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​Self-Awareness and Self-Management - Grades 9-12

Evaluate behaviors in relation to the impact on self and others
Advocate for oneself in education, employment, and within the community
Analyze adverse situations for the purpose of identifying and selecting healthy coping skills
Establish and pursue goals for post-secondary education, employment, and living within the community

Evaluate behaviors in relation to the impact on self and others.

Performance Indicators
The learner will:
Supportive Practices
The adult will:
Teaching Strategies
  • Evaluate how self-esteem and self-image impact relationships.
  • Self-assess one's actions and their effects on others
  • Adapt to others' working styles.
  • Collaborate in a team setting by creating an environment that supports consensus.

 

  • Ask students to journal about a time when they reassessed an event and felt completely different at the end.
  • Ask students to reflect and analyze in journals or in pair shares how their thoughts and emotions affect decision-making and responsible behavior.
  • Talk with students about body language and the message it portrays.
  • Ask students to reflect on a time they had to consider the feelings of others.
  • When students are involved in a conflict, help them to understand how the other person feels.
  • Have students create gratitude journals to acknowledge and appreciate the kindness of others.
  • Conduct a morning meeting for seniors and discuss helpful strategies for handling potential conflict between college roommates or co-workers.
  • Have students' role-play different responses to a rude customer in a store.
  • Have students write an acrostic poem in which each letter of an emotion's name would represent a reason for feeling that way (e.g., G in guilt could start the phrase "Gave away my friend's secret.").
  • Discuss with students historical events and how misinterpretation triggered a negative event.

 

Advocate for oneself in education, employment, and within the community.

Performance Indicators
The learner will:
Supportive Practices
The adult will:
Teaching Strategies
  • Promote one's strengths.
  • Demonstrate initiative and self-direction in planning for employability.
  • Utilize a strategy to secure support when needed.

 

 

  • Highlight students for character qualities in addition to academic and athletic achievements.
  • Have students develop picture books about character and personal qualities to be shared with preschool and kindergarten students.
  • Have students complete the interest, skills, work values, etc. inventories on CollegeforTN.org required for 10th grade.
  • Have students compose a resume for a dream job.

     

     
  • Ask students to develop postsecondary, career, and lifestyle success plans.
  • Conduct a school-wide college and career fair.
  • As a writing assignment, have students develop resumes along with a cover letter to "sell" their qualifications.
  • Have students' research career and college interests and learn about specific job responsibilities. Then, have students write a cover letter for the job detailing how they can perform the responsibilities.
  • Teach students job interview skills and invite members of the business community to conduct mock interviews with students.

Analyze adverse situations for the purpose of identifying and selecting healthy coping skills

Performance Indicators
The learner will:
Supportive Practices
The adult will:
Teaching Strategies
  • Analyze and evaluate information to select specific coping skills.
  • Recognize the ideas, perspectives, and contributions of others.
  • Determine a response strategy with respect to the ideas, perspectives, and contributions of others.

 

  • Have students share a work product in which they receive constructive feedback from the teacher and their peers and develop next steps to improve.
  • Discuss with students the importance of living a healthy lifestyle to manage stress and achieve a work/life balance.
  • Notice and reinforce qualities that are key to resilience (e.g., empathy, optimism, or forgiveness), and give students a chance to practice them.
  • When students have a conflict with another person, help them to keep things in perspective and to remember that someone else's opinion doesn't define them.
  • Provide authentic feedback when students persevere (e.g., "I know how hard that was, but you never gave up. I'm very proud of you, and you should be proud of yourself.").
  • Ask students to demonstrate in a science class or in a math class ways to reframe the problem and compare that to ways to reframe life problems.
  • Have students' select and participate in a cross-cultural learning activity in their school or community that includes a reflection activity about what they learned.
  • Involve students' in planning a multi-cultural day or event to celebrate all ethnic groups represented in the school and in the community.

     

 

Establish and pursue goals for post-secondary education, employment, and living within the community

Performance Indicators
The learner will:
Supportive Practices
The adult will:
Teaching Strategies
  • Create a plan for adult living that reflects interests, skills, and aptitudes.

 

  • Pair students with mentors from the business community in areas of career interest in relation to their future goals.
  • Encourage students to participate in leadership programs that align with postsecondary and career goals.
  • Have students create their personal "people" web of support. Next to each person's name, write one strategy they could use to maintain that support and relationship.
  • Discuss with students the importance of living a healthy lifestyle to manage stress and achieve a work/life balance.

     

     

 

  • Students research a company's human resources policies about acceptable and unacceptable behavior and how it affects the employee and employer.
  • Have students email a professional in a career in which they are interested to seek support in achieving future goals.
  • Teach students to make good choices when confronted with negative peer pressure. Include situations in work settings (e.g., having friends come to your workplace who want you to give them free food/product).
  • Ask students to conduct an interview with a business/industry representative to explore opportunities within a career field and the skills and education required for success.