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The cards measure 6 ¼” by 4 ½”.

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dakbands are a fun, thoughtful way to encourage and honor acts of kindness in our communities and around the world. We believe that kindness changes everything. If we can change people’s focus by fostering other centeredness, we will indeed build safer, more inclusive, compassionate communities. We want everyone to Live Kindly and Band Together because the alternative is no alternative.

Think of dakbands as an ongoing game of tag. Those doing kindness are caught in the act, tagged, and now they’re “it” – on the lookout for acts of kindness that they can acknowledge with dakbands. Children and adolescents immediately get the concept and are eager to participate.

1. Individuals are given (or purchase for $5.00) a package of 8 dakbands (4 pairs).

2. If you have purchased (or been given) a package of dakbands, start by registering the bands. Once registered begin wearing them (at least one pair) on your right wrist. Begin looking for acts of kindness.

3. When you witness an act of kindness, acknowledge it by giving the person a pair of dakbands, meant to be worn on their left wrist.

Here’s how it could play out:
“Excuse me, I just saw you doing something really kind. We’re acknowledging kindness by handing out dakbands. May I offer you these 2 dakbands to wear on your left wrist? It’s sort of like tag, so now you’re ‘it’. Now, if you see someone doing something kind, you can acknowledge them by passing along one of your dakbands. Thanks.”

4. Passing Bands:
The “tag” continues, as you give away all 4 pairs of your original set, and the 4 people you gave them to give one of their bands to four other people!

5. In community we will all be able to recognize and be on the look out for individuals wearing dakbands. Those wearing them on their right wrist are on the look out for kind acts, those wearing them on their left wrist have been acknowledged for their kindness (AND looking to catch someone else doing something kind!).

For more info visit: deliberateactsofkindness.com

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Energizers will be added periodically and we welcome your favorites for the next production.

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• 20″ W x 16″ H x 6″ D
• Zippered top
• Outside Pocket
• Inside zippered pocket
• 24″ x 1 1/2″ Canvas handles
• 13 oz. Canvas

Order yours today!

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• Special ways they learn
• How they relate to others
• Their interests, skills, talents or gifts
• What is happening for them now
• Setting goals for now and their future

The journal is appropriate for students aged 10 – 15 and was developed with the intention of using it at least twice a week. It was designed to support what you learned in your 24-hour Tribes TLC® training or the Middle School Tribes TLC® training. To use this journal without the Tribes training background could be a challenging experience.

The student journal focuses on several essential Tribes components: group development process, agreements, collaborative skills, resiliency, and (from the middle school training) tasks of adolescence and discovering gifts.

This teacher manual is designed to accompany the student journal. In fact, the student pages are laid out next to each teacher page.

Why Social Emotional Learning?

“There is solid evidence that… classroom and school interventions that make the learning environment safer, more caring, better managed, more participatory, and that enhance students’ social competence, have been shown to increase student attachment to school. Students who are more engaged and attached to school have better attendance and higher graduation rates, as well as higher grades and standardized tests scores…. SEL instruction provides students with basic skills, such as good decision making and refusal skills, which enable them to successfully avoid engaging in high-risk behaviors, and to participate in behaviors that support their positive development.”

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The student journal is based on social emotional learning and the Tribes TLC® process. These pages have been carefully constructed to help your students explore:

• Special ways they learn
• How they relate to others
• Their interests, skills, talents or gifts
• What is happening for them now
• Setting goals for now and their future

The journal is appropriate for students aged 10 – 15 and was developed with the intention of using it at least twice a week. It was designed to support what you learned in your 24-hour Tribes TLC® training or the Middle School Tribes TLC® training. To use this journal without the Tribes training background could be a challenging experience.

The student journal focuses on several essential Tribes components: group development process, agreements, collaborative skills, resiliency, and (from the middle school training) tasks of adolescence and discovering gifts.

This teacher manual is designed to accompany the student journal. In fact, the student pages are laid out next to each teacher page.

Why Social Emotional Learning?

“There is solid evidence that… classroom and school interventions that make the learning environment safer, more caring, better managed, more participatory, and that enhance students’ social competence, have been shown to increase student attachment to school. Students who are more engaged and attached to school have better attendance and higher graduation rates, as well as higher grades and standardized tests scores…. SEL instruction provides students with basic skills, such as good decision making and refusal skills, which enable them to successfully avoid engaging in high-risk behaviors, and to participate in behaviors that support their positive development.”

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