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Classroom Practice/Program

In my professional view, concepts such as self-esteem and positive self-image can be created through
setting and reaching goals, identifying strengths, and building awareness of emotions—as well as
increasing the ability to regulate those emotions. Starting each meeting with a review of norms helped
create a safe climate. This particular school district makes it a priority for staff to engage with every
child and get to know the whole person—academic, personal, social/emotional—and how to support
them with both strengths and challenges.

Structure of “Girl Power” Meetings
Every meeting consisted of this basic routine:
• take attendance and have snack;
• mindful moment:
○ “Mind Yeti” breathing video (Our school uses Second Step SEL curriculum which provides 20
mindful sessions or access via YouTube; https://www.youtube.com/watch?v=QGZADVxXnSU);
○ coloring sheet (example: https://coloringfolder.com/growth-mindset/#google_vignette );
○ grounding techniques (melting video; https://www.youtube.com/watch?v=fTzXFPh6CPI);
○ identification of personal strengths and favorite things;
○ guided forest meditation (example: https://www.youtube.com/watch?v=lRMbA8Zai-s );
• review norms (Figure 2)—created by students and facilitators together;
• participate in a weekly focused lesson;
• pack up and review the day’s objective.

Figure 2
Norms Developed by Students and Facilitators

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