Self-Management & Responsible Decision Making
♦ 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, or 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 use their curiosity, perspective-taking, self-awareness, listening and empathy skills, all of which are strengthened through the practice of mindfulness.
♦ BRAIN SCIENCE
It is well-documented that the brain and the body are connected. Introducing an age-appropriate neuroscience lesson into this chapter is intended to provide young learners with an early understanding of how the brain is strengthened by all the activities they have done to date in classes with Center for Resilience.
Using the hand-model of the brain developed by Dr. Dan Siegel, a clinical psychiatrist at UCLA, students will learn to label the parts of the brain that are most positively impacted through this work and better understand what happens when you “flip your lid.” Naming this emotional overload helps students become more aware of when they are about to “flip their lid” and what tools and resources available to them that they have learned through the Digital ResilientKidsTM curriculum.
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.
♦ DEVELOP 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.
♦ DEMONSTRATE 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 class. 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.
♦ BUILD SELF-CONFIDENCE
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.
♦ BECOME AWARE OF FEELINGS AND 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.
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 impulse control?
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 show focus?
A. If yes, which of the following practices has helped with this?
B. If no, what was missing or prevented them from being able to do this?
3. 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?
4. Do students return to previous activities that resonate with them?
A. If yes, how have you seen this happening?
B. If no, what prevented students from understanding this?
5. Are students aware of feelings and emotions?
A. If yes, describe a time when you observed this in your students.
B. If no, what was missing or prevented them from building this awareness?
6. 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 doing this?
7. Do students have a beginning understanding of how their brain works?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from understanding this?
8. Please use this box 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: Demonstrate 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: Demonstrate 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: Become Aware of Feelings and 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.
BUNNY BREATHING
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus
Format: Video
Prerequisite: None
Bunny breathing is a fun way for students to practice paying attention to their breath. Miss Karly’s engaging video will have students excited to practice this new way of breathing.
STAR BREATHING (Grades 1-2)
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus
Format: Video
Prerequisite: None
The “Star Breathing” video invites students to follow the path of a star shape as they inhale and exhale, stopping at each point. The corresponding “Star Breathing Visual” can be found in the Enriching section. Students can use crayons, markers, or colored pencils to draw a star on paper if printing is not an option. After practicing this activity on paper a few times, invite students to try drawing a star in the air as they breathe.
Please Note: This activity is most successful when done with 1st and 2nd graders.
PUSH-AWAY BREATHING
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
This breath practice is a great way for students to exhale (push away) all of their unwanted feelings, negative thoughts, doubts or anything that doesn’t feel so good in their bodies at that moment. Remind students that sometimes the negative thoughts or feelings may still come back, but we can enjoy the time without them, even if only for a few minutes. The idea of this practice is not to ignore the difficult things but by letting them go for a little while, we can gain a fresh perspective.
FLOWER BREATHING
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus,
Format: Video
Prerequisite: None
Miss Anne takes students on an imaginary journey to a garden where she asks them to stop and notice the flowers. Encouraging curiosity, she invites students to breathe in and out through their noses, noticing the beautiful flower smells.
This could also be done using silk flowers or asking students to pretend they are holding a flower in their hands. As students inhale, invite them to smell the flower. As they exhale with a sigh, remind them to smile because the flower smells so good.
5-COUNT BREATHING
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus
Format: Video
Prerequisite: None
First, Miss Karly asks students to practice curling and uncurling their fingers one at a time. Then, they will add their breath to the practice — inhaling for a count of five while they uncurl their fingers one at time and exhaling as they curl each finger back down for a count of five. See if students can do this five times.
N: Ask students these questions to debrief the activity:
– What was it like to concentrate on both moving their fingers and breathing for a count of five?
– How do they feel after doing this five times? Do they have more energy? Do they feel more focused? Do they feel more calm and quiet?
H: This is an easy practice for students to try at home. Offer these suggestions for more concrete examples of when this activity can be helpful:
– If this gives them energy, invite them to try this breath when they wake up in the morning.
– If this makes them feel calm and quiet, invite them to try it before they go to bed at night.
– If this makes them feel more focused, invite them to try it during homework time.
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, Demonstrate Focus
Format: Video
Prerequisite: None
Balancing requires focus. 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?
FREEZE DANCE
Key Concepts/Goals: Perseverance, Open-Mindedness, Demonstrate Focus
Format: Video
Prerequisite: None
This energetic activity allows students the opportunity to practice maintaining focus while also having fun dancing and moving their bodies. When the music is playing, they dance; and when the music stops, they freeze. After learning how to play freeze dance, choose your own music in the classroom and use this activity as a quick brain or movement break.
MINDFUL WALKING: PART 4
Key Concepts/Goals: Perseverance, Open-Mindedness, Demonstrate Focus
Format: Video
Prerequisite: None
In this new variation of mindful walking, students will practice counting steps as they walk from one place to another. With each step that they take, they will be asked to focus on the lifting and lowering of their feet. Students are reminded that it is normal for their minds to wander and are asked to simply bring their attention back to counting if they find themselves thinking of something else.
N: Ask students these noticing questions:
– How did it feel for them to count their steps while walking?
– When could they do this in the future and how could it be helpful?
QUICK STRETCH #3
Key Concepts/Goals: Perseverance, Open-Mindedness, Demonstrate Focus
Format: Audio
Prerequisite: None
Students are once again invited to listen carefully in order to follow along with Miss Shannon as she takes them through a series of simple movements.
Practicing
FLOWER MEDITATION
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Develop Impulse Control, Demonstrate Focus
Format: Video
Prerequisite: Flower Breathing
After practicing “Flower Breathing” with Miss Anne, students will be ready to settle in and take this imaginary trip to the flower garden with Miss Shannon. As they sit among the flowers in their mind, they are asked to notice colors, smells, shapes, sounds and other little details all around them. At the end, students are reminded that they can visit their flower garden any time, simply by being mindful in this moment. This helps students continue to build focus, self-discipline, and impulse control.
A TRIP TO THE STREAM
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Develop Impulse Control, Demonstrate 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.
CAN YOU JUST LISTEN?
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Develop Impulse Control, Demonstrate Focus
Format: Audio
Prerequisite: None
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? Outside the room?
– How did it feel to just listen without having to do anything else?
HEARTFULNESS: PART 3
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Develop Impulse Control, Demonstrate Focus
Format: Audio
Prerequisite: None
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. They will repeat simple phrases like, “May I be kind” and “May I be helpful.”
4-MINUTE AWARENESS PRACTICE
Key Concepts/Goals: Self-Discipline, Open-Mindedness, Develop Impulse Control, Demonstrate 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.
N: Ask your students these noticing questions:
– What did they notice in their body, heart, and mind?
– How did it feel to remember their happy moment?
– Can they carry this happy thought with you throughout the day?
Reading
“PUPPY MIND”
Key Concepts/Goals: Develop Impulse Control, Demonstrate Focus
Format: Video
Prerequisite: None
In Puppy Mind, by Andrew Jordan Nance, a young boy discovers his mind is like a puppy always wandering away. By remembering to breathe, he learns to train his puppy mind to stay in the present moment.
“MIND BUBBLES"
Key Concepts/Goals: Open-Mindedness, Demonstrate Focus
Format: Video
Prerequisite: None
This simple story, by Heather Krantz, presents an easy way for young children to work with their breath while noting thoughts and feelings passing by and then popping like bubbles.
“I AM ENOUGH”
Key Concepts/Goals: Build Self-Confidence, Make Caring and Compassionate Choices
Format: Video
Prerequisite: None
This beautiful book written by Grace Byers teaches all of us to love who we are and to respect and be kind to others. We are all here for a purpose and are more than enough — we simply need to remember it and believe it.
“I WILL TRY”
Key Concepts/Goals: Perseverance, Self-Motivation
Format: Video
Prerequisite: None
Another book in the Mindful Mantra series by Laurie N. Wright, I will Try! is a great positive affirmation for children to add to their repertoire. If they can try, they might be able to go places and see and do things that they never thought they could. Let’s not be afraid to try!
“I BELIEVE I CAN”
Key Concepts/Goals: Perseverance, Self-Motivation, Build Self-Confidence
Format: Video
Prerequisite: None
This story celebrates every child’s limitless potential by instilling an affirmation to love and believe in themselves. This book may be one that children want to hear over and over again.
“I CAN DO HARD THINGS”
Key Concepts/Goals: Perseverance, Self-Motivation, Open-Mindedness, Build Self-Confidence
Format: Video
Prerequisite: None
In this book by Gabi Garcia, students will learn that what they tell themselves matters. Mindful self-talk can help students tune out the daily messages they receive about how we “should” be, feel, and act in the world. This book helps them tap into their inner strength.
“ABRACADABRA! THE MAGIC OF TRYING”
Key Concepts/Goals: Perseverance, Build Self-Confidence
Format: Video
Prerequisite: None
This book, by Maria Giraldo, tells the story of Little Owl, who perseveres through adversity teaching students that if they keep trying, they can do anything.
“WORDS AND YOUR HEART”
Key Concepts/Goals: Open-Mindedness, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
The words we hear can affect how we feel. Some words can do amazing things and make us happy, while other words can really hurt. This book, by Kate Jane Neal, shows us that our words have power, and we can choose to use them to make the world a better place. The message in Words and Your Heart is that words have extraordinary power — to harm and to heal, to create and to destroy, and to also spread love.
“HAPPY RIGHT NOW”
Key Concepts/Goals: Perseverance, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
Happy Right Now, by Julie Berry, reminds children that it’s great to feel happy, and it’s okay to feel sad sometimes too. Emotions can be hard. Children experience the same range of strong feelings as adults but often don’t have the tools to manage them. This book shows students a few ways to move through emotions.
“JOY”
Key Concepts/Goals: Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
This simple book, by Katie Wilson, takes a playful approach to finding joy in daily life and shows the many ways students can experience happiness. From finding joy in stories to finding joy in quiet time, readers will begin to recognize the moments and actions that put a smile on their faces each day.
“MY HEART”
Key Concepts/Goals: Open-Mindedness, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
Corinna Luyken wrote and illustrated this gorgeous picture book about caring for your heart and living with kindness and empathy. The way your heart feels can change from day to day, so it is important to listen to the guide within you.
“BEE STILL”
Key Concepts/Goals: Self-Motivation, Open-Mindedness, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
This is another book in the Bentley the Bee series by Frank J. Sileo. Bentley lives in a busy, bustling hive. One day, when the other bees rush out to make honey, Bentley decides to do some mindfulness. The other animals are curious about what Bentley is doing, so he teaches them how he uses mindfulness to focus, feel calm, and soothe difficult feelings.
“CALM”
Key Concepts/Goals: Self-Motivation, Open-Mindedness, Develop Impulse Control, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
From The World of Eric Carle comes a new adventure with the Very Hungry Caterpillar. This book offers an introduction to processing emotions, all through the power of mindful breathing. Children can learn how to handle confusing feelings, regain focus, and be happy. This book is an excellent reminder to take a moment to breathe deeply and smile!
“MINDFUL DAY”
Key Concepts/Goals: Open-Mindedness, Demonstrate Focus, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
In Mindful Day, by Deborah Hopkinson, a young girl experiences mindfulness as she goes about the day with her family. Children will explore feelings of gratitude and love, learn how breathing can calm their bodies, and discover how remarkable every moment can be when experienced fully. This book embraces the joy of living in the present and being mindful of what is happening in the moment.
“GLAD TO BE DAN”
Key Concepts/Goals: Perseverance, Open-Mindedness, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
Dan doesn’t feel very happy. In fact, he’s feeling sad. Dan is having a bad week and his mum has some great ideas to help him feel glad to be himself again, but will they work? This book by Jo Howarth and Jude Lennon is sure to help all kids when their feelings are all mixed up and they’re not sure what to do.
“AWESOME IS EVERYWHERE”
Key Concepts/Goals: Perseverance, Open-Mindedness, Make Caring and Compassionate Choices, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
This book takes students on an interactive journey to see the world in a way they never have before — flying through wispy clouds, diving deep into the sparkling ocean, or feeling wet grains of sand on a hot and sunny beach. Students will discover that they can fly their minds to anywhere on Earth; and by the time they reach the end of this journey, they will learn that awesomeness truly is everywhere.
“ROSIE'S BRAIN”
Key Concepts/Goals: Brain Science
Format: Video
Prerequisite: Brain Science
The brain is a fascinating organ for even our youngest learners. Linda Ryden’s book introduces the parts of the brain that help us manage anger and calm down, including the amygdala, hippocampus, and prefrontal cortex. This book gives students a new and powerful understanding of how they can arrive at healthy solutions to conflicts.
Exploring
INTRODUCING THE ANIMAL ANCHOR
Key Concepts/Goals: Open-Mindedness, Become Aware of Feelings and 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.
MAZES AND DOT-TO-DOT FUN
Key Concepts/Goals: Perseverance, Open-Mindedness, Demonstrate 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.
ENSORY DRAW (Grades 1-2)
Key Concepts/Goals: Perseverance, Open-Mindedness, Demonstrate Focus, Become Aware of Feelings and Emotions
Format: Video
Prerequisite: None
During this fun drawing activity, Miss Anne asks students to draw a simple line, squiggle, or shape that represents a particular feeling word. She says several different words, and students are instructed to draw the first thing they think of. Connecting their minds and bodies through this exercise gives them the opportunity to trust their responses, knowing there is no right or wrong answer. It is also an opportunity for students to observe any judgment or self-doubt that may come up during this exercise.
Please Note: This activity is most successful when done with 1st and 2nd graders.
BRAIN SCIENCE
Key Concepts/Goals: Brain Science
Format: Video
Prerequisite: None
In this video, Miss Shannon explains some of the basic functions of the brain. She makes this complex organ a little less complicated by asking students to think of their brains like houses.
Thinking and learning occur “upstairs” in the prefrontal cortex. Feelings and emotions are managed “downstairs” by the limbic system. Memories are stored in the middle by the hippocampus. There is another important part in the middle of the brain called the amygdala, which controls responses to all stimuli. When the amygdala gets “overheated,” the brain can “flip its lid,” a term coined by UCLA clinical psychiatrist, Dr. Dan Siegel. Mindfulness can help “calm” the brain in these situations.
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
“Sesame Street: Try a Little Kindness (with Tori Kelly)”
Students will sing about kindness with Tori Kelly and their Sesame Street friends.
“Sesame Street: Mark Ruffalo: Empathy”
This Sesame Street video teaches students about empathy.
“Sesame Street: Will.i.am Sings ‘What I Am'”
Will.i.am sings this catchy song about being the best version of you that you can be. “What I am is super, what I am is friendly, what I am is special…” This fun song reinforces the key concept of perseverance and builds on the goal of self-confidence.
Flow: “Victorious” / Flow: “Victorioso”
Available in both English or Spanish, this video teaches students stretches to build inner strength and confidence.
Flow: “Let’s Unwind”
Students will learn how to unwind different parts of their bodies and notice how they feel when they are not so tightly wound.
Worksheets
SENSORY DRAW WORKSHEET (Grades 1-2)
This worksheet can be used with the “Sensory Draw” activity that Miss Anne demonstrates in the Exploring section of this chapter. Students can also use a blank piece of paper if printing is not an option.
Please Note: This activity is most successful when done with 1st and 2nd graders.
STAR BREATHING VISUAL
This visual can be used with the “Star Breathing” activity that Miss Shannon explains in the Breathing section of this chapter. Students can use crayons, markers, or colored pencils to draw a star on paper if printing is not an option.
BRAIN VISUAL
This visual serves as a reference for students to remember the different parts of the brain. It could be hung up in the classroom or shared on Google Classroom for students to refer back to.
MAZES AND DOT-TO-DOTS
This file contains the mazes and dot-to-dot pages referred to in the corresponding video in the Exploring section.
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. With increased self-management, students can regulate emotions, manage stress, control impulses and persevere. Additionally, as students mature, they will consider ethical and safety factors in their decision-making process, ultimately making more responsible choices for themselves and their impact on the world around them.
With practice, students will consider responsible decisions applies to school and home. With practice, the research shows that students ultimately consider ethical and safety factors into their decision-making, as well as respect for others and the well-being of society.
At this point in the year, the intention is to show students that they have learned valuable tools to feel empowered to know what is right for them, how to use their voice effectively, to trust their inner guidance by really knowing who they are, and to practice being absolutely sincere, honest, and genuine for what is happening in each moment.
Within this unit, CFR aims to support the students’ practice of:
– Perseverance
– Self-Motivation
– Self-Discipline
– Open-Mindedness
– Strengthening Impulse Control
– Increasing Focus
– Making Caring and Compassionate Choices
– Feeling Empowered
– Managing Emotions
ONE-WORD CHECK-IN: ANIMAL
Key Concepts/Goals: Become Aware of Feelings and 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.