8 april 25 selasa

 

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affective aspects In an EFL (English as a Foreign Language) class

 

In an EFL (English as a Foreign Language) class in Taiwanese elementary schools where the teacher uses ebooks as a learning medium, several affective aspects (related to emotions, attitudes, motivation, and feelings) can be measured to evaluate students’ learning experience. Here are some affective aspects that are especially relevant:

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🌟 1. Motivation

• Definition: The desire or willingness of students to learn English using ebooks.

• Indicators:

  • Student eagerness to participate in ebook activities

  • Time-on-task using the ebook

  • Expression of interest in reading English stories

---

🌟 2. Attitude toward English Learning

• Definition: Students' general feelings or predisposition toward learning English.

• Indicators:

  • Enjoyment of English class with ebooks

  • Preference for using ebooks over traditional books

  • Positive comments about the English language

---

🌟 3. Attitude toward Technology Use

• Definition: Students’ feelings about using digital devices (e.g., tablets, computers) and ebooks for learning.

• Indicators:

  • Comfort and confidence in using ebook apps

  • Willingness to explore features in the ebook

  • Perceived ease or fun when learning digitally

---

🌟 4. Engagement / Enjoyment

• Definition: The level of emotional involvement or pleasure during the learning activity.

• Indicators:

  • Smiling or showing excitement during ebook reading

  • Active participation (clicking, reading aloud, answering questions)

  • Requests to reread stories or continue activities

---

🌟 5. Anxiety or Confidence

• Definition: The level of comfort or nervousness students feel while learning English using ebooks.

• Indicators:

  • Willingness to speak or read aloud

  • Avoidance behavior or hesitation during ebook tasks

  • Verbal or nonverbal signs of nervousness or confidence

---

🌟 6. Sense of Autonomy

• Definition: Students' feeling of control and independence in their learning process.

• Indicators:

  • Initiating ebook use without teacher prompting

  • Making choices within the ebook (e.g., selecting stories or activities)

  • Exploring new features or content independently

psychomotor aspects In an EFL (English as a Foreign Language) class

 

In an EFL (English as a Foreign Language) class in a Taiwanese elementary school using e-books as learning media, psychomotor aspects focus on students' physical actions and skills involved in language learning. While EFL tends to emphasize cognitive and affective domains, psychomotor elements can still be measured—especially when technology like e-books is used interactively.

Here are some psychomotor aspects you can measure:

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🔹 1. Digital Navigation Skills

• Definition: Ability to interact with the e-book (turn pages, tap links, play audio/video).

• Examples of Observable Behaviors:

  • Correctly tapping icons to access audio pronunciation.

  • Swiping pages fluently.

  • Using a stylus or finger to highlight text or drag vocabulary items.

---

🔹 2. Typing or Writing Skills

• Definition: Physical input through typing English words, phrases, or sentences on a tablet/laptop.

• Examples:

  • Typing spelling or sentence construction exercises.

  • Completing cloze tests using on-screen keyboards.

---

🔹 3. Speaking with Pronunciation Tools

• Definition: Coordinating speech with e-book feedback (e.g., pronunciation practice).

• Examples:

  • Using the microphone to repeat after audio clips.

  • Recording voice to compare pronunciation with native models.

---

🔹 4. Gesture-Based Interaction

• Definition: Using gestures (common in touchscreen e-books) to manipulate learning materials.

• Examples:

  • Dragging words to match pictures.

  • Tapping correct answers in multiple-choice quizzes.

---

🔹 5. Eye-Hand Coordination in Language Games

• Definition: Physically reacting to language stimuli in the e-book (especially gamified ones).

• Examples:

  • Selecting the correct word quickly during a timed activity.

  • Matching images and words in interactive games.

---

🔹 6. Multisensory Language Response

• Definition: Combining visual, auditory, and tactile responses for comprehension and expression.

• Examples:

  • Responding to listening prompts by selecting the correct image.

  • Tracing letters or words using a stylus.

---

✅ Assessment Suggestions

You can assess these with:

• Checklists (e.g., “Student can navigate the e-book independently”)

• Performance tasks (e.g., complete an interactive reading with correct responses)

• Observation rubrics (rating fluency in digital interaction or pronunciation attempts)

• Recording tools (audio/video logs of students using the e-book)

cognitive aspects in an EFL (English as a Foreign Language) class

 

When measuring cognitive aspects in an EFL (English as a Foreign Language) class in a Taiwanese elementary school using eBooks as the learning medium, here are several key cognitive aspects that can be assessed:

---

1. Vocabulary Acquisition

• What to measure: Number of new words learned, retention over time, and correct usage in context.

• Why it's relevant: eBooks often include glossaries, pictures, or interactive features that support vocabulary learning.

• Example assessment: Word matching, cloze tests, or digital flashcard quizzes.

---

2. Reading Comprehension

• What to measure: Ability to understand main ideas, details, inference, and sequence of events in the text.

• Why it's relevant: eBooks can scaffold reading with audio, pictures, and interactive questions.

• Example assessment: Multiple-choice questions, story maps, or digital comprehension games.

---

3. Working Memory

• What to measure: Ability to retain and manipulate information from the text, like following instructions or summarizing.

• Why it's relevant: Interactive eBooks can place cognitive load on students through multimedia, requiring strong working memory.

• Example assessment: Recall tasks, sequencing activities, or listening-then-respond tasks.

---

4. Attention and Focus

• What to measure: How well students stay engaged with the eBook, avoid distractions, and complete tasks.

• Why it's relevant: Multimedia in eBooks can either enhance focus or become a distraction depending on design.

• Example assessment: Observation checklists, on-task behavior logs, or eye-tracking (if tech is available).

---

5. Metacognitive Awareness

• What to measure: Student's awareness of their learning process—e.g., using hints, checking understanding, or re-reading.

• Why it's relevant: eBooks often include features like highlighting or dictionaries that encourage self-regulation.

• Example assessment: Learning journals, self-reflection forms, or think-aloud protocols.

---

6. Critical Thinking

• What to measure: Ability to compare ideas, form opinions, or solve problems based on eBook content.

• Why it's relevant: Some eBooks include decision-making paths or discussion prompts that engage critical thinking.

• Example assessment: Open-ended questions, class debates, or short written reflections.

​The Occupational Competency Standard (OCS)

 

​The Occupational Competency Standard (OCS) is a framework developed by Taiwan's Workforce Development Agency under the Ministry of Labor. It defines the combination of knowledge, skills, and attitudes required to perform specific occupations or job tasks effectively. Each OCS outlines key components such as main work tasks, behavioral indicators, work outputs, and the necessary competencies, including knowledge, skills, and attitudes. ​

The OCS framework is structured into six competency levels:​

1. Level 1: Ability to perform routine and repetitive tasks under close supervision.​

2. Level 2: Capability to handle tasks requiring some judgment and understanding under regular supervision.​

3. Level 3: Competence to independently complete tasks in partially variable and non-routine situations under general supervision.​icap.wda.gov.tw+2FFTC Agricultural Policy+2icap.wda.gov.tw+2

4. Level 4: Skill to independently execute tasks involving planning and design in frequently changing situations with minimal supervision.​

5. Level 5: Proficiency to autonomously accomplish tasks in complex and dynamic environments with minimal oversight.​

6. Level 6: Expertise to apply integrated professional knowledge and techniques to complete innovative tasks in highly complex and changing situations. ​icap.wda.gov.tw

These standards are accessible through the Integrated Competency and Application Platform (iCAP), which serves as a repository for various OCS documents across different industries. The iCAP platform supports talent development by providing resources for competency benchmarks, quality control, and certification courses. ​

By utilizing the OCS framework, industries can align workforce development with standardized competency benchmarks, ensuring that professionals are equipped with the necessary skills and knowledge to meet occupational demands.

Occupational competency

 

Occupational competency needs to be built up as a national standard for several important reasons, especially in the context of workforce development and educational alignment. Here's a breakdown of why it’s essential:

---

🔧 1. Ensures Quality and Consistency

National standards for occupational competencies guarantee that workers across the country meet a minimum acceptable level of knowledge, skills, and attitudes needed for a given job. This ensures that:

• Employers can trust the capability of any certified worker.

• The workforce remains competitive and reliable.

---

📚 2. Aligns Education with Industry Needs

By defining national standards, educational institutions (especially vocational and technical schools) can:

• Design curricula that are directly relevant to industry demands.

• Reduce the gap between what is taught in schools and what is needed in the real world.

---

💼 3. Supports Workforce Mobility

Nationally recognized competencies allow workers to:

• Transfer skills and qualifications across regions and industries.

• Be more flexible and mobile in finding jobs domestically and even internationally (especially if aligned with global standards).

---

📈 4. Drives Economic Growth

A skilled and standardized workforce contributes to:

• Increased productivity and innovation.

• Better employment outcomes.

• A more competitive national economy.

---

📋 5. Guides Certification and Assessment

National standards provide the foundation for:

• Certifying workers fairly and transparently.

• Ensuring that assessments are objective and competency-based rather than subjective.

---

🤝 6. Fosters Trust Among Stakeholders

When everyone—from government, industry, to education providers—uses the same competency standards:

• It creates a shared understanding of job expectations.

• Employers gain more trust in hiring decisions.

• Students and trainees know what to aim for.

Occupational Competency Standards (OCS) levels 1–6

 

how Occupational Competency Standards (OCS) levels 1–6 could apply to the role of an elementary school teacher in Indonesia, especially considering the AI era and the evolving demands of education.

---

🏫 Occupational Competency Levels for Elementary School Teachers in Indonesia

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🧠 Key AI-Era Competencies at Higher Levels (4–6)

• Digital & AI Literacy: Using AI for grading, personalized learning paths, or class management tools.

• Data-driven Instruction: Analyzing student learning patterns with EdTech data.

• Adaptive Teaching: Adjusting pedagogy based on student needs, supported by tech insights.

• Professional Collaboration: Working with tech developers, policymakers, or researchers to improve education systems.

---

🎯 Why This Matters in Indonesia

• Merdeka Belajar emphasizes teacher autonomy and innovation — higher competency levels reflect this.

• Indonesia's education system is increasingly integrating digital transformation and 21st-century skills.

• These levels guide career pathways, from early-career teachers to national education influencers.

Occupational Competency Standard

 

Setting up levels (typically from 1 to 6) in an Occupational Competency Standard is essential for several reasons, especially in systems like national qualification frameworks or technical and vocational education. Here's why it's important:

---

🔢 1. To Structure Learning and Career Progression

• Levels reflect increasing complexity, responsibility, and autonomy.

• Example:

  • Level 1: Basic routine tasks under direct supervision.

  • Level 6: Complex tasks requiring leadership, problem-solving, and decision-making.

---

🎯 2. To Match Training with Industry Needs

• Helps align educational outcomes with real job expectations.

• Employers can use the levels to define job roles and hire accordingly.

---

🧭 3. To Guide Curriculum Design and Assessment

• Educators can develop training programs that match the skill level required at each stage.

• Assessments become more accurate in measuring the depth of a learner’s competence.

---

🌍 4. To Promote National and International Recognition

• A standardized system (like levels 1–6) helps compare competencies across different institutions, regions, or even countries.

• Supports credit transfer, mobility, and lifelong learning.

---

🧑‍🏫 5. To Support Lifelong Learning and Upskilling

• Learners can clearly see how to progress from one level to the next.

• Encourages people to continuously upgrade their skills to meet evolving industry demands.

---

🛠️ 6. To Clarify Job Roles and Workforce Planning

• Employers and policymakers can use levels to define:

  • Entry-level roles

  • Mid-level technicians

  • Senior professionals or managers

• Helps in organizing wages, career ladders, and workforce development strategies.

occupational competency interview

 

occupational competency interview study:

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🧑‍🤝‍🧑 1. How many interviewees are enough in an interview study?

In qualitative research like interviews, the focus is on depth, not quantity. The goal is to reach data saturation—the point where no new insights are emerging.

• General range:

  • Small-scale studies: 5–10 interviewees

  • Medium studies: 10–20

  • Larger or multi-group studies: 20–30+

🔍 For a focused study on occupational competencies (e.g., in a specific profession), 10–15 participants is often enough, especially if they provide rich, diverse perspectives.

---

🎯 2. What factors should be considered when selecting interviewees?

You want participants who can provide relevant, informed, and varied insights. Here are some key considerations:

✅ Relevance to the topic:

• They should possess or assess occupational competencies (e.g., educators, HR professionals, trainers, employees).

✅ Experience level:

• Include a range of experiences (novices, mid-level, experienced) to explore how competencies develop or are perceived over time.

✅ Role diversity:

• If studying a profession, you may want a mix of practitioners, supervisors, and stakeholders (like policymakers or training developers).

✅ Accessibility and willingness:

• Ensure participants are available and open to discussing their experiences honestly.

---

🛠️ 3. What preparation is needed for the interviewer?

Thorough preparation boosts the quality and reliability of your data.

📚 Content Preparation:

• Understand the core concepts of occupational competency in your field.

• Develop a semi-structured interview guide: Key questions + space for follow-ups.

🧠 Skill Preparation:

• Practice active listening, probing, and follow-up questioning.

• Stay neutral and non-judgmental; let the interviewee lead with their story.

🔍 Technical & Logistical:

• Test recording devices and ensure a quiet, private space.

• Get ethical clearance if needed (consent forms, confidentiality procedures).

💬 Mock Interviews:

• Doing a few pilot interviews helps refine your questions and technique.

Critical Incident Technique (CIT)

 

Critical Incident Technique (CIT) is great for gathering real, impactful experiences in work environments, but when those incidents involve sensitive, ethical, or private matters, things get tricky. Here’s how you can navigate this dilemma:

---

✅ 1. Ensure Anonymity and Confidentiality

• Assure participants that their responses will be kept anonymous. Remove or mask names, locations, or specific details that can reveal identities.

• Use coded identifiers instead of personal names when reporting incidents.

---

✅ 2. Use Indirect Questioning

• Instead of asking “Have you ever…?”, rephrase to “Have you observed or heard of…”

• This allows participants to discuss incidents they've witnessed without feeling personally exposed.

Example:
Direct: “Tell me about a time you made an ethical mistake at work.”
Indirect: “Can you describe a situation where someone handled an ethical dilemma—well or poorly?”

---

✅ 3. Offer Hypothetical Prompts or Vignettes

• Present a fictional scenario and ask how they would respond or what they think about it.

• This helps them talk about real thoughts/feelings without disclosing personal experiences.

---

✅ 4. Create Psychological Safety

• Build rapport and trust before jumping into sensitive topics.

• Let participants skip questions or withdraw at any time without consequence.

---

✅ 5. Use Written or Anonymous Submission Options

• Allow participants to submit their incidents in writing, anonymously if needed.

• This reduces the discomfort that might come from face-to-face interviews.

---

✅ 6. Use Third-party Narratives

• Let participants describe incidents that happened to “a colleague” or “in their team.”

• This keeps the discussion professional, not personal.

---

✅ 7. Get Ethics Approval and Informed Consent

• Clearly outline potential risks and protections in your research ethics documentation.

• Ensure informed consent includes disclosure of how data will be used, stored, and anonymized.

Critical Incident Technique (CIT)

 

Critical Incident Technique (CIT) relies heavily on interviewing individuals with rich, relevant experience, which becomes a challenge when studying emerging occupations (like those related to AI integration in education) that don't yet have well-established roles or experienced professionals.

Here are some practical and methodological ways to address this challenge:

---

🔍 1. Use Proxies for Experience

Since there may not be "experienced" individuals in the exact future occupation, consider:

• Professionals in adjacent or transitional roles (e.g., teachers who currently integrate AI tools in classrooms).

• Industry experts or researchers who are actively developing or training for these roles.

• Policy makers or curriculum designers involved in preparing for future educational needs.

📝 For example, interview tech-savvy educators or AI-focused teacher trainers who are piloting new approaches.

---

🔄 2. Scenario-Based CIT

Adapt the CIT method by using simulated or future-oriented scenarios:

• Ask interviewees to respond to hypothetical “critical incidents” likely to occur in the future occupation.

• These can be crafted from research, trends, or pilot projects.

💡 "Imagine you are a teacher in 2030 using AI in your daily instruction. A student accuses the AI tutor of bias. How would you handle that?"

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🧠 3. Expert Panels or Delphi Method

If one-on-one CIT is limited:

• Conduct a Delphi study where experts forecast the competencies needed.

• You can even structure parts of the Delphi rounds like CIT—asking for critical incidents based on future expectations.

---

👥 4. Pilot Studies and Case Studies

• Look at experimental schools or institutions already implementing AI-based teaching practices.

• Conduct CIT interviews with their staff, even if small in number.

---

🔄 5. Iterative CIT with Prototyping

• Involve participants in co-designing the future occupation as part of the interview.

• Use prototypes (e.g., AI tools for teachers) and let them generate incidents from interacting with them.

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The iCAP system (Interactive, Constructive, Active, and Passive framework)

 

The iCAP system (Interactive, Constructive, Active, and Passive framework) is a learning model that categorizes student engagement into four levels, with increasing cognitive involvement:

1. Passive – receiving information (e.g., listening, reading without note-taking)

2. Active – engaging physically (e.g., taking notes, underlining)

3. Constructive – generating new understanding (e.g., summarizing, explaining)

4. Interactive – collaborating with others to co-construct knowledge (e.g., discussing, debating)

🌟 What Students Can Learn and Gain from the iCAP System

---

1. Deeper Understanding of Content

• Constructive and interactive activities help students process information at a deeper level.

• Students learn to analyze, synthesize, and evaluate rather than just memorize.

2. Improved Critical Thinking and Problem-Solving

• The system encourages students to ask questions, explain ideas in their own words, and challenge perspectives through interaction.

• It enhances metacognition—thinking about one’s own thinking.

3. Greater Retention and Transfer of Knowledge

• Active and constructive engagement promotes long-term memory.

• Students are better equipped to apply knowledge in new situations.

4. Better Communication and Collaboration Skills

• Interactive engagement helps develop teamwork, empathy, and argumentation.

• Students learn to listen, respond, and build on others’ ideas.

5. More Motivation and Ownership of Learning

• iCAP promotes agency: students become creators, not just consumers, of knowledge.

• They often feel more connected to the learning process, increasing motivation.

6. Support for All Learning Styles

• The framework accommodates visual, auditory, kinesthetic, and interpersonal learners, making it inclusive.

7. Structured Pathway to Higher-Order Thinking

• It offers a clear guide for educators to design activities that progressively build students' cognitive skills.

The Workforce Development Agency (WDA) taiwan

 

​The Workforce Development Agency (WDA), operating under Taiwan's Ministry of Labor, provides a comprehensive array of services and resources aimed at enhancing employment opportunities and workforce skills. Key offerings include:​

1. Vocational Training Services:

   • Training Programs: Offers pre-employment training for the unemployed, vocational training for youth, and on-the-job training for current employees. These programs are designed in collaboration with key industries to meet national development goals and market demands. ​WDA

2. Employment Services:

   • Job Matching and Counseling: Provides employment counseling and job matching services through a network of public employment service sites, assisting both job seekers and employers. ​WDA

   • Online Resources: Maintains the TaiwanJobs website, offering a platform for job seekers to find employment opportunities and for employers to recruit talent.​

3. Support for Individuals with Disabilities:

   • Vocational Rehabilitation: Conducts vocational evaluations and training programs tailored for people with disabilities, facilitating their integration into the workforce.​WDA

   • Employment Services: Offers support employment and sheltered employment opportunities, along with startup counseling for entrepreneurial endeavors.​WDA

4. Start-Up Assistance:

   • Business Loans and Counseling: Provides startup business loans and counseling services to encourage entrepreneurship and support new business ventures.​

   • Maker Bases: Establishes maker spaces to foster innovation and collaboration among entrepreneurs.​

5. Skills Evaluation and Certification:

   • National Skills Evaluation: Administers skill evaluations and certifications to ensure workforce competencies align with industry standards.​

   • Competency Benchmarks: Develops competency benchmarks and quality control measures to uphold training and certification standards.​WDA

6. Services for Foreign Workers:

   • Work Permit Processing: Acts as a one-stop shop for work permits for foreign professionals, streamlining the application process. ​Home | Baker McKenzie Resource Hub

   • Direct Hiring Service: Facilitates the direct hiring of foreign workers, reducing reliance on brokerage firms and simplifying employment procedures.​

7. International Cooperation:

   • Global Partnerships: Engages in collaborations with international organizations and other countries to enhance vocational training and workforce development initiatives.

The Workforce Development Agency (WDA) Singapore

 

The Workforce Development Agency (WDA) under the Ministry of Manpower (MOM) in many countries, like Singapore, provides a range of services and resources to support workforce development. Some of the key offerings typically include:

1. Training and Skills Development:

   • Subsidies or funding for training programs to help individuals upgrade their skills.

   • Workforce Skills Qualifications (WSQ) certification to enhance employability.

   • Industry-specific training programs.

2. Career Services:

   • Career counseling and job matching services.

   • Workshops on resume writing, interview skills, and job search strategies.

   • Job fairs and recruitment events.

3. Employment Assistance:

   • Programs to help job seekers find employment, including for specific groups like youth, seniors, or persons with disabilities.

   • Support for employers in recruitment, especially for hard-to-fill positions.

4. Workplace Transformation:

   • Assistance to businesses in adopting new technologies and work processes.

   • Support for companies to create a more skilled workforce through productivity initiatives and digital transformation.

5. Internship and Apprenticeship Programs:

   • Collaboration with employers to create opportunities for internships and apprenticeships, especially for students and young professionals.

6. Support for Vulnerable Workers:

   • Resources to help vulnerable groups, such as older workers, low-wage workers, or those with disabilities, to remain employed or re-enter the workforce.

7. Research and Reports:

   • Labor market research and industry reports to help guide both workers and employers in workforce planning.

"Hope Everything Is..."

 

"Hope Everything Is..."

Hope everything is okay today,
That clouds may break and drift away.
Hope everything is well and light,
Though shadows linger out of sight.

Hope everything is awesome still,
Even when dreams bend to will.
Hope everything is amazing too,
Despite the doubt I'm walking through.

It doesn’t feel quite right inside,
The heart retreats, it tries to hide.
It beats in disbelief, unsure,
Wounds unspoken, hard to cure.

A disloyal state, it seems, I dwell,
Where nothing grounds me, none can tell.
Everything floats, up in the air,
Like whispers lost in empty prayer.

Hope everything just finds its end,
This ache I can no longer fend.
Don’t want to stay, not in this space,
Don't want to smile or show a face.

I just want silence, to be alone,
Within my room, safe and unknown.
Or in a library, calm and wide,
With just my thoughts, nowhere to hide.

To be myself, my truest core,
No masks, no pressure to adore.
Just contented me, at gentle peace,
Where all the noise and worries cease.

I want the path to smooth and clear,
To calm the storm inside me here.
I want this heart to feel no fight,
To sleep in warmth, to breathe in light.

But still it aches, I don’t know why,
No matter how I laugh or try.
This heart holds problems deep and vast,
Like echoes ringing from the past.

An unease that I cannot name,
A silent scream, a quiet flame.
I feel undone, a thread pulled tight,
Unraveling deep into the night.

But still I hope, though faint and small,
That peace will come, and fears will fall.
That maybe in the hush of time,
I’ll find myself, and all will rhyme.

Suddenly, He Talked to Me

 

Suddenly, He Talked to Me

Suddenly, he talked to me—
A voice like wind in silent tree.
Before, he never said a word,
Not a whisper ever heard.

So many thoughts I used to keep,
While wondering why his silence deep.
Bad ideas would cloud my mind,
Is he cruel? Or just unkind?

But not now, not in this hour,
Something changed—was it his power?
A simple smile, a look, a phrase,
Turned suspicion into dazed.

I hope he's kind, I truly do,
That his heart is gentle too.
But if he's not, if he deceives,
Let me walk where goodness breathes.

If he brings storms and not peace,
I pray his presence soon will cease.
May the Lord watch over me,
Guard my soul and let me be.

I have no need for silent lies,
Or charming masks that hide disguise.
Kindness only, truth be near,
Let no shadow linger here.

Should he be a test or trial,
Let me pass with grace and smile.
If his path is dark and cold,
Let me walk away, be bold.

But if he's light, and truly pure,
Let our bond grow strong and sure.
Friend or stranger, time will show,
Where his heart is set to go.

Till then I stay with guarded soul,
And whisper prayers to stay whole.
God protect me, night and day,
Guide my steps along the way.

And if he's meant to be a friend,
Let our silence sweetly end.
But if not, then set me free—
From all that isn’t meant for me.

Choose the Good Mood

 

Choose the Good Mood

Don't be bar mood,
That is bad.
Let your heart rise,
Don't stay sad.

Should be good mood,
Bright and kind,
Let the sun shine
In your mind.

Must be good mood,
Let it grow,
Peace will bloom
Where calm winds blow.

That will be good
For you inside,
And for others
Far and wide.

Smile a little,
Laugh a lot,
Joy is something
We forgot.

But it’s still there,
Deep within,
Waiting softly
To begin.

All will be fine,
Just you see,
Start with you,
Then let it be.

All is well,
Just believe,
Give yourself
A chance to breathe.

Nothing gonna change
If you don’t change,
Step beyond
What now feels strange.

So you must change first,
Be the light,
In the quiet
Or the night.

You must do first,
Be the spark,
That guides the way
Out of the dark.

Everything will follow,
Step by step,
You will find
What’s truly kept.

You be good,
And watch it grow,
The world will shift—
You'll feel it flow.

All be good,
If you just try,
Even when
You don’t know why.

You be fine,
A little more,
One deep breath
Opens a door.

All be fine,
When you believe,
Magic happens
When you grieve.

You be awesome,
Stand up tall,
Show the world
You're worth it all.

All be awesome,
You will see,
It starts with "I"
And ends in "we."

You be wonderful,
Full of grace,
Bring soft light
To every place.

All be wonderful,
Like a song,
When you dance,
The world sings along.

You be magnificent,
Shine so wide,
Let your joy
Be your guide.

All be magnificent,
You’ll feel peace,
When your self-doubt
Starts to cease.

You be marvellous,
Bright and true,
There’s no one else
Quite like you.

All be marvellous,
Day by day,
When you choose
A kinder way.