What students will learn

Students will explore the concept of ‘knowing yourself’ – understanding their own worth, values, and judgments. They will learn how having a strong sense of self can help them navigate external pressures, praise, and criticism, and why being truly ‘known’ by others is important for developing self-knowledge.

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Introduction & Warm-Up

Duration: 5 minutes

Recommended Materials

Whiteboard or large paper, markers

Teacher Notes

The goal is to get students thinking about how external opinions (friends, social media, family) can influence them and introduce the idea that having a strong inner sense of self is important. Start with a relatable scenario.

Activities

1. Ask students: ‘Imagine everyone in your class suddenly loves a new song/game/trend that you don’t really like. What might you feel or do?’ (1 min)
2. Write student responses on the board (e.g., ‘Pretend to like it’, ‘Feel left out’, ‘Stick to what I like’). (1 min)
3. Introduce the topic: ‘Today, we’re going to watch a short video about something called ‘knowing yourself’. It talks about why it’s sometimes hard to know what *we* truly think or feel, especially when others have strong opinions, and why knowing yourself can help you be more confident in who you are.’ (3 mins)

Resource Viewing & Active Engagement

Duration: 15 minutes

Recommended Materials

Video: ‘How To Know Yourself’, projector or large screen, student notebooks or paper

Teacher Notes

This video explains that not knowing yourself makes you vulnerable to others’ opinions and praise. It highlights the importance of being ‘known’ by someone else early on (mirroring) and suggests seeking help later if needed. Key points to listen for: what happens if you don’t know yourself, where self-knowledge comes from (being ‘known’), what happens with ‘bad’ mirroring, how you can start to know yourself better later.

Activities

1. Introduce the video: ‘As you watch, listen for what the video says happens if you *don’t* really know yourself, and where it says this ability to know yourself comes from.’ (1 min)
2. Play the video ‘How To Know Yourself’. (Approx. 5-7 mins)
3. After the video, give students 5 minutes to jot down 1-2 main ideas or phrases that stood out to them from the video. Encourage them to think about the key points mentioned in the introduction (vulnerability to others, where self-knowledge starts). (5 mins)
4. Ask a few students to share what they jotted down. Briefly connect their points back to the video’s core message. (2 mins)

Group Discussion

Duration: 10 minutes

Recommended Materials

None

Teacher Notes

Facilitate a discussion connecting the video’s ideas to students’ experiences. Encourage respectful listening. Guide them to see the practical relevance of ‘knowing yourself’ in their daily lives (peer pressure, social media, dealing with feedback).

Activities

1. Start with open-ended questions based on the video: (10 mins total)

• ‘The video says if you don’t know yourself, you might be easily swayed by others’ opinions or hungry for praise. Can you think of a time (maybe not you personally, but someone you know or see online) where someone seemed to really care about what others thought?’
• ‘The video talks about needing to be ‘known’ by someone else when you’re young to learn how to know yourself. What do you think it means to be truly ‘known’ by someone?’
• ‘Why might it be hard to disagree with the crowd, even if you think they’re wrong?’
• ‘How might knowing your own values or what you’re good at help you deal with criticism or someone saying something mean?’
• ‘The video mentions that knowing yourself helps you be ‘more original’. What do you think that means?’

2. Allow students to share their thoughts and experiences. Gently guide the conversation back to the video’s themes.

Brainstorming & Creative Thinking Activities

Duration: 10 minutes

Recommended Materials

Paper, pens/pencils

Teacher Notes

This activity helps students think about their own unique qualities and interests, separate from external influences. It’s a practical step towards ‘knowing yourself’. The ‘Inner Compass’ idea is a metaphor for their own values and interests.

Activities

1. Introduce the activity: ‘The video talked about having an ‘inner barometer’ or ‘inner compass’ instead of just following the crowd. Let’s think about what makes up *your* inner compass.’ (1 min)

2. Ask students to take out paper and pens. Instruct them to create a simple drawing or list representing their ‘Inner Compass’. (7 mins)

• ‘Think about things you genuinely love or care about, even if they aren’t popular right now.’
• ‘What are things you believe are important, even if others disagree?’
• ‘What are you good at, or what do you enjoy doing, just for yourself?’
• ‘What makes you, *you*, when nobody else is watching?’

3. Encourage them to draw symbols, write words, or make a list. Emphasize there are no right or wrong answers, and they don’t have to share it unless they want to. (2 mins)

Quiz

Duration: 10 minutes

Instructions

Use the questions provided in the quiz section to assess students’ understanding of the resource.

Start the live quiz:

1. Click on the link provided on the quiz page.
   Supervisor Quiz Page | Student Quiz Page
2. Select the season and the session.
3. Share the PIN code and QR code with them.
4. Start the quiz after all students participate in the live quiz.

Teacher Notes

These are simple comprehension questions based directly on the video’s content. The goal is to see if they grasped the main points.

Reflective Wrap-Up & Feedback

Duration: 5 minutes

Recommended Materials

None

Teacher Notes

Bring the session to a close by reinforcing the main message: knowing yourself is a valuable skill that helps you be more confident and less dependent on others’ opinions. Encourage them that it’s a journey.

Activities

1. Ask students to think about one thing they learned or one idea that stuck with them from the session. (1 min)
2. Go around the room (or ask for volunteers) for students to share just one word or a short phrase about their takeaway. (3 mins)
3. Conclude by saying: ‘Knowing yourself is something we work on our whole lives. It helps you trust your own feelings and ideas, even when they’re different from others. Keep thinking about what makes *you* unique and what *you* truly value.’ (1 min)