Classroom activity – What can or cannot be controlled?
Ask students, how do you feel about not being certain of what will happen next?
Do we all experience change and uncertainty in the same way? Elicit discussion about age, culture, traditions around discussing change and uncertainty etc.
Whole class activity
The purpose of this activity is to reflect on what can and can’t be controlled. Remind students that the hand is an important visual reminder of control. Explain to students that if something is in their hands, they are in control of it. For example, if they are holding a piece of rubbish in their hand, they are in control of the rubbish.
They can choose to hold the rubbish, roll it in their hands, throw it in the bin, throw it at someone, etc. If something is not in their hand, they’re not in control of it. If the rubbish is on a table inside a locked classroom, they cannot control what happens with the rubbish, even if they would really like to.
- Begin by telling students to trace their hands onto a piece of paper.
- On the inside of the hand, write, “In my control.” On the outside of the hand outline, write, “Out of my control.”
- Now, encourage students to write or draw the things that are in their control on the inside of the hand. This could be things like: my behaviour, my thoughts, the words I choose to say, the words I choose to keep to myself, the way I react to others, etc.
- On the outside of the hand, write things that are not in their control. These could be things like: my mum's job, the weather, the pandemic, the way people talk to me .
Discussion
Reflect on what can and cannot be controlled.
Ask students questions about their feelings around transition. Adapt for Year 6 or Year 7. If students have done the diagnostic exercise (in the Life Ed Introduction to Transition part of this resource suite), you may already be aware of some of the main concerns in the class.
- How are they feeling about going to school/how has it been starting a new school?
- What are they most worried about at the moment?
- Who do/can they talk to about their concerns?
Discuss the concept of change, and what can and can't be controlled. Elicit responses as needed.
Ask students, what does this tell you about transition/starting a new school? What can we control and what do we have to let go?
This activity can build capacity in students, reduce stigma around control, stress and anxiety, and introduce techniques for self-regulation and coping.