OPTIMISM

Believed that effort would improve his/her future

When bad things happened, s/he thought about things they could do to

make it better next time

Stayed motivated, even when things didn’t go well

Believed that s/he could improve on things they weren’t good a

SELF CONTROL (school work)

Came to class prepared

Remembered and followed directions

Got to work right away instead of waiting until the last minute

Paid attention and resisted distractions

SELF CONTROL (interpersonal)

Remained calm even when criticized or otherwise provoked

Allowed others to speak without interrupting

Was polite to adults and peers curiosity To identify two genres that are out of your comfort zone and create a reading plan to find a book within each genre.

We now know that genuine smiles may indeed reflect a “sweet soul.” The intensity of a true grin can predict marital happiness, personal well-being, and even longevity. We know that some smiles — Duchenne’s false friends — do not reflect enjoyment at all, but rather a wide range of emotions, including embarrassment, deceit, and grief. We know that variables (age, gender, culture, and social setting, among them) influence the frequency and character of a grin, and what purpose smiles play in the broader scheme of existence. In short, scientists have learned that one of humanity’s simplest expressions is beautifully complex.

Optimistic explanatory style, grit, and life satisfaction  can help teaching. Curiosity, teachers’ willingness to vary strategies and adapt their instructional approach brings to mind creativity as a potential contributor affect teacher performance.

ZEST Actively participated

• Showed enthusiasm
• Approached new situations with excitement and energy 

• SELF-CONTROL
•  School Work

• Came to class prepared
• Remembered and followed directions
• Got to work right away instead of waiting until the last minute
• Paid attention and resisted distractions

Interpersonal

• Remained calm even when criticized or otherwise provoked
• Allowed others to speak without interrupting
• Was polite to adults and peers
• Kept temper in check

 OPTIMISM

• Believed that effort would improve his/her future
• When bad things happened, s/he thought about things they could do tomake it better next time
• Stayed motivated, even when things didn’t go well
• Believed that s/he could improve on things they weren’t good at

• GRATITUDE 

• Recognized what other people did for them
• Showed appreciation for opportunities
• Expressed appreciation by saying thank you
• Did something nice for someone else as a way of saying thank you

SOCIAL INTELLIGENCE 

• Was able to find solutions during conflicts with others
• Showed that s/he cared about the feelings of others
• Adapted to different social situations

 CURIOSITY 

• Was eager to explore new things
• Asked questions to help s/he learn better
• Took an active interest in learning

• Concept: This activity introduces students to the concept of capitalization interactions in which one person talks about something positive that happened to him or her and another person responds to that disclosure. Students are often more familiar with the concept of traditional social support in which one person talks about something bad or stress in his or her life and the other person responds to that disclosure.
• Materials needed: For this activity students will receive different instructions based on the condition and role to which they are randomly assigned. These instructions will need to be prepared in advance in accordance with the number of students participating in the exercise.
• Instructions: This activity should take place before students have discussed the concept of capitalizing on positive events. Ideally, this exercise should immediately precede the class lecture on the topic.
• 1) Divide the students into two equal groups: The interviewers and the interviewees. If there are an odd number of students, put the extra person in the interviewee group.
• 2) Give each interviewee a copy of the following instructions:
• “Today you will be interviewed by a fellow student about something good that happened to you. It does not matter what type of event you choose to talk about or how important that event is or was, as long as you are comfortable talking about it and it was a positive event or thing that happened. The event can be something that happened lastweek or something that happened as long as one year ago. It can be any type of event that you are comfortable talking about. The person interviewing you will ask you to describe the event and then may or may not choose to follow-up with additional questions. During the interview try to remember how you feel while you are talking about this event and how you feel about the nature of your interaction with the interviewer.”
• 3) Give each interviewer one of four different types of instructions. This will serve as a random assignment. Do not draw attention to the fact that there are different instructions; most
• importantly the interviewees should not be aware of this. An efficient way to do this is to have the instructions printed up and randomly ordered in a pile and hand one sheet to each interviewer.
• Micromoment triangle consists of growth of mind with new information to the  student, positive character behavior. When child understand and teacher encourage, smile that hekps teaching. So constructive responding is leading to responding to the positive emotion emotion. 
• Implementation intentions: a self-regulatory strategy for goal striving goal commitment must be followed by effective goal striving in order for goals to be realised. Common challenges during the goal-striving stage include getting started andstaying on track. Getting started involves recognising and seizing opportunities to act, as well as overcoming any reluctance to act (due to the unpleasantness of the act, for example). Staying on track involves protecting ongoing goal-directed activity from getting derailed. Gollwitzer (1999) suggested that making if–then plans (i.e. forming implementation intentions) would help individuals both get started and stay on track during the goal-striving stage.