We Don’t Need Thanksgiving to be Grateful!

Submitted by Steve Schmidt on Tue, 11/29/2022 - 11:04
  • 28 Views
  • 1 Comment

Hi Everyone,

Part of my morning routine involves writing five things I am grateful for in my life. I started this in 2020, and it has been very beneficial for my mental health. Studies show those who express gratitude are happier and less depressed.

Vess and Russell (2014) found “that gratitude may be a potential source for creating a caring culture within the learning environment. This caring culture creates an environment which promotes adaptive skills for both students and educators . . . gratitude alters one’s appraisal of the learning environment through the building of enduring resources which can have a positive impact on future learning endeavors.”

Many students have challenging lives, and we can’t force them to be grateful. What are some ways we can develop a gratitude mindset? Seeing others' challenges can lead us to realize the blessings in our own lives. The following videos help with this:

What do you do to practice gratitude?

I am thankful for you!

Steve Schmidt, Moderator

LINCS Reading and Writing Group 

Comments

Hi Everyone,

Since we have such limited time with our students, dual duty activities are especially valuable. Gratitude journals can enhance both writing skills and mental health. Here are a few more thoughts on writing gratitude journals:

  • "Be as specific as possible—specificity is key to fostering gratitude. 'I’m grateful that my co-workers brought me soup when I was sick on Tuesday' will be more effective than 'I’m grateful for my co-workers.'
  • "Go for depth over breadth. Elaborating in detail about a particular person or thing for which you’re grateful carries more benefits than a superficial list of many things."
  • "Get personal. Focusing on people to whom you are grateful has more of an impact than focusing on things for which you are grateful" (Greater Good in Action, 2022).
  • Also remember: "When teaching about gratitude in a school setting, it is important to keep in mind that students differ in terms of culture, race, socioeconomic status, and religious background. This may mean that they also differ in the way they express and practice gratitude, including verbal expressions, gestures, acts of kindness or caring, rituals, or gifts.
  • "Welcoming discussion of these and other differences in the classroom will deepen students' understanding of gratitude. In addition, the experience of gratitude may be challenging for [students] facing personal struggles, community suffering, or systemic inequality. Rather than simply encouraging them to 'look on the bright side,' researchers Jeffrey Froh and Giacomo Bono suggest listening deeply, empathizing, and acknowledging their feelings. This can help them cultivate resilience, which—along with other qualities like self-compassion and hope—could help plant the seeds for gratefulness" (Greater Good in Action, 2018). 

How have you used gratitude journals or practiced gratitude with your students?

Thanks in advance for your responses,

Steve Schmidt, Moderator

LINCS Reading and Writing Group