3. Writing compliments

* Make an envelope for each student, with the name on the front.

* * * * * * * * * * * * * * * *
Ask them to notice how high and far the rock goes, for with greater effort, they too can go higher and further. There is a link between commitment and effort and what they can do for themselves. They have collected the tools. It is now up to them to use them.



* * * * * * * * * * * * * * * *
This is important, for you want each student to have several messages. In this way, they'll have a truer picture of what others feel.


* Give each student a sheet of paper that lists the names of all the group. Section off the names as shown in the illustration, allowing room to write so the sections can be cut apart and put into each student's envelope.

John
Ravinder

Mary

Abe

Lee
Carmen

Alok

* Ask each student to write a compliment or positive statement about each person, and to cut the paper so that each section can be put into the envelope with that person's name on it. The envelopes will be sealed, and are not to be opened until the class is over and everyone has gone home.

* * * * * * * * * * * * * * * *
This activity takes a fair amount of time, so you may want to invite people to take the papers home, complete them and put them into the appropriate envelopes the next class.

* Check to make sure everyone has finished the notes and put them into the envelopes. Seal them. Mix the envelopes up and give out to the participants, making sure nobody gets their own. Tell them not to reveal whose they have. Ask each, one by one, to deliver the mail to the person whose name is on the envelope, and say something positive about that person as they deliver it.

* As a wrap-up, tell them that saying good things about others and practising it on a daily basis will help raise the self-esteem of others and make them feel good about themselves.

4. Writing a letter

* Ask students to write a letter or note to future students who suffer from low self-esteem.

* Invite students to tell how they felt, how the new tools helped them, and to offer words of encouragement which might be put into future tool kits.

* Ask for permission to use these letters and notes when working with other students, and perhaps in recruiting new students to the program.

5. Closing ceremony

* Light the candle and place it inside the circle.

* * * * * * * * * * * * * * * *
Some people may mock the idea of a candle, or the process of leaving. I stress the importance of taking time for the self, to replenish the soul, to quiet the self and be good to the self, because each person matters.


* Invite everyone, one by one, to take their photo and add it to their tool kit. Their picture reflects them, thus it completes the kit.
* Allow for silence.
* Celebrate the achievements of the class by allowing each student in turn to state what he or she got out of the program. Have them do this by taking the candle, making their statement and passing it on to the person beside them.
* If possible, give each of them some kind of certificate to add to their tool kit, and on their certificate indicate something about them that is truly special. Perhaps you can list goals achieved during the course, skills attained, abilities discovered.
* Return the candle to the centre of the room.
* All together, blow it out.


Resources

(See the Bibliography for complete listings.)

Louden, Jennifer. The Woman's Comfort Book: A Self-Nurturing Guide for Restoring Balance in Your Life

Moore, Anne and the Women's Group of Action Read. Growing Bolder: A Workbook on Growing Older and Herstory for Women in Literacy Programs

Staton, Pat. Women in Canadian History (a poster)


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