Self-Management & Responsible Decision-Making
This section defines the key concepts covered in this chapter. These are the central themes upon which the activities are based.
♦ PERSEVERANCE
Perseverance is a character trait shown to serve children well in the future. Whether this means working through a complicated math problem or not dropping out of high school, developing staying-power in the face of adversity is an important skill that can be taught.
♦ SELF-MOTIVATION
Developing an intrinsic drive requires skills such as open-mindedness, focus, and the ability to shift perspective. By looking internally for the source of that motivation, we can reconnect with our resilience and manage curve balls or setbacks along the way.
♦ SELF-DISCIPLINE
Once we connect with our motivation, then we can turn our attention to the effort required for everything we do. Students will learn about the quality of their effort, applying focus and perseverance while remaining caring and compassionate toward themselves and others. This requires a fine balance, clear perspective and a level of comfort amidst the discomfort.
♦ OPEN-MINDEDNESS
Assimilating new ideas and information into our view of the world enriches the way we experience life. It can also prove difficult when the new information challenges mindsets or beliefs we have held for a long time. A willingness to be open to new ideas requires students to call upon their curiosity, perspective-taking, self-awareness, listening and empathy skills, all of which are strengthened through the practice of mindfulness.
♦ BRAIN SCIENCE #4: REST
Our brains are amazing super-computers that help us do thousands of things every day. In order to function optimally, our brains need rest in a form that is different from sleep. In this chapter, students will learn about the active and rest modes of the brain and have multiple opportunities to practice various forms of “doing nothing,” or resting.
This section offers direction as to where the program is headed in this first chapter and some notes about things to look for in your students as you answer the reflection questions at the end of Chapter 4.
♦ STRENGTHEN IMPULSE CONTROL
Not acting on impulse is foundational to self-management and responsible decision-making. Learning to insert a momentary pause in between stimulus and response is a life-skill that requires self-awareness and practice. Something as simple as taking a breath before starting the next task, turning the page of the book or starting standardized testing can help develop this skill.
♦ INCREASE FOCUS
Kids are told all day long to “pay attention” but never actually taught how to do this! The skill of focusing includes elements of listening (with your whole body), concentrating, and remembering, all of which are enhanced when staying present in the moment. In these lessons, students strengthen their “concentration muscle” just as they build their physical muscles in physical education classes. This provides students with multiple tools they can use to manage their attention, ultimately increasing learning-readiness.
♦ MAKE CARING AND COMPASSIONATE CHOICES
We are presented with choices all day long. By building upon students’ self-knowledge, self-trust and self-confidence, they will more innately look inward to make more intentional decisions or offer skillful responses. No matter the age, how students interact with peers, choose language in-person or on social media, or respond to peer-pressure, the influences among kids are strong. When students are confident in their ability to stand up for what is right, they become less susceptible to the influences all around them.
♦ FEEL EMPOWERED
One way students learn to believe in themselves is by setting goals, initiating action and reflecting on the process. Each of these elements requires students to take skillful initiative, respond to constraints and conditions, enlist creative problem-solving skills and call upon their self-knowledge and self-trust. These all lead to students feeling empowered and confident.
♦ MANAGE EMOTIONS
Knowing that emotions influence our behaviors and the behaviors of those around us, both positively and negatively, emotional intelligence is an important skill to learn early in life. At this stage, the first step is to become aware of feelings and emotions as the foundation for building strong social connections and recognizing behaviors.
♦ MANAGE STRESS
Rates of stress, anxiety, and depression are on the rise, largely due to the adverse childhood experiences (ACEs) which children experience. Despite tracking adverse experiences as though they are one-time events, often our students are living in adverse environments where they are repeatedly exposed to trauma. This puts them at a higher risk for chronic health issues and physiologic disruptions to their developing brain, widening health disparities. The practice of mindfulness has been shown to reduce stress. Middle and high-school students using the ResilientKidsTM curriculum report a 30% reduction in stress.
The questions on the Teacher Reflection form are listed below so you can keep them in the back of your mind as you progress through the chapter.
1. Do students show improved tenacity?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from being able to do this?
2. Do students recognize moments where they’re making intentional choices?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from being able to do this?
3. Do students return to previous activities that resonate with them?
A. If yes, which categories do they return to most frequently?
B. If no, what was missing or prevented them from doing this?
4. Can students manage their emotions and stress?
A. If yes, describe a time when you observed this in your students.
B. If no, what was missing or prevented them from being able to do this?
5. Do students approach new information or situations with open-mindedness, care and compassion?
A. If yes, which do they show most frequently?
– Curiosity
– Perspective-taking
– Self-awareness
– Empathy
– Self-trust
– Self-knowledge
– Confidence
– Other
B. If no, what was missing or prevented them from being able to do this?
6. Have students increased their time on task?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from doing this?
7. Please use this space to provide any additional information you would like us to know.
Click here to complete the Chapter 4 Teacher Reflection Questions form.
Centering
These activities are designed to help you and your students can quickly and easily find your center. They can help during transitions between activities, tasks or lessons, and before testing. They can also be used at home with families. Over time, these activities will become comforting and most familiar for students.
Tone Bar
Key Concepts/Goals: Perseverance, Increase Focus
Format: Video
Prerequisite: None
While this is a new tone bar sound for students to listen to, the rest of practice remains the same for familiarity and comfort with this centering activity. Continue using this for transitions, before a test, or when the group just needs a quick reset.
Glitter Jar
Key Concepts/Goals: Perseverance, Increase Focus
Format: Video
Prerequisite: None
This video is similar to the video used in the previous chapters; however, there is one significant change. See if you and your students notice anything different about the glitter jar in this video.
With self-management being one of the themes of this chapter, the glitter jar provides a tangible way for students to see their internal “glitter.” This visual anchor allows for an important pause before making a responsible decision about what comes next. This video can be used any time students need a centering activity (before a lesson, while settling into morning meeting, or after an incident).
ANIMAL ANCHOR
Key Concepts/Goals: Manage Emotions
Format: Image
Prerequisite: Introducing the Animal Anchor
This new check-in visual can help students answer the, “How are you?” question using animals with which they can identify. Remind students that there is no right or wrong answer and that their answer might change throughout the day — especially with some of the activities available in this curriculum.
Breathing
Breath work is a critical component in regulating the nervous system and is always available to us when needed. There are many ways to incorporate breathing when teaching social and emotional skills that, according to CASEL: help us understand and manage our emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
CROCODILE BREATH
Key Concepts/Goals: Self-Discipline, Increase Focus, Manage Stress
Format: Video
Prerequisite: None
Linking movement and breathing makes the practice fun and provides students with a connection to their bodies. Miss Karly even challenges them to try some crocodile breathing with their eyes closed, seeing if they can bring their arms back together without letting their hands touch. This energizing breath can be helpful in the mornings or outside where students might feel more comfortable taking big inhales and exhales without a mask on.
SHAPE BREATHING
Key Concepts/Goals: Perseverance, Increase Focus, Manage Emotions
Format: Video
Prerequisite: None
Students will trace the borders of different shapes while they breathe in and breathe out. Students can use the “Shape Breathing Visual” found in the Enriching section, or they can draw their own shapes if printing is not an option.
10 BREATH CHALLENGE
Key Concepts/Goals: Perseverance, Strengthen Impulse Control, Increase Focus
Format: Video
Prerequisite: None
Taking 10 breaths can help with anger management, worry and focus. This activity builds the “concentration muscle” while encouraging an intentional pause. This breath challenge may seem simple at first, but students might notice that their mind has wandered off or that they have lost count. Remind students that this is ok and that they can just start over. We have included a “10 Breath Challenge Worksheet” in the Enriching section that students can use to track their experience.
N: Ask students these noticing questions:
– When would be a good time to take 10 breaths during the day?
– What did they do if they lost count?
FRANKENSTEIN BREATHING
Key Concepts/Goals: Manage Emotions, Manage Stress
Format: Video
Prerequisite: None
Mindfulness is often thought to be quiet and peaceful, yet we can do anything mindfully as long as we are fully aware of what we doing in the present moment. This fun breath practice is a good example of this. Students will especially enjoy this when they need a little laugh or want to get rid of frustration.
Moving
Dedicated opportunities to move the body can provide a brain break as well as a felt sense of increasing or decreasing energy. Plus, sometimes it just feels good to stretch!
BALANCING
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus
Format: Video
Prerequisite: None
Balancing requires focus, so this fun activity gives students the opportunity to practice and improve both balance and focus.
N: Ask students these noticing questions:
– How did it feel to balance?
– Did they notice any difference between using a focal point or not?
– Why do they think practicing balance can help them be more mindful?
– When could they practice this?
BODY TAPPING AND WRIST CIRCLES
Key Concepts/Goals: Manage Emotions, Manage Stress
Format: Video
Prerequisite: None
This movement practice can be used to wake up the body. If you’re doing this together, you can even cue students to add their own gentle massage on the scalp and face.
N: Ask your students these noticing questions:
– What did they notice after this activity?
– How can this activity be helpful in the future?
MINDFUL WALKING: PART 4
Key Concepts/Goals: Perseverance, Open-Mindedness, Strengthen Impulse Control
Format: Video
Prerequisite: None
Students have practiced walking mindfully by feeling their feet and balancing from right to left, counting their steps, and also saying words to themselves each time they put their foot down. This video invites students to remember each mindful walking practice and to choose the one that felt most comfortable. Miss Vanessa then asks students to think of three times they can walk mindfully during their day, and then to go try it and see what happens.
QUICK STRETCH #3
Key Concepts/Goals: Perseverance, Feel Empowered
Format: Video
Prerequisite: None
Taking a short brain break to move the body can decrease stress and increase productivity and brain function. Students are again invited to listen carefully to Miss Shannon’s voice as she takes them through a series of simple movements. These stretches are all done standing in place and can be done at home or in the classroom while maintaining social distance. Words and icons are on the screen if students need to follow along visually.
Practicing
CAN YOU JUST LISTEN?
Key Concepts/Goals: Self-Discipline, Brain Science, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Audio
Prerequisite: Brain Science: Part 4
Sounds are always around us, but sometimes we are so busy or distracted that we don’t even notice them. During this audio practice, Miss Shannon invites students to just listen — to the sounds in their bodies, in the room, and then outside the room.
N: Ask students these noticing questions:
– How did it feel to listen to the sounds in their bodies? In the room? And outside the room?
– How did it feel to just listen without having to do anything else?
4-MINUTE AWARENESS PRACTICE
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Audio
Prerequisite: Brain Science: Part 4
This audio practice builds on the awareness practices from Chapters 1, 2, and 3. This time, students are asked to pay attention to the present moment for four minutes and invited to notice how their breath feels, if there are any movements in their bodies, and if there is anything that has made them smile today. They will fill themselves up from head to toe with a happy thought (something that made them smile) allowing them to carry this happy feeling with them for the rest of the day.
N: Ask your students these noticing questions:
– What did they notice in their body, heart, and mind?
– Ask how it felt to remember this happy moment.
– Can they carry this happy thought with them throughout the day?
HEARTFULNESS: PART 3
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Video
Prerequisite: Brain Science: Part 4, Words and Your Heart
Building on the “Heartfulness: Part 1” and “Heartfulness: Part 2” videos, this practice invites students to open their hearts and minds to fill them up with love. Students will practice sending heartfulness to themselves and anyone who may be in need of a little extra love. During this practice that offers their brain a rest, as they learned in the “Brain Science: Part 4’ video, students will repeat simple phrases such as, “May I be kind, may I be helpful, may I be understanding.”
A TRIP TO THE STREAM
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Video
Prerequisite: None
Miss Shannon guides students through an imaginary trip to a stream. They will watch this gently flowing stream on the video and imagine that they are placing their thoughts or feelings onto leaves and letting them float away on the water.
P.A.U.S.E.
Key Concepts/Goals: Self-Discipline, Strengthen Impulse Control, Make Caring and Compassionate Choices
Format: Video
Prerequisite: The World of Pausabilities
It is likely that we have all wanted to hit the pause button on life at some point. Center for Resilience created the P.A.U.S.E. acronym to share a tangible process of inserting a tiny bit of space between the stimulus-response pattern of each day. By getting present during this mindful moment we have the ability to choose how to skillfully respond.
Reading
“THE WORLD OF PAUSABILITIES”
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus
Format: Video
Prerequisite: Can You Just Listen?
This story, by Frank J. Sileo, teaches students that there are endless moments throughout the day to mindfully pause and notice.
“MOODY COW MEDITATES"
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus, Make Caring and Compassionate Choices, Manage Emotions
Format: Video
Prerequisite: None
Kerry Lee MacLean’s book introduces students to the power of mindfulness and helps them to become aware of their feelings.
“STUCK WITH THE BLOOZ"
Key Concepts/Goals: Perseverance, Open-Mindedness, Manage Emotions
Format: Video
Prerequisite: None
This book by, Caron Levis teaches students that while they may not be able to choose their emotions, they have the power to decide how we respond to them.
“BREATH BY BREATH”
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus, Make Caring and Compassionate Choices, Manage Emotions
Format: Video
Prerequisite: None
As part of the Everyday Mindfulness series, Paul Christelis wrote this story about three friends’ experience with mindful breathing and how it makes them feel.
“I BELIEVE I CAN"
Key Concepts/Goals: Perseverance, Self-Motivation, Feel Empowered
Format: Video
Prerequisite: None
This story shares affirmations of love and believing in one’s self. Students may want to hear this book over and over again.
“I CAN DO HARD THINGS”
Key Concepts/Goals: Perseverance, Self-Motivation, Open-Mindedness, Feel Empowered
Format: Video
Prerequisite: None
In this book by Gabi Garcia, students will learn that what they tell themselves matters. Tapping into their inner strength, mindful self-talk can help students tune out the daily messages they receive about how they “should” be, feel, and act in the world.
“WORDS AND YOUR HEART”
Key Concepts/Goals: Open-Mindedness, Make Caring and Compassionate Choices, Manage Emotions
Format: Video
Prerequisite: None
This book, by Kate Jane Neal, shows students that words have a lot of power and can affect how we feel. It will inspire students to choose words to make the world a better place.
“THE COOKIE THIEF POEM”
Key Concepts/Goals: Open-Mindedness, Make Caring and Compassionate Choices
Format: Video
Prerequisite: None
We all make assumptions and hold them to be true, as the author of this clever poem describes.
N: Share a time this happened to you, and ask your students to do the same.
THE BOOK OF AWESOME #1
Key Concepts/Goals: Self-Motivation, Feel Empowered
Format: Video
Prerequisite: None
This book is the first in a series by Neil Pasricha and contains dozens of short stories about underrated things in life that are awesome. The preface of this book is titled, “So What’s This All About Anyway,” and it describes the story of how the author came to writing this book.
THE BOOK OF AWESOME #2-10
Key Concepts/Goals: Self-Motivation, Feel Empowered
Format: Video
Prerequisite: The Book of Awesome #1: “So What’s This All About?”
Included here are nine short stories from Neil Pasricha’s book. These brief examples of “awesome” moments are intended to remind students that even on the most difficult or challenging days, there is always something awesome around us. Students are encouraged to use the “All Things Awesome Worksheet” in the Enriching section to note their own “awesome” moments and will use these to create their own Book of Awesome in Chapter 5.
THE BOOK OF AWESOME #11-18
Key Concepts/Goals: Self-Motivation, Feel Empowered
Format: Video
Prerequisite: The Book of Awesome #1: “So What’s This All About?”
Included here are eight more short stories from Neil Pasricha’s book. These brief examples of “awesome” moments are intended to remind students that even on the most difficult or challenging days, there is always something awesome around us. Students are encouraged to use the “All Things Awesome Worksheet” in the Enriching section to note their own “awesome” moments and will use these to create their own Book of Awesome in Chapter 5.
Exploring
INTRODUCING THE ANIMAL ANCHOR
Key Concepts/Goals: Open-Mindedness, Manage Emotions
Format: Video
Prerequisite: None
How we are in any given moment can change, and sometimes we need an anchor to steady the storm. This video introduces an anchor with different animal faces that students can use to begin to identify their emotions. The visual is located in the Centering section and can be used during morning meetings or when students are unable to identify their emotions with words.
MINDFUL DOODLING: PART 2
Key Concepts/Goals: Perseverance, Increase Focus, Manage Emotions
Format: Video
Prerequisite: Mindful Doodling: Part 1
Building on “Mindful Doodling: Part 1” where the patterns were half completed, we offer the same sheet of boxes, only this time they are blank. Students will create 12 new patterns, either following along with the video for inspiration and direction or creating patterns of their own. The “Mindful Doodling Worksheet 2″ can be found in the Enriching section.
BLIND CONTOUR DRAWING
Key Concepts/Goals: Open-Mindedness, Increase Focus, Feel Empowered
Format: Video
Prerequisite: None
This activity invites students to draw without looking at their paper or lifting their pencil, requiring them to make a connection between what they’re seeing and how their pen or pencil is moving. It will test their ability to resist the temptation to look at their paper while drawing. After your students try this exercise with both hands, they could try it again while looking at objects in nature.
N: Ask students these noticing questions:
– What was it like to draw without looking?
– What was it like to draw with their non-dominant hand?
– Did they notice their inner voice at any point during this exercise? What did it say?
ALMOST MOMENTS
Key Concepts/Goals: Self-Discipline, Strengthen Impulse Control, Make Caring and Compassionate Choices
Format: Video
Prerequisite: None
In this video, Miss Karly asks students to find a time when they “almost” did something but made a choice to do something else. By increasing their awareness, they can recognize moments when they almost did something they would’ve regretted but instead paused, took a breath or felt their feet on the floor.
BRAIN SCIENCE: PART 4
Key Concepts/Goals: Brain Science
Format: Video
Prerequisite: None
In this chapter, students learn why doing nothing is actually really helpful for the brain. Our brains need downtime and rest in order to process emotions, filter through all the information of the day and ultimately help us to be more resilient. The next time students are practicing mindfulness, remind them how important this time is for their brains to process and integrate all the input of the day.
MAZES AND DOT-TO-DOT FUN
Key Concepts/Goals: Perseverance, Make Caring and Compassionate Choices, Open-Mindedness, Increase Focus
Format: Video
Prerequisite: None
Creative activities offer an opportunity to practice focus and concentration and to be mindfully aware. Encourage students to do these mazes and dot-to-dots without judgment or thinking about the end result. Instead, see if students can simply enjoy and fully experience this moment from beginning to end without giving up.
WATCH OUT FOR HOLES
Key Concepts/Goals: Perseverance, Make Caring and Compassionate Choices
Format: Video
Prerequisite: None
This video exploration was inspired by Portia Nelson’s poem, “Autobiography in 5 Short Chapters.” Sometimes even when we know what to do differently, it is still a challenge to put it into practice. This “holes” analogy asks students to notice if they ever find themselves falling into the same patterns, situations, or routines over and over again, even when they know there is an alternative.
N: Ask students these noticing questions:
– Can they identify their own “holes?”
– What are some “different streets” they can walk down to avoid their “holes?”
– How can mindfulness keep them from falling into the “holes?
Enriching
Sometimes we offer videos outside our curriculum lessons, or images or coloring pages that help illustrate a concept. The videos are all linked from this section. Images or coloring pages can be easily downloaded for saving and/or printing.
In Chapter 1, we have included three videos and three images that reinforce/support the curriculum content.
Videos
“Test Your Awareness: Do The Test”
This short video asks students to pay close attention to the number of passes one team makes with a basketball. Something surprising passes through the video that often goes unnoticed. Did your students notice it?
“How to Let Go of Pain/Fear/Anger in 60 Seconds”
Have you ever held on to something that you didn’t want to? Maybe this “something” causes you stress or anger and prevents you from living a happy, fulfilling life. In this video, Prince Ea offers students a new perspective that they might find extremely useful.
Worksheets
SHAPE BREATHING VISUAL
Co-requisite:Shape Breathing
This visual can be used with the “Shape Breathing” activity that Miss Shannon explains in the Breathing section. Students can also draw their own shapes to use if printing is not an option.
MAZES AND DOT-TO-DOTS
Prerequisite: Mazes and Dot-to-Dots
This file contains the mazes and dot-to-dot pages referred to in the “Mazes and Dot-to-Dot Fun” video in the Exploring section.
10 BREATH CHALLENGE WORKSHEET
Prerequisite: 10 Breath Challenge
This worksheet can be used with the “10 Breath Challenge” video found in the Breathing section.
ALMOST MOMENTS WORKSHEET
Prerequisite: Almost Moments
This worksheet can be used with the “Almost Moments” video in the Exploring section.
ALL THINGS AWESOME WORKSHEET
Prerequisite: The Book of Awesome #1, The Book of Awesome #2-10, The Book of Awesome #11-18
This worksheet can be used with “The Book of Awesome” videos in the Reading section. Encourage students to keep track of their own “awesome” moments each day. In the next chapter, they will turn these into their own Book of Awesome.
MINDFUL DOODLING WORKSHEET 2
Prerequisite: Mindful Doodling: Part 2
This worksheet containing 12 boxes is designed to be a reference sheet that students can use when following along with the corresponding video, or to create their own patterns. Students can also draw their own 12 boxes on a sheet of paper if printing is not an option.
Enriching
These activities are best done in person. We describe them for you to lead with your students if and when you are all together during the upcoming school year.
THEME DEFINITION: SELF-MANAGEMENT AND RESPONSIBLE DECISION-MAKING
“Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.” – Viktor E. Frankl
CASEL defines these two core competencies as follows:
Self-Management: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports. (CASEL.org)
Responsible Decision Making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being. (CASEL.org)
We combine these two core competencies into one chapter, as they rely on each other to be effective in practice. By the end of this chapter, students will feel empowered to use their voices effectively, to trust their inner guidance by really knowing who they are, and to be authentic and resilient., Whether at home, at work or at school, students will have the tools to regulate emotions, manage stress, control impulses and persevere.
ONE-WORD CHECK-IN: ANIMAL
Key Concepts/Goals: Manage Emotions
Format: Video
Prerequisite: Introducing the Animal Anchor
Checking in with your students is a critical and essential part of relational best practices. Yet, we often respond to the question, “How are you?” with an autopilot-type answer or find it too difficult to answer the question for a variety of reasons. This one-word share can bring your group together in a discreet way while building safe space.
Once you and your students have watched the “Introducing the Animal Anchor” video, you can use the corresponding visual found in the Centering section. Ask students to take a few breaths and find their animal word — just one word that describes how they are feeling in that given moment. Remind them of three important things:
- Try not to question their first instinct.
- If they’re really uncomfortable, they can pass.
- It’s ok for two students to have the same animal.
Remember to get a thumbs up or a nod from the group to be sure everyone has an animal before starting; otherwise, they will be thinking about what they’re going to say rather than listening to the words being said in the circle.
H: Invite students to check in once each day to find their animal word, even if they don’t share it with anyone. This gives them an opportunity to continue to practice increasing their awareness and to recognize how often their “internal animal” can change.
PATTERN GAME
Key Concepts/Goals: Perseverance, Self-Discipline, Strengthen Impulse Control, Feel Empowered
Prerequisite: None
This activity requires students to focus in order to follow along with the patterns. In a circle, lead the group in a pattern such as clapping, patting the legs, snapping, or some combination of all of the above. See if the students can join you so that the whole group is repeatedly making the same pattern. Then, progressively make it more complicated by varying the patterns and/or speed. You can even try having everyone turn their back into the circle so they can’t follow visually. This game can also be done in a partner format.
STUDENT CHAPTER REFLECTION
Key Concepts/Goals: Make Caring and Compassionate Choices
Prerequisite: Majority of the Chapter 4 Material
Once your class is ready to move on to Chapter 5, please ask students to submit the form found through the link at the bottom of the Student Site in the dark blue footer. Some responses are short-answer and some are checkboxes. The questions on the form are listed here for your reference:
- Are you able to focus and use perseverance when things are difficult?
- When you’re making decisions, do you notice a brief pause before reacting or deciding?
- Have you gone back to any of the activities from previous chapters?
- How do you manage your emotions and stress?
- Do you approach new information or situations with an open mind, care and compassion?
- Do you think you have improved your focus?
- Please use this box to provide any additional information you would like us to know.