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: NEUROSCIENCE OF NETFLIX
When our brain sends us a feel-good rush of dopamine, we get positive reinforcement from our actions. This is why it takes effort to intentionally stop clicking “next episode” or to stop scrolling through Instagram or TikTok. Even though the time we spend passively watching does require less brain activity, it is still not considered the rest or downtime required for your brain to actively process emotions and content that come at us throughout the day.
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.
♦ DEVELOP EMOTIONAL INTELLIGENCE
Building upon the basic understanding that our emotions influence our behaviors and the behaviors of those around us, both positively and negatively, emotional intelligence is the ability to understand, leverage and manage one’s emotions. The term emotional intelligence was first coined in the 90s and made popular by science reporter and psychologist-author Daniel Goleman. It describes a set of skills that begins to be acquired in childhood and can be continuously developed throughout life. In fact, more and more companies are screening for emotional intelligence during the hiring process, so these are important skills for students to develop.
♦ 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 articulate ways to manage stress and emotions?
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?
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 being able to do 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: 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: Increase Focus, Manage Stress
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).
WORD ANCHOR
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus, Develop Emotional Intelligence
Format: Image
Prerequisite: Introducing the Word Anchor
We offer the word anchor for check-ins during this chapter as a way to strengthen students’ emotional intelligence. Use this anchor to help them label and increase their vocabulary of feeling and emotion words. You might also engage your students in developing a list of words to avoid such as “fine,” “good” or “ok.” Be sure to reinforce that this is a safe space in order to better facilitate sharing.
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.
10 BREATH CHALLENGE
Key Concepts/Goals: Perseverance, Strengthen Impulse Control, Increase Focus, Feel Empowered
Format: Video
Prerequisite: None
Taking 10 breaths can help with anger management, worry and focus. This activity builds students’ “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. There is also an entry in their journal if they prefer recording there.
N: Ask students these noticing questions:
– When would be a good time to take 10 breaths during the day?
– What did they do when they lost count?
Journal Prompt: Try taking 10 slow, conscious breaths once a day for the next 10 days. Then, write a sentence or two about your experience each day. Did you remember on your own, or were you reminded? How did you feel before and after? What were you doing right before your 10 breaths, and what did you do right after?
3-PART BREATH
Key Concepts/Goals: Perseverance, Strengthen Impulse Control, Increase Focus
Format: Video
Prerequisite: None
Students build confidence as they learn more about how their bodies work. This video and breath practice help students visualize how the breath enters and exits their bodies when they inhale and exhale.
N: Ask students what they saw when they were watching the bottle fill up air (water)?
BREATH PRACTICE REVIEW
*The activity below is solely a journal prompt and does not appear on the student site.
Key Concepts/Goals: Perseverance, Strengthen Impulse Control, Increase Focus
Format: Journal Prompt
Prerequisite: All Past Breath Practices
Breathing activities require practice. With repetition, they will become more familiar to students; and students will notice subtle changes or impacts and remember these practices are always available in any situation. Now that we have completed four chapters of different breathing activities, invite students to go back through each of them and practice again.
There is a prompt in the students’ Chapter 4 Journal listing each one for them to write a reflection after they revisit and practice it again. Repetition builds familiarity, and with familiarity comes comfort. The goal is to find comfort with a few of these practices and plant a seed that students can return to over and over, whenever they need.
Journal Prompt: Going back to review previous practices will help to build familiarity with these tools, and help you better understand which one resonates with you most. After you try each of the activities from previous chapters listed in the table below, write about your experience in the space provided.
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!
MINDFUL WALKING: A DIFFERENT APPROACH
Key Concepts/Goals: Perseverance, Self-Discipline, Increase Focus, Feel Empowered
Format: Video
Prerequisite: Previous Mindful Walking Videos
We constantly move from place to place throughout the day, yet most of this movement is done without much thought about the actual journey. This new mindful walking experience is meant to bring a little more presence and awareness into our transitions from point A to point B.
Journal Prompt: Pick a start and endpoint (e.g. bedroom to kitchen or bus stop to school) and walk mindfully the whole way. Write about your experience including how many steps it was and how you felt when you got there.
TREE METAPHOR
Key Concepts/Goals: Increase Focus, Perseverance, Open-Mindedness, Increase Focus, Develop Emotional Intelligence, Feel Empowered, Manage Stress
Format: Video
Prerequisite: None
Trees need roots to stay firmly planted into the ground as they grow taller and taller. During this moving activity, students will try to keep their bodies strong and steady like trees. They will challenge themselves to work through any swaying, wobbling, or moving in their bodies and return to their stable center using their anchors or self-talk to help them.
Practicing
FEELINGS
Key Concepts/Goals: Open-Mindedness, Increase Focus, Feel Empowered, Develop Emotional Intelligence
Format: Audio
Prerequisite: None
Learning to name, feel and be with big emotions takes time. This audio practice invites students to recall a big feeling they had in the recent past or to focus on one that is visiting right now. They will begin to explore different sensations about that feeling rather than stuffing it away. As students sit with their feeling, they will be guided to observe its color, shape and texture, and then to find out what it needs.
N: Ask students these noticing questions:
– How was it to try to separate their thought-story from the feeling?
– What was it like to notice so much detail about the feeling?
– How does this practice help them — whether the feeling is the best feeling in the world or something that was so intense they’d rather not experience it ever again?
BOWLING BALL RELEASE
Key Concepts/Goals: Self-Motivation, Increase Focus, Feel Empowered, Develop Emotional Intelligence
Format: Video
Prerequisite: Feelings
This exercise helps students understand the concept of letting go. Sometimes we carry around “heavy” thoughts, feelings or experiences. These “heavy” things pull our attention away from the present moment, which may keep us from listening to the math lesson, engaging with our peers or doing our homework. Miss Nicole suggests several different ways that this “release” can be done.
CAN YOU JUST LISTEN?
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Video
Prerequisite: None
Mindful listening is a challenge. Miss Amber guides students through a 4-step process to listen fully. Students will:
- Find their anchor
- Set an intention
- Listen fully and without judgment
- Close the loop
Miss Amber breaks down each of the steps in detail so students can practice the next time they’re engaged in conversation.
4-MINUTE AWARENESS PRACTICE
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Audio
Prerequisite: None
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.
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 bodies, hearts, and minds?
– How did it feel to remember this happy moment?
– Can they carry this happy thought with them throughout the day?
P.A.U.S.E.
Key Concepts/Goals: Self-Discipline, Strengthen Impulse Control, Make Caring and Compassionate Choices
Format: Video
Prerequisite: Almost Moments
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.
HEARTFULNESS: PART 3
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Strengthen Impulse Control, Increase Focus
Format: Audio
Prerequisite: None
Building on “Heartfulness: Part 1”and“Heartfulness: Part 2,” this practice invites students to reconnect with their heartspace and to feel what is in there. Miss Vanessa reminds students throughout this practice that they can always come back to the safe space inside of them and that being present to everything that is in there, is exactly why we practice.
During the five-minute practice, she references some of the pain that might be inside (a pandemic, racial injustice, sickness, unemployment). She also reminds them of the certainty of this moment (the beating of their hearts, the feeling of their feet on the floor, the air flowing in and out of their lungs). It is in the presence of these two very different realities that students build emotional intelligence and resilience, trusting that they know what they need at any given moment and that they have the power to bring themselves a moment of self-care anytime they need it.
IF I HAD A STICKER*
*The activity below is solely a journal prompt and does not appear on the student site. Please encourage your students to reflect on this prompt, which will appear in each chapter, so that they will have content for an activity at the end of the year.
Key Concepts/Goals: Feel Empowered
Format: Journal Prompt
Prerequisite: Majority of the Chapter 4 Material
Ask students to complete this journal entry as a summary statement of something they learned in this chapter – almost as though they were writing something on a sticky note, or going to tell a friend one thing they’ll remember or use from Chapter 4. At the end of the year, there is an activity that will bring together each of these ‘If I Had A Sticker” entries from each of the chapters. Consider an example of your own, or use one listed in the journal.
Journal Prompt: If you were going to write yourself a brief reminder or helpful hint of one thing that you learned in this chapter, what would it be and why?
For example: “Trust what is inside” because as I develop my emotional intelligence, I can listen to my mind, heart and body to know what is inside. Or “Remember to P.A.U.S.E.” because this interruption in the stimulus-response pattern can help me make a better choice.
Reading
THE BOOK OF AWESOME #10: "WHEN YOU'RE AWKWARDLY STANDING BY YOURSELF WITH A FULL CAFETERIA TRAY OF FOOD AND THEN SUDDENLY SPOT YOUR FRIEND WAVING AT YOU"
Key Concepts/Goals: Increase Focus, Make Caring and Compassionate Choices, Develop Emotional Intelligence, Manage Stress
Format: Video
Prerequisite: The Book of Awesome #1: “So What’s This All About?”
The author describes that feeling of making it through the lunch line with your tray in hand and then looking out into the sea of people, hoping there is a graceful and smooth path to where you will sit to eat lunch.
The corresponding journal prompt is described below, after The Book of Delights #8.
THE BOOK OF AWESOME #11: "THAT FRIENDLY NOT BETWEEN STRANGERS DOING THE SAME THING"
Key Concepts/Goals: Increase Focus, Make Caring and Compassionate Choices, Develop Emotional Intelligence, Manage Stress
Format: Video
Prerequisite: The Book of Awesome #1: “So What’s This All About?”
A quick nod to the connections among strangers, this story points out the eye contact two people seek when they’re both engaged in the same activity like riding their bike or walking the dog.
The corresponding journal prompt is described below, after The Book of Delights #8.
THE BOOK OF AWESOME #12: "OLD FOLKS WHO SIT ON THEIR PORCH AND WAVE AT YOU AS YOU WALK BY"
Key Concepts/Goals: Increase Focus, Make Caring and Compassionate Choices, Develop Emotional Intelligence, Manage Stress
Format: Video
Prerequisite: The Book of Awesome #1: “So What’s This All About?”
The author advocates for us to all be that friendly neighbor that sits in a porch rocker and waves to those passing by.
The corresponding journal prompt is described below, after The Book of Delights #8.
THE BOOK OF DELIGHTS #7: "JOY IS SUCH HUMAN MADNESS: THE DUFF BETWEEN US"
Key Concepts/Goals: Increase Focus, Make Caring and Compassionate Choices, Develop Emotional Intelligence, Manage Stress
Format: Video
Prerequisite: The Book of Delights #1: “Preface”
The author describes joy in “fungal duff” and uses it as a metaphor to describe how connected we all are.
The corresponding journal prompt is described below, after The Book of Delights #8.
THE BOOK OF DELIGHTS #8: "NOT FOR NOTHING"*
Key Concepts/Goals: Increase Focus, Make Caring and Compassionate Choices, Develop Emotional Intelligence, Manage Stress
Format: Video
Prerequisite: The Book of Delights #1: “Preface”
This funny essay is about the phrase “Not for Nothing” and its various iterations with different accents.
Journal Prompt: After you’ve listened to “The Book of Delights” and “The Book of Awesome” stories, see if you can write one thing a day in the boxes below that was “awesome” or “delightful” or that just made you smile.
SILENCE IN THE AGE OF NOISE #4*
Key Concepts/Goals: Self-Motivation, Open-Mindedness
Format: Video
Prerequisite: None
As we continue reading from Erling Kagge’s book on silence, this entry focuses on the science of silence and where that silence lies “within” us all.
JOURNAL PROMPT: What do you think of Erling Kagge’s thoughts on the science of silence? Where do you see or hear this silence “within”? Write a few sentences in response to these questions here.
"ALLOW" A POEM BY DANA FAULDS
Key Concepts/Goals: Self-Motivation, Open-Mindedness
Format: Video
Prerequisite: None
Dana Faulds’ poem, “Allow,” asks readers to let go of the idea of control and to just allow things to happen. This sounds like a marvelous idea, but is it always easy to let go of control and just allow things to be as they are?
"KEEPING QUIET" A POEM BY PABLO NERUDA
Key Concepts/Goals: Self-Motivation, Open-Mindedness
Format: Video
Prerequisite: None
This poem discusses the importance of maintaining peace and silence. Neruda suggests that by stopping to notice our surroundings, we can maintain peace and harmony between human beings, animals and the environment.
Exploring
Exploring
INTRODUCING THE WORD ANCHOR
Key Concepts/Goals: Make Caring and Compassionate Choices, Feel Empowered, Emotional Intelligence
Format: Video
Prerequisite: None
How we are feeling at any given moment can change like the weather, and sometimes we need an anchor to steady the storm. In this chapter, we have changed the theme of the answer to the “How are you?” question from emojis to words. These words are intended to invite students to check in and observe how they are, without judgment.
N: Here are some questions to ask students following this practice:
– Was the answer similar or not each day?
– Was it easier to answer the “check-in” question the more they did it?
MINDFUL DOODLING: PART 3
Key Concepts/Goals: Perseverance, Open-Mindedness, Increase Focus, Manage Stress
Format: Video
Prerequisite: None
Building on the previous mindful doodling explorations, Miss Vanessa shows students how to do their own free doodle. She reminds students to pay attention to that voice in their heads that may start to judge their creation. The fun thing about mindful doodling is you can’t do it wrong.
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?
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 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?”
T.H.I.N.K.
Key Concepts/Goals: Self-Discipline, Strengthen Impulse Control, Make Caring and Compassionate Choices
Format: Video
Prerequisite: Almost Moments, Other Ways to Listen
Sometimes we say things that we later regret. Miss Nicole introduces the T.H.I.N.K. acronym as a tool for students to use before speaking. When students pause to consider, “Is this TRUE? Is it HELPFUL? Is it INSPIRING? Is it NECESSARY? Is it KIND?”, they can stop themselves from saying something they may later regret.
BRAIN SCIENCE: PART 4
Key Concepts/Goals: Self-Discipline, Brain Science, Strengthen Impulse Control
Format: Video
Prerequisite: None
Miss Sophie shares two important pieces of information with students in this final brain science video. The first is that the feel-good dopamine rush we all get watching another episode on a streaming service like Netflix has no end; therefore, it requires our own self-awareness to make the best decision about when to stop. The second is that going from screen activity to screen activity (online class to Netflix or TV to social media) doesn’t give the brain the downtime it needs, which is essential for integrating information and managing emotions.
Miss Sophie suggests a pause to check in with themselves after they have watched for a period of time to better understand this cycle and inform how they want to engage moving forward.
Journal Prompt: What did you learn about the brain in this video? Consider your usage patterns with Netflix or social media…what limits will you set to ensure downtime and processing time for your brain?
UH-OH...IT'S A CURVE BALL*
Key Concepts/Goals: Perseverance, Strengthen Impulse Control, Feel Empowered, Develop Emotional Intelligence
Format: Video
Prerequisite: None
“Curve balls” are things that happen unexpectedly or derail a plan. Since there will always be curve balls in life, this is an opportunity for students to build their self-awareness and manage their responses. Miss Nicole invites students to consider three questions during these moments:
“What do I need to get through this?”
“What could be a solution to this?”
“What can I learn from this?”
By recognizing that they can’t control the situation, but they can control their response, they will feel more empowered to persevere.
Journal Prompt: Think about a time when life threw you a curve ball. What was your reaction? How did you get through it? What could you have done differently?
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.
Videos
“Why It Is So Hard To Live In The Present”
This short, animated video by The School of Life explains why living in the present moment can be so hard.
“The Problem with Our Phones”
This video from The School of Life focuses on smartphone addiction. Our phones allow us to stay in constant communication with others, find answers to questions within seconds, receive reminders about appointments and so much more. Yet this amazing little device has some downfalls. Can you learn to find a balance?
“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?
“Does Stress Affect Your Memory? – Elizabeth Cox”
You spend weeks studying for an important test. On the big day, you wait nervously as your teacher hands it out. You’re working your way through, and then you’re asked to define “ataraxia.” You know you’ve seen the word before, but your mind goes blank. What just happened? In this TED-Ed video, Elizabeth Cox details the complex relationship between stress and memory.
“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.
“How To Catch A Monkey”
In this video, Prince Ea shares a short story about a monkey to illustrates how sometimes all we need to do is let go. Are you feeling stuck, angry, jealous or frustrated? What’s holding you back? Maybe you just need to let go.
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: WORD ANCHOR
Key Concepts/Goals: Manage Emotions
Prerequisite: Introducing the Word Anchor
Checking in with your students is critical, especially this year, and is an 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 Word Anchor” video, you can use the corresponding visual found in the Centering section. Ask students to take a few breaths and find their 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 word.
Remember to get a thumbs up or a nod from the group to be sure everyone has a word 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 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 feelings and emotions can change.
STUDENT JOURNALS DISTRIBUTION
Student journals come in 2 formats — print or Google Docs. (also on the Student Site)
- Click here to download the PDF that is best used with pen and paper.
- Click here to open a digital journal in Google Docs that you can post to your Google Classroom and “make a copy for each student.”
Students will be accessing this file for all activities listed with an asterisk on the Chapter Overview chart. Please share the following information with students as an introduction to the journal writing activities. This information is also listed inside the journal for repetition.
Journaling is an opportunity to connect your head and your heart and has been found to relieve stress, anxiety and depression. Journaling is not every student’s favorite activity; but in the spirit of keeping an open mind, we encourage students to try completing each of the journal prompts in this chapter before opting out of journaling altogether.
It is also important to establish safety with the journals, and let students know whether or not the content is being reviewed, and whether or not they’re being graded.
In general, we offer the following guidelines for responding to the prompts:
Be honest — no one is reviewing this work!
– Try not to get caught up with spelling or grammar — just keep your pen moving.
– No judging…and if judgment starts happening, you can write about that too.
STUDENT CHAPTER REFLECTION
Key Concepts/Goals: Self-Motivation, Make Caring and Compassionate Choices, Feel Empowered
Format: Form
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 above. 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 yourself pausing before reacting or making a decision?
- 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 your focus has improved?
- Please use this box to provide any additional information you would like us to know.