Self-Awareness and Self-Management - Grades 6-8
Identify behavioral expressions of feelings within a context
Explain to others one's own strengths, needs, and preferences specific to a context
Identify and select coping skills relevant to adverse situations
Identify and evaluate distractors that impact reaching ones' goals
Identify behavioral expressions of feelings within a context
- Communicate in ways that demonstrate respect for the feelings of self and others.
- Adapt one's communication with regard to context.
- Adapt one's communication with regard to the needs of others.
- Describe how expressing emotions may impact others.
| - Role-play with students using situations that occur in the classroom (e.g., have one student act as a bully while another is the victim); then, have them process how they might feel.
- Help students understand that anger is a secondary emotion and to identify that before anger, an often-unnoticed primary emotion is evident such as sadness, jealousy, or embarrassment.
| - Ask students to examine historical characters and how they communicated their emotions.
- Ask students to write a short story, complete with illustrations, which describes a situation that made them angry without using the words anger, angry, or mad.
- Ask students to role-play a customer service situation with an angry customer. Discuss the different feelings the employee helping the angry customer may have in this situation and the outcome of acting on each of those feelings. Students can make a T-chart of those actions and feelings.
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Explain to others one's own strengths, needs, and preferences specific to a context
- Explain how personal strengths align to career pathways.
- Contribute in group/team activities utilizing one's strengths.
- Identify characteristics of effective teams and how one contributes to team efforts.
- Identify strategies to secure support based on needs and wants.
| - Ask the class to design an activity together to ensure that all members have a task aligned to their interests and/or strengths.
- Create opportunities for group work activities. Utilize a rubric that reflects each team member's contribution to the group.
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| - Conduct a persuasive essay contest on what clubs or activities should be added to the school.
- Hold a career fair for students to begin thinking about how to align interest to a career.
- Have students complete a career interest inventory.
- Have students complete a character study from required class reading on how the characters' personal qualities and interests impacted their decisions.
- Students analyze a historic event to determine participant's strengths and needs.
- Have students reflect and write a paper on potential areas of growth identified through self-reflection.
- Ask students to design and complete a project based on strengths and interests and how to apply those to postsecondary opportunities.
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Identify and select coping skills relevant to adverse situations
- Determine relevant information to assist in selection of coping skills.
- Persevere in adverse situations.
| - Discuss with students hypothetical stressful situations they may encounter and ways to manage them.
- Teach students to use the cognitive "brake" using the acronym SOLD (S=Stop what you are doing. O=Observe how you are doing. L=Look at whether your feeling matches what is going on. D=Decide how you will behave.).
- Incorporate stress management techniques in the classroom (e.g., deep breathing, stretching, yoga movements, and affirmations), and identify appropriate settings for each of these strategies.
| - Use literary characters to discuss with students strategies that the characters used to handle their stressors.
- Have students develop a graphic organizer that compares and contrasts ways to express feelings.
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Identify and evaluate distractors that impact reaching ones' goals
- Identify and manage common distractors and the means to overcome them.
- Analyze and evaluate alternative strategies in meeting goals.
| - Have students set academic and personal SMART (Specific, Measurable, Attainable, Relevant, Timely) goals that are short and long term.
- Have students create an action plan for each SMART goal that lists what resources (i.e., home, school, and community) they would utilize.
- Have students reflect on the progress of each goal, why the goal was important, and what they would do differently.
- Via peer-to-peer interviews, have students set a character goal on a virtue that is most important to them.
- Create a visual timeline to show students how much of a person's life is spent working, going to school, spending time with family, sleeping, and having personal time.
| - Use biographies and autobiographies to discuss how people persevered through hard times to turn their lives around or reach a goal.
- Assist students in creating a high school plan that includes transition to postsecondary and the workforce.
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