>> Candace?
>> Grit, independently works with focus, because he's actually working
hard with, with people hating on him, and like, saying all these bad things.
He's working to make himself more like, open.
>> I love that the students are using
the language around character strengths and character behaviors.
>> Yep.
They're, they're using the language that, that we've been introducing,
that we've been working with. >> Yeah, yep.
>> And they're applying it to this sort of third person scenario.
>> Yeah. >> I love that.
You know, I love that they're, it's making a, making it real for the students.
>> Yep.
>> It's something that happened in social media.
>> Yeah.
>> And so, I thought it was very appropriate.
>> Yup.
>> And I thought it was, it was very, rigorous and, as far as like, them,
you know, taking it to the next level, using the characters' strengths that way.
>> I thought the way that, you know, I mean, I agree.
That they beha-, that they, and it was clear, like, when you watched it, it was
clear they weren't, it wasn't, you know, they
don't have the behavior language in front of them.
I kept looking to see, like, they had no,
they had no sheets with, they had clearly internalized,
>> Right.
>> What the language was. >> Right.
>> And that's incredible.
I mean, that is totally, incredible. So, the three kids had three different
character strengths. >> Yes.
So what did you want the class to take away from that?
>> So, I, I wanted.
I wanted the class to, to, to be able to apply the character strengths...
>> Yeah.
>> And the character behaviors to this sort of
third person in the world, situation that happen currently.
>> Yep.
>> And then, hopefully, apply it to their
own lives so that they can use those character strengths of
optimism, social intelligence, grit and be able to pride themselves Right.
>> their own sort of obstacles.
>> Yep.
There wasn't a moment where you can conne-, made
that thought you just said to me, to them.
>> Yeah.
>> And you didn't, and you didn't ask them to make it.
So, you know, they gave three different character strengths.
>> Mm-hm.
>> And so, even if you then go off and have them do it, at some
point, coming back to that fact and saying,
okay, so here he showed all these strengths.
So what does that mean about the way the character behaviors fit together?
OK.
>> And then hopefully the kids, so you know trying to get them, trying
to help either they do the heavy lifting, get them to do the synthesis.
[CROSSTALK] >> Yes.
>> And if they don't get it, then [LAUGH] at the end
at least tell them [CROSSTALK] You know the point you just made.