The World Starts With Me

The World Starts With Me

Welcome Teachers

As this lesson is the first of the course, we start with setting tone and atmosphere. You need to be able to tell the
students what the course is about, what is expected of them and what they can expect in return.

Start by having the students tell a little about themselves, and discuss the basic ground rules for the course, while
giving them ownership of these rules. The main activity in this lesson is doing the personality test and using this as a basis for making a digital self-portrait or making a personal logo.


  • Students know why they are in class and feel welcome
  • Students know what will be expected from them and what they can expect in return
  • Students focus attention on themselves and on their own unique personalities and values
  • Teacher and students create an atmosphere that is conducive to open communication

Learning Objectives

Students can:


  • Explain how they can contribute to a safe atmosphere for open communication
  • List five words to describe themselves and one characteristic that describes them most
  • Explain the difference between opinion and fact
  • Mention four values that are important to them
  • Explain the right to their own decision-making and self-expression and how this differs from person to person


  • Show they recognize themselves as a unique person
  • Argue their respect for others and their unique personalities
  • Argue the value of their own opinions and those of others
  • Show empathy with classmates
  • Experience respect from classmates


  • Initiate a conversation in which they talk about their own personalities
  • Demonstrate that they are able to reflect on their own personalities and characters

Computer, design and creative skills

  • Demonstrate they can click and drag with the mouse
  • Demonstrate they can use the scrollbar
  • Demonstrate how to type different words and use colours in typing
  • Give instructions how to navigate the curriculum website
  • Give instructions how to make a self-portrait with 'Mini-steck' or a personal logo
  • Give instructions how to save an image to their personal folder


  • Explain step by step how to surf the web and to explore relevant websites
Lesson Outline

1. Introduction: acquaintance, course, Ground rules, expectations (20 mins)
2. Personality Game (30 mins)
3. Making a self-portrait or personal logo (30 mins)
4. Presentation, reflection books and conclusion and homework (15 mins)


Introduction (20 mins)


We want everyone to know why they are here, to feel welcome, to agree on the ground rules for the course, to know what will be expected of them and what they can expect in return. You want the students to be introduced to each other and you start with setting a safe atmosphere for open communication.


Step 1
Present a rough outline of what the students will be doing and learning throughout the course.
Tell them a little about your own background, work and motivation. If you feel comfortable, you may decide to tell them something about your own puberty or sex education experiences.

Step 2
Ask students to introduce themselves, telling their names, where they live, their age, their motivation for the course and their expectations. If the students already know each other, you can have them provide other information such as their favourite foods, music or hobbies, what they did over the term break, or to name one thing that makes them feel special.

A nice way to plan this is to give the students a match, let them light it and allot them speaking time while it burns. When the match goes out, their time is up. This makes it more fun and clearly times the exercise. If students begin to produce fewer or more standard answers as the round progresses, or if a student is shy, you can intervene by asking different or follow-up questions, for example, about what they hope to learn.

If you have more time available, you can also divide the students into pairs and ask them to interview each other (3 minutes per student) and afterwards have each person present their partner to the group in two minutes. This is a very nice way to get started but takes longer than the above procedure.

Step 3
Ask the students to open the list of ground rules for working with each other in this course. You can also open the list yourself and read out the rules.
Students then vote on whether or not they agree with each rule, and suggest additional rules that are important for the group to vote on. It is important for each of these ground rules to be accepted by the entire group.

Step 4
Appoint or better: ask students to nominate timekeepers, prayer leaders, or other possible group task performers. You may also decide to have a (male and/or female) trust agent, who is allowed by the students to talk with you as the teacher about their individual or group wishes.

Step 5
Conclude by telling the students that we are together to learn, that everyone is welcome, that every opinion is valuable, that we will respect each other's ideas and that we will have fun.


Personality Game (30 mins)


  • Students are reminded us that each person is unique and has or her own specific personality
  • Students learn to talk openly about themselves
  • Students' attention is focused on themselves and their own personalities

Students take some minutes alone to do the Personality Game

Offline options:

1. Personality Game on paper
The Personality Game is available as a Word document and can be done on paper as well.

2. Paper passing
Each student passes a piece of paper with their name visible at the top to five other students. The first one writes one or two positive sentences about that person at the bottom of the page, folds up the page so the next person cannot read it and passes it on to the next student, who does the same.

At the end, the fifth student can open his/her page and will find five nice things about him/her as a kind of ego-booster.

Students are asked to write something positive about the person on the paper. They can write something even if they do not know each other well. It is good for students to get compliments from strangers, it builds a nice atmosphere and it empowers students to feel welcome. The students can also do this while they are working on their Personality Game or waiting to work on a computer.


Self-portrait made on the computer (30 mins)


  • Students produce an image of themselves in a simple way
  • Students incorporate the word that describes them best, into an image of themselves
  • Students produce a first image on the computer using a simple tool. This exercise is especially helpful for students who need to learn to use the mouse


Step 1
Explain how to use Mini-steck.<See Tools>

Step 2
Students make their own picture in Mini-steck, using their favourite colour with support colours.

Step 3
Students the add the word or characteristic that came out of the Personality Game.

Step 4
If possible, have the students save their portrait to the appropriate place on the computer or server.

Personal Logo making (on paper)


  • Students make a logo for themselves in a simple way
  • Students incorporate the word that describes them into an image of themselves

This exercise is designed for students who already know how to use computers and for classes that do not have computers. This exercise is also a good alternative if there is no power.


Step 1
Make sure students have paper and pens/pencils/markers. Other materials such as a newspaper can also be useful.
Have students pick a word or phrase, which they feel describes them well; they may decide to use a word from the Personality Game.

Step 2
Have students create a picture based on the word or phrase of their choice. For example, they can use different letters from the newspaper, art or different colours. They can add symbols they find appropriate.


Presentation, reflection books, conclusion and homework (15 mins)


  • Students see that everyone is different and equally special


Step 1
The group gathers together and looks at a few portraits or logos that have been made. Try to select a variety of work, inviting students to show their work.

Talk about the differences between people, and illustrate this with personalities and self-portraits. Mention that each person is equally valued. Explain that, when we speak about ourselves, there are facts and opinions. An example of a fact is: 'I have brown eyes and curly hair. Facts can be tested and proven. An example of an opinion is: 'I am funny' or 'I am good at entertaining others'. Opinions may vary from person to person, cannot be tested or proven and are never right or wrong.

Step 2
Explain the use of the reflection books for the duration of the programme (see 'Reflect' below) and give the reflection exercise to the students to do as homework or in their free time.

Step 3
Ask students to volunteer to share something they learned during the lesson, or to identify something they liked or did not like about the lesson.

Sing (optional)


  • Students feel empowered by this song to recognize themselves as a unique person

At the end of this lesson, you may listen together to the song I know I can.


The reflection notebooks will function as a personal journal or diary. At the end of each lesson, students are given something to think about. They are asked to write down situations and/or thoughts they come across in the next few days which they feel are important to them in their daily life and are related to the lesson. Each student should have their own small notebook to write down personal reflections. The aim is to help students to make a link between what they learn in the lesson and what happens in their daily lives.

Ask students to jot down in their notebooks over the next few days when they are thinking about the value they mentioned as being important to them in their daily lives and when they are aware of it.


Tools, Games & Materials

1 - The World Starts With Me

Explanation is given below

  • Ice - Breaker - Name Game
  • Personality Game Results Guidelines
  • Ministeck to jpg guidelines
  • Printing
  • Websites

1 - The world starts with me selfportrait in ministeck

Personal Logo making

personal logo created on computer

3 colors of crayon on paper

GlossaryRWPF • Butterfly • DECPartners • Credits