Meaning of Confidence and Habits That Build Confidence for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Civic Education
Previous Lesson: Ways of Resolving Conflict through Discussion and Role-Play
Topic: EMOTIONAL DEVELOPMENT; CONFIDENCE
Subject Matter: Meaning of confidence and habits that build confidence.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• State a simple meaning of confidence.
• Identify some habits that portray confidence.

Affective Domain

• Show willingness to try new activities.
• Express positive feelings about their abilities.

Psychomotor Domain

• Practice confident postures like standing tall and making eye contact.
• Speak clearly when answering questions.

Social Domain

• Participate in group discussions about confidence.
• Encourage peers to be confident.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education resources.
• Relevant picture books on self-esteem and confidence.

Instructional Materials

• Chart showing confident and shy children.
• Posters with simple phrases like “I can do it!”
• Picture cards depicting various confident habits (e.g., speaking, trying, helping).
• A small mirror for pupils to practice expressions.
• Audio player for the confidence song.

Rationale for the Lesson

This lesson helps 4-year-olds understand what it means to feel good about themselves and believe in their abilities. Learning about confidence early helps children develop a positive self-image, encourages them to try new things, and prepares them for social interactions and learning challenges in school and at home.

Prerequisite/Previous Knowledge

Pupils can identify different emotions like happy and sad, and they participate in simple classroom routines and activities.

Lesson Content/Board Summary

EMOTIONAL DEVELOPMENT; CONFIDENCE

Meaning of Confidence

Confidence means feeling good about yourself and believing that you can do things. It means you are brave to try, even if it feels a little hard at first.

• When you are confident, you believe in yourself.
• When you are confident, you are happy to try new things.
• When you are confident, you are not afraid to speak up.

Habits That Build Confidence

These are things we can do to feel more confident:

1. Speak Clearly: Use a strong, clear voice so everyone can hear you. Don’t mumble.
2. Make Eye Contact: Look at the person you are talking to.
3. Stand Tall: Stand straight with your shoulders back. Don’t slouch.
4. Try New Things: Be brave and try new games or activities, even if you are not sure at first.
5. Ask for Help: If something is too hard, it’s confident to ask a grown-up for help.
6. Say “I Can Do It!”: Tell yourself you can do it!
7. Share Your Ideas: Don’t be shy to tell your friends or teacher what you think.

Key Words

• Confidence – Believing in yourself and your abilities.
• Try – To attempt to do something.
• Speak – To talk using your voice.
• Believe – To accept that something is true or real.

I Am Confident! (Song)

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

I am confident, yes I am!
I believe in me, I can!
Stand up tall and speak so clear,
No more worries, no more fear.
I am confident, yes I am!
I believe in me, I can!

Actions:

• “I am confident, yes I am!” – Point to self, then thumbs up.
• “I believe in me, I can!” – Tap chest, then flex arm.
• “Stand up tall and speak so clear,” – Stand tall, then cup hands around mouth.
• “No more worries, no more fear.” – Shake head “no.”
• Repeat actions for the last two lines.

Watch and Practise Confident Actions

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Role-play
• Repetition
• Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets pupils warmly and asks them how they feel today. “Who feels happy? Who feels excited? What makes you feel strong and ready to play?”

Pupils’ Activity: Pupils respond to the teacher’s questions, perhaps raising hands or showing expressions.

Learning Point: Pupils are engaged and thinking about their feelings.

Step 2: Meaning of Confidence

Time: 5 minutes

Teaching Skill: Explanation/Concept Introduction

Teacher’s Activity: The teacher introduces the word “confidence.” “Today, we will learn about being confident! Confidence means believing in yourself and feeling brave to try new things. It means saying ‘I can do it!'” The teacher shows pictures of a child looking confident (smiling, standing tall) and a child looking shy (looking down, hiding). “Which child looks confident?”

Pupils’ Activity: Pupils listen, observe the pictures, and point to the confident child.

Learning Point: Pupils understand a simple meaning of confidence.

Step 3: Discussing Confident Habits (Part 1)

Time: 5 minutes

Teaching Skill: Discussion/Demonstration

Teacher’s Activity: The teacher discusses the first few confident habits. “One way to be confident is to speak clearly. Let’s try! Say ‘Good morning, Teacher!’ in a clear voice.” The teacher demonstrates standing tall and making eye contact. “Another way is to stand tall and look at the person you are talking to.”

Pupils’ Activity: Pupils repeat phrases clearly and practice standing tall and making eye contact with the teacher.

Learning Point: Pupils identify and practice speaking clearly, standing tall, and making eye contact.

Step 4: Discussing Confident Habits (Part 2) & Practice

Time: 5 minutes

Teaching Skill: Guided Practice/Role-play

Teacher’s Activity: The teacher continues discussing habits like trying new things and saying “I can do it!” “Who wants to try to jump over this small rope? Say ‘I can do it!’ before you jump!” The teacher encourages pupils to share their ideas. “It’s confident to share your ideas with friends.”

Pupils’ Activity: Pupils volunteer to try a simple task (like jumping), say “I can do it!”, and practice sharing a simple idea with a peer or the teacher.

Learning Point: Pupils actively practice more confident habits and positive self-talk.

Step 5: Rhyme/Song Reinforcement

Time: 3 minutes

Teaching Skill: Musical Reinforcement

Teacher’s Activity: The teacher leads pupils in singing the “I Am Confident!” song from the Board Summary with actions. “Let’s sing our confidence song to remember how to be confident!”

Pupils’ Activity: Pupils sing the song and perform the actions enthusiastically.

Learning Point: Pupils reinforce the concept of confidence through song and movement.

Step 6: Video and Discussion

Time: 4 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher introduces a short video about confidence. “Now, let’s watch a video about children being confident. Watch what they do!” After the video, the teacher asks, “What confident things did you see the children do in the video?”

Pupils’ Activity: Pupils watch the video and respond to questions, pointing out confident actions.

Learning Point: Pupils observe and discuss confident behaviours from a visual aid.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. What does it mean to be confident? (Encourage simple answers like “believing in yourself” or “being brave to try.”)
2. Show me how a confident child stands.
3. Show me how a confident child speaks. (Ask them to say their name clearly.)
4. What should you say to yourself when you want to try something new? (Expected: “I can do it!”)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization/Encouragement

Teacher’s Activity: The teacher praises pupils for their participation. “You all did so well today! Remember to always be confident and believe in yourselves. Keep practicing those confident habits!”

Pupils’ Activity: Pupils listen and give a thumbs-up or say “Yes, Teacher!”

Learning Point: Pupils are encouraged to apply what they have learned.

Lesson Keywords

• Confidence – Believing in yourself and your abilities.
• Try – To attempt to do something.
• Speak – To talk using your voice.
• Believe – To accept that something is true or real.

Differentiation

• Support: For pupils who are shy, provide more one-on-one encouragement. Use hand-over-hand guidance for physical actions like standing tall. Offer simpler phrases to repeat. Have them practice with a peer who is more confident.
• Extension: Encourage confident pupils to share a personal example of when they felt confident. Ask them to help demonstrate the confident habits to their peers. Challenge them to think of other ways they can show confidence in the classroom.