• To energize and help develop self-esteem and empathy as well as good relations among children

Source of the activity

Contributed by Katica Pevec Semec (TASKs for democracy)

Type of activity

Writing and some movements

Competences targeted by the activity

  • Openness to cultural otherness
  • Respect
  • Empathy
  • Conflict-resolution skills
  • Knowledge and critical understanding of the self


Children write positive adjectives or statements about every classmate


  • Sheets of paper with the drawing of a mirror

Group size

whole class

Time needed

20 minutes


  • Ideally, the room should be set up so the group can sit in a circle

Step-by-step instructions

  • Have the whole group sit down in a circle. Distribute a sheet with a mirror drawn on it to each child. Ask children to write their name on the frame or handle of the mirror.
  • Each member of the group passes his/her mirror to the child sitting on his/her right in the circle, and collects one from his/her neighbour on the left.
  • Everyone writes one or two positive comments about the child whose mirror it is on the sheet they have received (e.g. the achievements, positive work, and other pleasant and interesting things about the individual, using words, phrases, sentences, etc.).
  • Children pass the mirror they have just commented on to the classmate on their right.
  • Continue for as many rounds as you have time for but at least until half the group has written comments on each mirror.
  • When all (or enough) people have commented, ask children to stop and retrieve their own mirrors.
  • Allow them enough time to read the comments and then conduct a short debriefing session based on some of the following questions:
    • How did you feel during the activity?
    • What were the easy and challenging parts of this activity? Why?
    • How did you feel when writing something positive about another classmate?
    • How did you feel when you read positive things about yourself?

Tips for the teacher

  • Make the drawing of the mirror large enough for several children to write comments.
  • Be ready to provide examples of the kind of positive comments children can make.

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