Issue link: http://educator.cta.org/i/1476161
T O T R U L Y R E A L I Z E all the benefits and the power of gratitude, we need to move from simple reciprocity and just feeling grate- ful (a fleeting emotion) to being grateful people. According to research, actively and intentionally practicing gratitude does the following: • Helps us cope with stress • Regulates our emotions • Makes us happier • Improves our health (mental and physical) • Nurtures relationships • Activates learning So how do we cultivate a grateful disposi- tion in ourselves, and how do we develop this in our learners? The most common practice is a gratitude journal, but we are all unique and dynamic, and there are many practices to choose from. Providing unwritten ways to show gratitude allows students who prefer visual art or dis- cussion with new pathways of expression. I use the three social and emotional learning signature practices from the Collaborative for Academic, Social , and Emotional Learning (CASEL) whenever I work with kids or adults (see sidebar, page 45): • Welcoming inclusion activity • Engaging strategies • Optimistic closure While the signature practices are not always specific to gratitude, I like to incorporate gratitude into one of the practices. "Recognize positive behavior six times more than we recognize negative behavior. We want to overwhelmingly express appreciation for the good." Gratitude Practices Cultivate a grateful disposition in students — without journaling By Lainie Rowell for Learners 43 A U G U S T / S E P T E M B E R 2 0 2 2 T