“Paying Attention to Details”

“It's important that you know every detail”

Introduction:

One of the biggest and perhaps saddest trends in our era is that attention spans are shrinking. It is
primarily fuelled by the explosion of online content, rise of social media and the ever-increasing range of
things to obtain and experience. It is great to be living is such a rich world, the like of which we have never
had in the entire history of mankind. However, there is a price to pay for anything good and in this case; it
seems to be our shrinking attention spans, increased stress and the feeling that there is so much to do in so
little time.

To learn how to manage attention, there are several exercises you can go through to reverse the
trend and gain more control. In this activity, you will be introduced to an activity of attention management
and concentration exercises that will help you achieve this.

Learning Experience:

This activity aims to help delegates practice memorizing and paying attention to detail. Repeated
exercise can increase focus and help people to become more aware of their surroundings as it encourages
careful looking. It also highlights the importance of using all non-verbal senses, such as touch to increase
memory retention and recall. The exercise is also useful for teamwork, communication skills and leadership
skills.

Objective

At the end of the activity, the participants must be able to recall what they saw in a box
filled with familiar and non-familiar objects.

Title of the activity: What’s in the Box?

Materials:

 Boxes
 Household or office objects
 Cloth
 Procedure

1. Two sets of objects will be placed in separate places such as on two different tables and it will then be
covered with a piece of cloth so students cannot see the objects.

2. The delegates will be shown a series of objects and they have 5 minutes to simply look at them. They
are not allowed to take any notes or touch them.

3. After the allocated time, the objects will be covered and delegates were asked a series of questions to
test their memory.

4. They will be asked to recall all objects they saw by name.

5. They will be ask specific questions about the features of the objects and see if they can recall correctly.
For example, “What was the color of the toy car?”, “What was the title of the book?” or “What was the
make of the watch?”

6. Their performance will be recorded.

7. Next, the delegates will be moved to the second set of objects. The objects will be revealed and another
5 minutes will be given for delegates to examine them. This time, they are also allowed to touch the
objects and feel them.

8. As before, after the allocated time the objects will be covered and they will then be asked questions to
see how much they can recall.

9. It will then be followed with a discussion.

Affective
Was it easier in the second round to recall after touching the objects?

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Was it easy to remember the objects or their features?

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Behavioral

How successful were you in recalling?

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Did anyone emerge as a leader to assign tasks to different people so that you could tackle the problem
easier?

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Cognitive
What does this suggest about your sensory perception and memory?

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What did you learn from this exercise?

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“Leadership”

Leadership is practiced not so much in words as in attitude and in actions.

Introduction:
 A game of pantomimes (a dramatic entertainment, originating in Roman mime, in which performers express
meaning through gestures and actions) : you have to "act out" a phrase without speaking, while the other members
of your team try to guess what the phrase is.

Learning Experience:

This activity will help the delegates to understand the importance of camaraderie in order to attain the goal
and realize in oneself that single-handedly undertaking the activity will not finish the game; develop non-verbal
communication skills and leadership skills; perceive the significance of a single member’s action and how it can
help to attain the goal

Objective:

At the end of the activity, the participants must be able to understand that a good
leader is a good follower

Title of the Activity: ‘’ACTually: Follow My Lead’’

Procedure

1. Each part of the team will participate in the game as both the guesser and the actor.
2. The actor will pick a rolled paper which contains the movie or song title that he/she needs to act without
speaking. This is for his/her team mates to guess the word.
3. They can use “pass” if they can’t really guess the word, but it is only limited to 3 chances.
4. There is no time limit but it is much better to finish the game early so that they can proceed to the next
station as soon as possible to finish the team building early and could have higher chance of winning
5. When the team mates did guess the movie/song title portrayed by the actor, another player will follow and
will pick another rolled paper for him/her to portray and for his/her team mates to guess.
6. Similar process will flow until each member of the team will be accommodated as the actor.

Affective

Do you enjoy leading people even without seeing their personal views?

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How does it feel to be a blind guide?

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Behavioral

How do you criticize constructively and address problems in groups?

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As a follower, how can you help the blind guide and your team?

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Cognitive

Based from the activity, how do you influence people and get support?

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Do you have a leader’s mindset or a follower’s attitude? Explain briefly and concisely.

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 “Dependability”

Introduction:

Dependability is a two way street. We depend on people and things and there are people and things that
depend on us. Being dependable means we recognize and overcome obstacles that get in the way of delivering on a
promise - even if the obstacle is a result of someone else not being dependable to us. On its most basic level, it
means doing what we say we will do. At a deeper level, it also means saying and doing the right things. It is looking
beyond ourselves to the community as a whole and realizing that our individual failures have an effect on others and
sometimes can ripple beyond what we can immediately see. In this activity, practice dependability by overcoming
fears and obstacles to follow through on those promises and people to which we are committed.

Learning Experience:

This activity enables the participants to evaluate themselves as dependable teammates for the completion of
the task which would require their efforts and individual responsibilities in a group.

Objective:

At the end of the activity, the participants must be able to get the ball on the floor while being tied with
each other.

Title of the Activity: Count on Me

Procedure:

1. Everyone in the group will be wrapped around with yarn.

2. Their aim is to get the balloons of different colors on the ground and place them to another side of the area
with the yarn still wrapped around all of them.
3. Balloons should be picked one by one.
4. They should be able to cross the balloons on the other side of the room without breaking the yarn wrapped
around them.

Affective

How did you feel to be depended on to accomplish the task?

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How do you feel depending on the group to fulfill the task?

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Behavioral

What are your ways to fulfill your duties as a member of the group?
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Cognitive

How did your group come up with a way for you to accomplish the task given?

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“Self-care”

Self-care is the fuel that allows your light to shine brightly

Introduction:

Self-care is a broad term that encompasses just about anything you to do be good to yourself. In a nutshell,
it’s about being as kind to yourself as you would be to others. It’s partly about knowing when your resources are
running low, and stepping back to replenish them rather than letting them all drain away.

Meanwhile, it also involves integrating self-compassion into your life in a way that helps to prevent even
the possibility of a burnout.

Objective:
To set to nourish your mind, body and soul
Taking care of yourself is the best gift you can give your students. Here are some tips for you to avoid mental
problems:

1. Make a list of the things you like to do that feed your heart, your body, your mind, and your soul.
2. Get out your calendar and make time for yourself EVERY day.
3. Give up all guilt about taking time for yourself, or for taking time to be with people who boost your energy
and your joy.
4. Keep a gratitude journal.
5. Ask for help when you need it. After all, you aren’t asking for anything you would not be happy to give.
Allow others the blessing of giving to you.
6. Laugh and learn from your mistakes— another great gift to yourself and others.  

Activity:
There is strength in numbers. It can be helpful to get other teachers involved in your plan for self-care. Try the
suggested activity below:
In a faculty meeting or with a group of teachers, take time to set personal goals and encourage each other. For this
activity, get into small groups of two or three.

1. First, spend a few minutes on your own identifying three to five personal goals for self-care. Write each
down. This can serve as a guide for your self-care plan moving forward.
2. Share your individual self-care goals within your small group. When sharing, be as specific as possible.
Think about ways you can track your progress. For example: if you plan to walk three times a week, mark
the days in your calendar and then check off each time you walk, to track your success.
3. Brainstorm ways to help keep self-care a priority. Are there specific things you could do to encourage
yourself and each other?
4. Make an agreement in your small group to check in regularly regarding one another’s progress and provide
encouragement and support for the group members to follow through.

Process question

How do you currently take care of yourself?

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How do you take care of yourself whilst you are at work?

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