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Mirror Self-Esteem Worksheet 

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The Happier Therapy editorial team is made up of Masters and PhD counselling psychologists. Each worksheet is created by a team member with exposure to and experience in the subject matter.  The worksheet then gets reviewed by a more senior editorial member. This is someone with extensive knowledge of the subject matter and highly cited published material.

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What is the theory behind this Mirror Self Esteem Worksheet?     

Proponents of Positive Psychology emphasize the importance of a positive attitude towards the self and links healthy self-esteem with positive mental health outcomes. In 2010, researchers from Harvard and Columbia suggested that certain postures and poses are linked with decreased stress levels and increased confidence. Children, teenagers and even adults can benefit from power poses.

How will this worksheet help?

This worksheet helps young individuals recognize the positive aspects of themselves that boost their confidence and self-esteem. It also helps in strengthening resilience and improving self-concept with power poses.

How to use the worksheet? 

This worksheet can be used to determine the positive attributes of yourself. You can write down about yourself that you admire or feel proud of. This worksheet indicates the steps through which children, adolescents, and even adults can use to bolster self-esteem. Do the provided steps daily to see positive results.

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Carney, D. R., Cuddy, A. J., & Yap, A. J. (2010). Power posing: Brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychological science , 21 (10), 1363-1368.

Potthoff, J., & Schienle, A. (2021). Effects of Self-Esteem on Self-Viewing: An Eye-Tracking Investigation on Mirror Gazing. Behavioral Sciences , 11 (12), 164. MDPI AG. Retrieved from http://dx.doi.org/10.3390/bs11120164

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Dunkirk: how British newspapers helped to turn defeat into a miracle

Principal of South College, Durham University

Disclosure statement

Tim Luckhurst has received research funding from News UK and Ireland Ltd. He is a Fellow of the Royal Society for the Arts and a member of the Society of Editors and the Free Speech Union.

Durham University provides funding as a founding partner of The Conversation UK.

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Modern Britons associate The Great Escape with the 1963 film of that name starring Steve McQueen, reffering to, of course, a mass escape by Allied prisoners during the second world war. But this title might more appropriately be applied to the rescue of the British Expeditionary Force (BEF) from Dunkirk between May 27 and June 4 1940.

As the UK marks the 80th anniversary of that escape, we shall hear much of the author JB Priestley’s first “postscript” for BBC Radio on Wednesday June 5. That broadcast coined the phrase “Little Ships” and even acknowledged Priestley’s own part in shaping understanding of Dunkirk. He asked listeners: “Doesn’t it seem to you to have an inevitable air about it – as if we had turned a page in the history of Britain and seen a chapter headed ‘Dunkirk’?”

But there was nothing inevitable about it.

Before pledging to “fight them on the beaches”, Winston Churchill himself reminded the House of Commons in the same speech that “ wars are not won by evacuations ”. He acknowledged that the BEF had courted disaster before depicting its escape as “a miracle of deliverance”. That the British public regards it as a triumph owes much to the work of British newspaper journalists and the Royal Navy press officers who briefed them.

How the ‘miracle’ came about

Dunkirk was not reported in eyewitness accounts from the beaches. The few war correspondents who struggled back with the retreating armies had no means by which to communicate. Reports, such as Evelyn Montague’s The Miracle of the BEF’s Return for the Manchester Guardian of Saturday June 1 1940, were penned by journalists invited to witness the Royal Navy’s delivery of evacuated soldiers to the ports of south-east England. There, they were briefed with patriotic fervour and naval pride as well as facts.

The first sentence of Montague’s piece gives a flavour of the mood that was inspired:

In the grey chill dawn today in a south-eastern port, war correspondents watched with incredulous joy the happening of a miracle.

The reporter – a grandson of the famous Guardian editor and owner C.P. Scott – did not fail to give the Royal Navy credit. Having described a waterfront hotel in which “every armchair held its sleeping soldier or sailor, huddled beneath overcoat or ground sheet”, Montague turned to the scene in the port:

As the rising sun was turning the grey clouds to burnished copper the first destroyer of the day slid swiftly into the harbour, its silhouette bristling with the heads of the men who stood packed shoulder to shoulder on its decks.

Back in 1940, the Times did not award reporters bylines. Its report of the BEF’s return on June 1 was by “Our Special Correspondent”. He too witnessed the scenes in a south-eastern port (security censorship forbade more precise identification). The men, he wrote, were “weary but undaunted”. Protected by “the ceaseless patrol maintained by British warships and aeroplanes in the English Channel”, men who had displayed “steadiness under a cruel test” were “pouring onto the quays”.

The Daily Mirror’s Bernard Gray, writing in its stablemate, the Sunday Pictorial, gave his verdict in a column on June 2 headlined simply “The Whole Magnificent Story”. “There have been many glorious episodes in the history of Britain”, he opined, “but, if that great English historian Macaulay were able to select from 2,000 years the most glorious week in the annals of the British Empire, this last seven days would surely be the week he would have chosen.”

Gray did not hesitate to offer comparisons:

Never mind the defeat of the Armada. Forget even the Battle of Waterloo, the epic of Trafalgar. For this week has seen the British Empire at its mightiest – in defeat.

Standing “in the streets of an English Channel Port”, G. Ward Price of the Daily Mail was similarly enthralled in his front-page piece, Rearguard Battles On, on June 1: “It is a picture of staggering heroism, fighting spirit and determination that never weakened in the face of overwhelming odds in men and material.”

A defeat, however ‘glorious’

It took Hilaire Belloc, the Anglo-French author of Cautionary Tales for Children, to recognise in his column for the Sunday Times (The Evacuation and After, June 2) that the withdrawal from Belgium and the collapse of Britain’s key ally, France, constituted a “catastrophe”.

In his defining examination of the elements that comprise Britain’s “received story” of 1940, The Myth of the Blitz , Scottish historian and poet Angus Calder noted that elements of the way the story was reported were misleading. However, Calder agreed that “Dunkirk was indeed a great escape”.

I celebrate the work British newspapers did to stiffen resolve and sustain morale at this time of grave national peril. In a democracy fighting totalitarianism, newspapers must balance their obligation to hold power to account and their duty to the national cause. The newspapers surveyed here certainly colluded in the creation of myths about Dunkirk, but their readers might not have welcomed any efforts to report Dunkirk any other way.

After all, myths are not lies and this one was studded with harsh facts. In Bernard Gray’s words for the Sunday Pictorial, Dunkirk was glorious despite the truth that: “The British Army has not won a battle. The British Army has retreated. The British Army has had to leave the Battlefield.”

For me, David Low captured the prevailing mood in his famous “ Very Well, Alone ” cartoon for the Evening Standard just a few weeks later on June 18. It depicts a British soldier alone before a raging sea and gesturing with a raised fist towards the Nazi-occupied continent from which German troops were expected to arrive at any moment.

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On this day

May 13, 1994.

View Free Daily Mirror Pages

History’s news at your fingertips, daily mirror, available years.

The Daily Mirror is the longest-running tabloid in the UK, with a varied and sometimes controversial history. Beginning life in 1903 under the auspices of Alfred Harmsworth, who at the time owned the Daily Mail , the paper has seen everything from accusations of libel to at one point becoming the world's best-selling newspaper, with a record average daily sale of over 5,000,000.

Typically holding a centre-left political view and supporting the Labour party during election time, this tabloid was originally aimed at the middle-class, until the target readership was shifted towards the working class in the 1930s in order to reach a wider audience. Its sister paper is the Sunday Mirror .

Early issues featured prominent front-page advertisements, which went a long way in helping with the running costs. This was before it was transformed into an illustrated publication on 26th January 1904, at which time it was briefly renamed the ' Daily Illustrated Mirror .'

Harmsworth believed his paper represented a fresh and unique perspective in the market, as it was intended to represent women's interest in a way no other contemporary paper did. " It is no mere bulletin of fashion, " he writes in his opening statement, " but a reflection of women's interests, women's thought and women's work. "

In 1988, the paper was printed in full colour for the first time, and in 1996 this led to a memorable issue which was printed entirely on blue paper, in a marketing stunt with the re-branding of Pepsi cans.

In 1999, the Daily Mirror merged with regional newspaper group Trinity, forming publishing group Trinity Mirro , and the paper continues publishing with a circulation of over 400,000.

For this newspaper, we have the following titles in, or planned for, our digital archive:

• 1903–2000 Daily Mirror.

This newspaper is published by Reach PLC in London, London, England . It was digitised and first made available on the British Newspaper Archive in May 6, 2014 . The latest issues were added in Oct 24, 2020 .

• Earliest issue: November 2, 1903
• Latest issue: December 31, 1999
• total pages: 744390

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

President Michael D Higgins calls for homework to be banned in Ireland

The country’s favourite leader has given hope to a new generation of students that the bane of their afterschool evenings could be scrapped.

• 13:32, 20 JAN 2023
• Updated 14:54, 20 JAN 2023

President Michal D Higgins has called for homework to be banned.

President Higgins argues that this would make time for young people to engage in more creative pursuits outside school hours.

The former Arts Minister believes that school activities should end at the school gate.

He was speaking to RTE’s news2day current affairs and news programme for children on the occasion of the programme’s 20th birthday.

When asked what his opinion of homework President Higgins said: “I think myself, really that the time at home, and the time in the school is an educational experience and it should get finished at the school and people should be able to use their time for other creative things.”

To mark the show’s two decades on air, students from St Kevin’s National School, Littleton, County Tipperary put questions from RTÉ news2day viewers to President Higgins at Áras an Uachtaráin.

In a wide-ranging interview, the children asked the President questions like, what was your favourite sport when you were in school?

When you were nine years old what did you want to be?

And when did you decide you wanted to be President?

The students also asked the President about his dogs, his official trips abroad, his favourite subject in school, differences between now and when he was a child and his favourite book. The President also spoke to the children about his love of handball and the importance of friendship in their lives.

RTÉ news2day will broadcast some of the President’s interview as part of Friday afternoon’s birthday celebrations at 4.20pm on RTÉ2 and RTÉ News channel and the full interview will be available later on Friday evening on the RTÉ Player.

In a message to the children of Ireland and the viewers of RTÉ news2day, President Michael D. Higgins gave this advice: “To stay curious about everything and I think it’s important to make sure you don’t miss the joy of sharing information.

“And I think an important thing is friendship and to make sure that there’s no one left without friendship and that people belong. And we will all do individual things... but I think friendships that you make will in fact always be great memories and that is so important.

“And also have the courage to stand your own ground and let other children be allowed the space of standing their ground too because none of us are the same.

“We’re all unique but at the same time we have a lot going for us.”

President Higgins also encouraged the children of Ireland to speak the Irish language.

He encouraged them to speak Irish in a fun way and to feel free to use whatever bits of the language that they have.

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Parents left utterly stumped by maths question for 10-year-olds - can you solve it?

A number of parents have been left scratching their heads after being presented with a maths question aimed at 10 year olds, and even some maths teachers agree that it's a bit too tricky

• 11:50, 3 Feb 2023

If you're not blessed with a brain for numbers, then looking over your children's maths homework can prove to be a bit of an ordeal, especially when you encounter a particularly difficult problem to solve. One mum was recently left astonished after her 10-year-old daughter came home with a maths question that left her absolutely stumped.

Confessing she'd been left 'stumped', Sky News presenter Anna Botting recently took to Twitter with a screenshot of her daughter's homework, using it as an example of why Prime Minister Rishi Sunak 's plans to make maths compulsory up to the age of 18 just wouldn't work for many pupils.

Taking to Twitter, where she goes by the username @annabotting, Anna wrote: "So maths to 18 for schoolchildren is Rishi Sunak’s plan. But, genuinely, maths is hard for some of us… This [pointing thumb emoji] my 10-year-old daughter's maths homework, had me stumped."

The problem in question reads as follows: "At the beginning of the day, Hasim counted his money. 'He gave his brother 1/3 of his money. He spent £12 on a present for his sister.

“He then counted what he had left, and it was half what he had at the beginning of the day. How much money did he give his brother? Show your method."

A number of Anna's followers set about trying to solve the problem themselves, with many full-grown adults admitting they'd found it anything but easy.

One person gasped: "That's a ten-year-old’s? That's very difficult for Year 5! I think Grade 6 at GCSE would struggle with that one."

Another remarked: "I'm 38 and the way I worked it out was to look in the comments and see what answers other people had because I didn’t have a clue where to even start?!"

A third person commented: "As a teacher, I can't honestly see the point of these highly convoluted maths problems, they just heighten anxiety, feelings of frustration and failure, and let's be honest are no practical use whatsoever. Maths to 18 won't make a jot of difference, critical thinking skills will!"

After leaving her followers to puzzle it out for a while in her replies, with varying results, Anna shared the answer, which had been 'kindly jotted down by daughter’s teacher in classroom'.

She wrote: "To all who said 24 [tick emjoi] And 72 - read the Q."

So, if Hasim gave his brother 1/3 of the money, spent £12, and still has half of his money left, then: 12 = (1/6)x. You'll then need to resolve x: x = 72. 72/3 = £24, meaning this is the amount he gave his brother.

Did you manage to figure it out?

Have you been left stumped by your child's homework? Email us at [email protected]

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