Name:Date:
How to use this sheet. Some of what you carry each day is yours to carry. Some of it is only in your head because nothing else is holding it — reminders, dates, who needs what, things that would be lost if you were out sick for a week. This sheet sorts the two.
- List what you carry. Include the things you remind other people about.
- Then decide, line by line, who should be carrying it.
STEP 1
What I carry
Tasks, reminders, dates, people. If it lives only in your head, it belongs on this list.
| What I carry | Who it is for | Who should hold it (circle) |
|---|
| | | me | a system | nobody |
| | | me | a system | nobody |
| | | me | a system | nobody |
| | | me | a system | nobody |
| | | me | a system | nobody |
| | | me | a system | nobody |
Clarify — Being the reminder for everyone is not a strength. It is a sign the system is asleep and a person is awake in its place.
STEP 2
The mountain
What would pile up if you stopped for a week?
1.The first thing that would be missed:
2.Who would notice, and who would not:
3.What that tells me about where the weight really sits:
→ Flip to page 2: recognition.
Name:Date:
People carried their work well and nobody saw it. So they never felt it. Recognition that never lands cannot do the work recognition is for. This page is where it lands.
1One thing I did this week that nobody saw
Small counts. Write it as a fact, not an apology.
2One thing someone else did that I noticed and did not say
Who, and what.
3Saying it
When and how will you tell them? Face to face, a note, a message. Write the first sentence.
4What the day would look like if the system carried the weight
If the reminders, the dates and the tracking held themselves — what would you do with the room that opens up?
⭐ Afterwards — one line
Did you say it? What came back?
Everyone was carrying it well. The lamp only needed to stay on.
FOR MENTOR USE — READ FIRST (not printed with the student sheet)
Mentor Guide
Companion to The Weight — how Tervik came to be on tervik.org/journey
1. What this sheet builds
Two things from the film: that the system should carry the burden, and that recognition has to land to do anything. Page 1 sorts the weight; page 2 is one act of recognition given and one received.
2. Running it
- Works for students and for staff. If you do your own page 1 first, the student sees that carrying things from memory is a systems problem, not a personal one.
- The "nobody" column in Step 1 is allowed. Some weight can just be put down.
- Step 2 is not about guilt. It is about seeing where the load actually is.
3. The debrief
- Page 2 Q1 first: name what they did. If you saw it too, say so — that is the sheet doing its job in the room.
- Q3 is a real plan with a time. Come back for the afterwards line.
- Q4 is where the student tells you what a better system would give them. Write it down. That is design input.
4. If the weight is the program's
Some lines on page 1 will be things your program should be holding and is not. Take those with you. The sheet is honest only if something happens with them.