you make him or her feel welcome?

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Watch the video and answer the 3 questions at the end.

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SEL Video Lesson of the Week - Being a Good Friend

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Side by side, seven-year-olds Anna and Frances work intently on a storyboard in which they are plotting out a book:

Anna: What will we call it?

Frances: How about The Mean Girls Club? Look, I can draw them with mean faces.

Anna: Why are they mean?

Frances: I don't know. Maybe someone was mean to them.

Anna: Let's make them be nice -- first mean, then nice.

Frances: Then what will happen to the club?

Anna: It will be the Nice Girls Club. Look, on the title page we can put a line through mean and write nice above it!

Just then, their teacher, Mrs. Geni, flicks the light switch, signaling that it is time for students to wrap up their writing projects and gather in a large group. Frances and Anna, knowing they can pick up on their project tomorrow, clip their notes and sketches to the storyboard and put it on the shelf.

Anna, Frances, and the other second graders in Mrs. Geni's classroom, in Evanston, Illinois, are learning not just reading and writing but also essential skills for success in the twenty-first century: collaboration, critical thinking, problem solving, creativity, and innovation.

What were once called "soft" skills in the workplace are now essential, key to the success of the business enterprise and the individual worker: working on teams, taking responsibility for one's piece of a larger project, planning for the future, and completing the plan -- these are the gears that will drive their personal and professional lives. All involve cooperative learning.

In cooperative learning, students are organized into small groups and the teacher announces a common goal.

During the course of the assignment, the children work together for a shared benefit, realizing that all members share that goal and the rewards of achieving it. Cooperative learning goes hand in hand with social and emotional learning (SEL). Briefly, the two approaches help develop a number of skills, including

self-awareness: recognizing feelings and identifying interests, strengths, and weaknesses.

self-management: managing feelings and behavior to control impulses and persevere in achieving important personal and academic goals.

social awareness: understanding the needs and feelings of others, while appreciating similarities and differences among individuals and groups.

relationship skills: maintaining positive relationships with others.

responsible decision making: making good choices and contributing to one's school, one's community, and the world.

Studies of cooperative-learning strategies regularly report an increase in engagement and active participation in the learning process, which in turn increase student motivation, time on task, and retention times and improve cognitive reasoning and the ability to see from others' perspectives.

Some teachers feel uncomfortable with cooperative learning because it requires that they assume more of a facilitative role than a direct instructional one. And students occasionally complain about not being able to work with friends or being unfairly assessed because one student in the pair or group doesn't do his or her share.

So, how do we make cooperative learning work?

Professors David W. Johnson and Roger T. Johnson, codirectors of the University of Minnesota's Cooperative Learning Center and authors of more than 400 research articles and book chapters and 40 books on cooperative learning, are international leaders in the study of the topic. In a research synthesis of 550 experimental studies on cooperative learning, they identified essential elements of effective cooperative learning. One of these factors is just how the groups are put together: How do you balance skills and roles? Developmental strengths and needs? Gender and ethnicity? How long should a group stay together? What is the right number? Who will be the group leader? Skilled classroom teachers take all these issues into account as they choose and prepare individual children for cooperative-learning groups. (See " Cooperative Education: Making It Work.")

One important point: Groups may be fluid, becoming larger or smaller in relation to the instructional goals. For instance, Anna and Frances are a writing team during one two-week period, but they separate for a later science project. Positions within the group can also change.

Mary Tavegia, principal at Cossitt Avenue School, in LaGrange, Illinois, emphasizes the need to match students and roles: "The teacher must ask 'What, developmentally, do we expect of kids at this age? What can I expect of this particular child?' You don't take a student who has trouble communicating and set him up to fail by making him the group's discussion leader right off the bat."

Johnson and Johnson say teachers must quickly establish the rules and procedures around working in a group. They point to the importance of each person supporting and encouraging their peers in their roles so that together they are able to achieve something none can do on his or her own. Teachers should also structure the task so that each student's contribution is important to the whole, and so that each has the chance to promote the others' success by helping, encouraging, and praising one another's efforts. No one is dispensable in cooperative learning.

A class debriefing and discussion should follow the group work. Students can then reflect on whether their group's goals were attained, whether they got along during group work, and what other strategies they would use next time. Through this process, students come to understand that the success of their group, and therefore their individual success, depends on each person's full participation. Debriefing is instructional for the teacher as well, providing useful feedback for shaping the next cooperative-learning project.

Tavegia also emphasizes that cooperative learning should be seen as an "instructional and learning opportunity, not a grading opportunity." This perspective, she adds, eliminates the concern that cooperative learning is "unfair because only a few might do all the work, while everyone gets the same grade. Everyone is unhappy when it is used for grading."

Cooperative learning provides opportunities for group learning that, sadly, are declining outside the classroom. Daniel Goleman, author of Emotional Intelligence, contends that in light of declining opportunities for free play without adult supervision and meaningful ways to contribute to their communities, American kids are getting worse at cooperation, at being able to work things out and control their impulses. "You can't blow up in a group and get away with it," he says. "The group exerts a pressure, a force for helping a child want to learn to get along with others. It's a wonderful place to learn emotional intelligence."

Getting along with others, being able to see another's point of view, and managing one's own emotions help students stay on task and maintain positive peer relationships to achieve group goals. It also turns out that children who have these capabilities are better at paying attention, taking in information, and remembering what they read and hear. SEL programs teach such skills intentionally and experientially; cooperative learning provides opportunities for practice and reinforcement.

Small Part of a Bigger Picture

Many instructional methods are based on cooperative learning and SEL skills. For example, in the academic-controversy approach, teams of students research and present first one side of an issue and then the other. Then they work with an opposing team to develop a report that combines the best points from both perspectives.

Another example is called the jigsaw, in which each student takes responsibility for preparing and presenting part of a lesson to the others in a group. Even though each child prepares only part of a lesson (a piece of the puzzle), all receive the entire lesson (the entire puzzle) because of the complementary roles of teacher and learner they have assumed.

Cooperative group learning using SEL skills is also central to project-based learning, where a group of students studies a real-world problem using original documents and data. (See "New Skills for a New Century: Students Thrive on Cooperation and Problem Solving.") The group work results in a report, which is often presented to families and the wider community and may include practical recommendations on ways to address the problem. Project-based learning gives students an appreciation of the complexity of real-world problems and the intellectual and SEL skills needed to solve them. This is also a powerful source of feedback and student learning.

Cooperative-learning groups are a key supporting instructional method used in teaching SEL skills. Although the sophistication of the SEL instruction will vary with children's developmental level, the characteristic feature of cooperative learning -- working together to achieve shared goals -- is the same regardless of grade level.

In the early elementary grades, for example, class meetings are a setting for cooperative learning of self-awareness, assimilating perspectives, and group problem solving. Children greet each other by name, share how they feel and perhaps present a favorite object from home, participate with their peers in a noncompetitive activity, and perhaps monitor progress on a classwide project.

In cross-age mentoring, a cooperative-learning method used in the upper elementary school and middle school grades, students of different ages work together over an extended time on academic or service-learning projects in every subject area imaginable -- language arts, social studies, and art assignments, as well as science, math, and technology projects. (Both older and younger children first learn and practice in the classroom the SEL skills they need to work well together.) Such projects offer rich opportunities to use and develop one's strengths, listen to and give feedback on alternative approaches, and resolve interpersonal conflicts.

What about the adults in the building? They, too, can benefit from cooperative learning that builds on their existing SEL competencies. Faculty and staff who participate in joint study, instructional planning, and teaching initiatives are energized, rather than overwhelmed, by all the new information coming their way every day. Changing the school climate as an individual seems herculean; reforming it as part of a cooperative venture becomes not only doable but also gratifying. Moreover, teachers who are engaged with other adults in the building in supportive and respectful ways are more likely to stay on the job and less likely to burn out.

Benefits Explored

Johnson and Johnson's research revealed that cooperative learning is consistently more effective than either competitive or individualistic learning in promoting student enhancement of intrinsic motivation and effort to achieve, material retained, the quality of interpersonal relationships, reasoning skills used, psychological health, and academic achievement. These learning outcomes held across various content areas, grade levels, countries, and decades.

Cooperative learning yields benefits whether students work together for only a few minutes in ad hoc groups to summarize and reflect on the key points of a lesson or are members of a yearlong study or a project-based-learning group. Even socially isolated students and emotionally disturbed adolescents learn SEL skills better and are more likely to interact appropriately with others when taught in cooperative-learning situations as opposed to more traditional ones.

Cooperative learning not only supports academic success but also teaches students that their own success is not dependent on opposing that of others. This is healthy preparation for participation in the complex and conflicted world of the early twenty-first century.

John W. Payton, Susan Munro, Mary Utne O'Brien, and Roger P. Weissberg work at the Collaborative for Academic, Social, and Emotional Learning (CASEL), at the University of Illinois at Chicago.

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Common Ground: Teaching Kids the Benefits Of Working Together | Edutopia

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Side by side, seven-year-olds Anna and Frances work intently on a storyboard in which they are plotting out a book: Anna: What will we call it? Frances: How about The Mean Girls Club? Look, I can draw them with mean faces. Anna: Why are they mean? Frances: I don't know.

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Meet in your color coordinated groups.  Then write one thing that you like about yourself and one thing that you like about each member of the group, and why.

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Chose a partner from any other color group, and discuss what friendship and teamwork means to them.

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