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A - Adversity
B - Beliefs
C - Consequent

"...beliefs about an adversity - and not the adversity itself - that cause consequent feelings."

This model is a great and easy reminder I felt like I could use in the classroom. It's an easy way to remind myself and my students that although we can't control everything that occurs in our lives, we can control how we react to them and how we let them impact our feelings.

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What stuck with me the most about well-being theory is that Seligman points out that an individual doesn't naturally need to be a happy-go person in order to flourish, but that they can flourish if they consciously choose to use his strategies.

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Dealing with negative emotions - "... the healer's job is minimizing anxiety, anger, and sadness. Parents and teachers have taken on the same job, and I worry about this because there is another, more realistic approach to these dysphorias: learning to function well even if you are sad or anxious or angry - in other words, dealing with it." I found this section very interesting because as a teacher, I noticed I have a tendency to try to minimize any discomfort my student may be feeling about a grade or something that happened in the classroom, and I realized that this isn't always the best solution. Sometimes, the student needs to be guided in how to deal with the situation head on and deal with it.

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Three blessings exercise - I liked this activity because it didn't only ask you to list positive things that happen but also asked you to address why that positive thing happened. I think this is an activity I'm going to try with my class at the end of the year- I would ask my students to reflect on the past year's blessings.

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There's a quote after the GRIT test that really stood out to me. It poses the question: "Does more education produce more GRIT, or more likely, do gritty people persevere through many failures and humiliations and so go on to get more education?" I found this question interesting because if a student were to take the GRIT test and not score well, is there an underlying assumption that they won't continue on to pursue higher education in the future? Or will they have more GRIT as they become more educated, therefore becoming more accomplished?

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I categorized this under growth because I found this exercise helpful in being more aware of yourself- your strengths and your weaknesses. After being able to categorize these attributes, I felt more aware of what strengths I can offer my students in the classroom and what weaknesses I need to work on not only when dealing with others but when dealing with myself, as well.

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If there are less than 3 times the amount of positive remarks as there are negative, then the conversation is not helping the individuals flourish. I found this interesting, because this takes quite a bit of effort. We never consciously think "I'm going to make a negative statement" or the opposite with a positive statement. Calculating Losada Ratios really makes you reflect on the statements made.

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The four types of responding - This table really stood out to me. It easily categorizes the four types of responses one gives to another person ranging from active and constructive to passive and destructive. I don't think I put that much thought into my responses with friends, family, colleagues, and especially my students. I think that consciously being aware of my responses will help me build better relationships, overall.

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Relationships with others a re a huge part of our own well-being, they influence our lives heavily, and that's why it's important to work on continuously bettering those relationships.

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We won't be able to truly flourish as individuals if we don't think of how our actions cannot only help ourselves but help others as well.

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We're always working towards some sort of goal in our lives, and it's important for us to accomplish the goals we truly set out on in order to flourish.

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The gratitude visit - I chose to write a letter to my 4th grade teacher. I've been thinking about her and the impact she has on me as a current teacher a lot, lately. I set up a visit with her this month after about 15 years of not seeing her. I visited my old school and was able to find her contact information from other old teachers! Even just writing this letter made me think back to so many fond memories and feel happy. That made me think of when Seligman says, "we benefit from the pleasant memory of a positive event in our life."

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When we're truly engaged, we feel a sense of flow overcome us. We feel like time is moving slower and focus all our attention on that one task at hand.

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We may not always experience positive emotions, but sometimes we need to make a conscious choice to feel positive emotions by thinking of positive memories, counting our blessings, etc.