The document describes activities and tools used in a weekly program to help children build self-esteem, express feelings, and develop social and self-regulation skills. Each activity has a specific purpose, such as using butterfly wings and name spelling to boost self-confidence, drawing faces to identify feelings, and roleplaying with toy animals to encourage self-expression. Behavioral issues are addressed through games like Simon Says that teach commands, and working with children individually to develop independence, manage emotions, and resolve conflicts with others. The overall goal is to provide a supportive environment where children can learn important life skills.

1. 1
Supernova Teachers & Mailsi
2014/03~Present
Participants: Supernovas
Objectives: Help them use daily manners, identify as well as express different
feelings, learn positive thinking skills, build their self-esteem, and
improve their self-regulation ability
Frequency: Every Friday
! Beautiful Butterfly
Tool: A pair of butterfly wings
Instruction: Group members sit on the floor. The teacher asks one group member at a time
to stand up and put on the butterfly wings. The member with the wings on
should turn around and “show off” while saying “I am a beautiful butterfly”,
and then tell one good thing about himself/herself, such as “I like my hair” or
“I can dance”.
Purpose: To help group members to build self-esteem and self-confidence.
! Hello and Goodbye Window
Tool: The book “Hello and Goodbye Window”
Instruction: First, read the story. Second, the teacher ask group members to say “hello” and
“goodbye” to a nearby kid. Then, the teacher discusses group members’
experience about saying “hello” and “goodbye” as well as their feelings in
different situations.
Purpose: To teach group members daily manners and help them express their feelings
about meeting someone and leaving someone. This activity aims at helping
children who have hard time saying goodbye to their parents before entering
the classroom.
! Faces and Feelings

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Tool: Face-shape papers and markers (It is better to use papers with different colors
to represent various skin colors.)
Instruction: On the papers, group members are asked to draw their facial expressions of
different feelings they have. For example, they could draw a smiling face if
they feel happy or draw a sad face if they feel upset. And then the teacher
could ask group members to share their experience of feeling happy, sad, or
nervous, etc. For deeper conversation, the teacher could discuss with group
members how they deal with different feelings and teach children how to
properly express themselves.
Purpose: To help group members identify different feelings and express them in a
positive way
! I Like My Name
Tool: Letter cards and markers
Instruction: Group members could use the letter cards to spell their names and discuss with
the teacher whether they like their names. For older children, the teacher
could ask them to copy the letters using different colors they like and write
down their names. Group members could also look for common letters in
their names.
Purpose: To help young children learn how to spell their names and build self-esteem
through identifying their unique names.
! Animals and Me
Tool: Toy animals
Instruction: Let group members to choose an animal to represent himself/herself and tell
the group why he/she chooses the animal or why he/she likes the animal.
Purpose: To have fun! And to help group members to express themselves and build
self-esteem and self-confidence through learning the fact that “everyone is
different and everyone is special.”
! The “Thank You” Pumpkin
Tool: A small pumpkin with the word “Thank You” written on it
Instruction: Talk about the Halloween Festival first and explain the special “Thank You”
pumpkin to group members that it has the magic to pass your love to the
person you say “thank you” to. Ask group members to pass the “Thank You”
pumpkin to the person he/she wants to say “thank you” to and explain why.
For example, one could say “Thank you mommy for buying me gift.” Or
“Thank you Adam for being my friend.”
Purpose: To teach group members express their appreciation to others

3. 3
! I Am In the Stories
Instruction: When telling a story or reading a book, replace characters’ names with group
members’ names in the story.
Purpose: To tell the story in a fun way and use the story to teach them problem solving
skills, positive manners, and behaviors.
! Pizza Breathing
Instruction: Ask group members to imagine there is a pizza on their hands. First, smell it.
Second, blow the “hot pizza” to “cold”.
Purpose: To take deep breathe in a fun way and teach group members a coping skill to
use when they are angry, sad, or having any other uncomfortable feelings.
! Simon Says
Instruction: The teacher takes the role of "Simon" and issues instructions (usually physical
actions such as "jump in the air" or "stick out your tongue") to the group
members, which should only be followed if prefaced with the phrase "Simon
says", for example, "Simon says, jump in the air". Members are eliminated
from the game by either following instructions that are not immediately
preceded by the phrase, or by failing to follow an instruction which does
include the phrase "Simon says".
Purpose: To help group members gain the ability to distinguish between valid and
invalid commands, rather than physical ability, that usually matters in the
game.

4. 4
! With Henry
Personality: Friendly, optimistic, shy, and more dependent on teachers and other adults than
peers
Activities: Encouraged him to lead several games or let him to pick special characters,
such as the counter in the game “hide and seek”.
Purpose: To help him join peer games, build his self-confidence and gain social ability
through playing.
! With Annie (Korean)
Personality: Shy and dependent when having language barrier, relatively strong and
aggressive after she became capable of speaking English
Activities: Asked to learn Korean from her and helped her communicate with other
children; gave her accomplishment when she took turn playing and shared
toys and books with other children; gave her “time-out” when she acted as
aggressive or rude.
Purpose: To build rapport with her and help her adapt to the second-language
environment and reduce her loneliness; to teach her manners, boundaries, and
how to get along with others.
! With Braelyn
Personality: Friendly, dependent; Braelyn frequently claimed “I can’t do it” and asked for
help right away when encountered difficulties that she actually was able to
deal with.
Activities: Guided her to give a try by herself instead of helping her right away; gave her
compliment when she made efforts; invited her to play a game called “I can
do it by myself”. In the game, we should say “I can do it by myself” every
time we seemed to face a difficulty, such as need to tie the shoes and put on
or button up the jacket.
Purpose: To help her enjoy solving problems by herself; to assist her to develop
independence
! With Rejato
Personality: Independent, friendly, brave, energetic, complicated thoughts about his family
(sometimes he claimed that he hates his mom and sometimes he explained
that he enjoys being with her)
Activities: Discussed with him about his interesting experience with his family as well as
problems that bothered him; gave him compliments when he managed to

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calm down and share his feelings
Purpose: To calm him down when he was over excited; to help him get feelings out of
his chest
! With Chase
Personality: Creative, energetic, brave, aggressive, strong, lack of control of his anger
Activities: Played basketball with different rules; gave him compliments about how he is
good at sports, following the rules, being gentle, and teamwork
Purpose: Using the sport he likes to help him learn how to keep boundaries and follow
the rules; to give him positive attention when he already received lots of
negative and criticizing information; to take out some of his energy; to help
build his self-esteem
! Identify comfortable feelings and uncomfortable feelings
! Apology and appreciation
! Language skills (spelling, new words)
! Sense of various numbers and colors
! Communication skills
! Social behaviors
! Physical coordination