What makes me special?

What makes me special?

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About this resource

Foster self-confidence and esteem in your students.

Following are classroom activities to explore this subject and a downloadable document in Attachments. 

  • Build student confidence;
  • Improve student relationships; and
  • Recognise positive and negative self-talk behaviours.

  • For students to become familiar with the importance of self-confidence and esteem, and the role it plays in forming friendships.

Students will be able to:

  • describe things they like about themselves;
  • reflect on things they are good at;
  • consider ways to make new friends and develop connections with other people;
  • understand individual differences and contributions; and
  • develop interview questions to administer to a peer in a follow up lesson.

Peer assessment

Students assessing other students’ learning, with a simple rubric or other instructions to guide feedback


Students assessing their own learning, with a rubric or other instructions for guidance

Teacher observation

Teacher observation of student learning, with a simple rubric, tick-box or other protocol to record observations

Teacher questioning

Guided questioning from a teacher intended to prompt thinking related to the topic


Commentary from teachers or peers on a student’s work. This could be spoken or written, with the goals of acknowledging success and providing guidance for improvement.

Inquiry and problem-based learning

Inquiry learning is focused on a question or questions that guide the learning goals for a unit or module. Problem-based learning is focused on a problem or problems that guide the learning goals for a unit or module. Questions and problems may be generated by the teacher, the students, or by teacher and students together.


A variety of questioning tactics to generate discussion. This could include formal, guided questioning from the teacher to direct discussions, as well as informal questioning – teacher-student and student-student – to clarify knowledge and explore topics further.

Work in class independently

Students working by themselves in the classroom, with support from the teacher and available learning materials.

Work in teams or pairs

Student working with other students in the classroom, with support from the teacher and available learning materials. Student groups/pairs can be set by the teacher or formed by students themselves, depending on the needs of the learning task.

Work with family members

This activity involves working with a parent and/or carer, or other responsible adult in the student’s home environment.

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  • Find resources grouped in collections in the footer, for example: classroom activities, introduction to transition.
  • Activities can be adapted according to teachers’ preferences and the needs of their students. Downloadable activities are in Word, PDF or PowerPoint so that you can edit them for your own needs.

Teachers may also consider how they want students to “keep” the activities they do in class, so they have them for reference at a later stage (at their secondary school or for future wellbeing reference).