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I use writing prompts daily with students to drive them to think of how they will respond to certain workplace situations.  This allows students to be self aware as well as reflect on how they see themselves react under circumstances they may see themselves in one day in their career.

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Students did a self-reflection activity where they had a sheet with 4 different cloud. In each of the dream  or thought bubble they answered the questions:
1) What do you want to do after you graduate? 2.) What is a goal you have for your life? 3) What is a goal you have for this class and 4)Choose one word for this semester/school year that  should describe your goals, dreams and hopes for this semester.
The 4th question was centered around choose a word that they can use to guide their intention for the year.

- S. Salazar

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Personal Narratives/ Autobiographies  - S. Haumont SLMC

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Personal Narratives/ Autobiographies  - S. Haumont SLMC

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After reading an autobiography and discussing with my student book club, students were given the opportunity to map out their own life stories.

Students were asked to reflect upon how they would tell the story of their life if they had to tell it to themselves. They took notes on what their autobiography might look like - complete with title, cover, chapter titles, dedication page, "about the author", and reviews.

Students figured out that a big part of our personalities is shaped by our life story, and if we don't like a chapter we can make positive changes.

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Often we aren't aware of how much our feelings affect our bodies, and vice versa.  Here is a quick grounding exercise to help students recognize their mind-body connection; it's called "Take 5".

5 - Name 5 things you see around you
4 - Name 4 things you hear around you
3 - Name 3 things you feel touching you
2 - Name 2 things that smell good to you
1 - Name 1 thing good about yourself

This exercise doesn't take long and can be used in a variety of situations where students may be feeling unsettled.

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In our Civics class, my students do a survey of their personal thoughts and beliefs on alignment with political parties, then a survey of beliefs of what government and political parties should do. After the survey on www.isidewith.org, students receive parties and political candidates most correlated to their views.
These results are where the assignment has self-awareness value. Students are matched up to candidates likely not who they expected. They reflect on those feelings with the culminating wrap-up questions and needless to say, many students have great discussion based on those feelings.
-Owen

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Students will create a handmade book from recycled cardboard and cereal boxes. Once books are complete, students will fill up the pages creatively answering questions about themselves. Some questions will pertain to art experiences, while other questions will include more SEL directed questions. Questions like: What are your personal goals for this class? And how best do you deal with negative self talk when learning new skills. This book will reveal more about the students and also be a wonderful project to tackle in a variety of creative ways.

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For each peer tutor in my ECS Classroom, I have them complete a beginning of semester "quick questions" page. Here, I not only get general information such as their birthday, favorite subject, etc., but also information about what they fear? What their strengths are? What they want to accomplish by working with my population of students? How do they feel they can best make an impact? What experiences they may have had previously with a similar population of people.. and how they can relate that to my classroom. I ask what their goals are for working with students with disabilities? I try to get to know these students from day one, because in my classroom it takes a village!
Holloman

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With my seniors, I incorporate Peter Drucker's questions where you analyze your own mindset as an entrepreneur.  They must first decide what "product" they are selling (which could be something abstract as well such as love), and who their customer/audience is. This activity always elicits some great discussion. The questions are adaptable and easy:

1. What Is Your Mission?

2. Who Is Your Customer?

3. What Does Your Customer Value?

4. What Are Your Results?

5. What Is Your Plan?

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I do the whats your color activity with my students ..it helps them realize what type of "learner" they are and how to work with others that may be a different "color" . I always try to mix the colors up in my groupings

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I do the whats your color activity with my students ..it helps them realize what type of "learner" they are and how to work with others that may be a different "color" . I always try to mix the colors up in my groupings

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Labahn

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For a number of years, I have had students create a mandala (a symbolic representation of themselves, a goal they want to achieve, or something that is special to them) or a license plate that represents something about them. These are displayed throughout the room during the semester which can help serve as an anchor or readjustment if a student feels like they are getting overwhelmed with schoolwork, activities, or just life in general.

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In order to better help my students express their emotions and feelings through their artworks I've created a Google Slide show to help them to understand the How & Why to Visual Journaling. In this slide show I've shared with students how they can use visual journaling as a means to expressing themselves about emotion feels, social awareness, and political issue. My goal is to help my students to find their voice through art.

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During remote learning I posted a "Just Checking on You" survey to find out how things were going for my students and where their heads were.  I didn't get a lot of feedback so if I had it to do again I would do it a couple of weeks earlier and perhaps make it a once-per-week activity.

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One thing I try to do every semester is to help students learn who they think they truly are and help them understand their post high school goals are.  I accomplish this through an introduction bumper sticker activity.  In the activity students are asked to identify a quote and a few words that sum who they are.  Then I ask students to draw a picture of who/what they want to be after graduation.  When we are finished with the activity, we hang them on my back bulletin board.  Students are able to see them the entire semester and I reference them throughout the semester.  This helps students continue to drive through their math class.

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In previous years we have used Career Cruising (now Xello) for career exploration. The Matchmaker program allows students to respond to several questions related to interests and personality. Then, the program ranks a list of careers appropriate for the student. Our students enjoy this activity and are able to explore potential careers including education requirements, salary, job growth, etc.

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We have also done small speaking exercises to open the kids up to the class.  This usually comes with our leadership unit to help them build the confidence.  I allow them to use their technology for looking at examples and sometimes social media to post.
H. Blackman 44320105

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On the first day of each new semester I give my students an assignment called "All Abpout me". The students create a power point introducing themselves to me. It allows me to get to know my students. The next couple of days I give my students a Learning Profile survey to see their learning style. I use this one:
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml. This allows me to make adjustments to my lesson plans to ensure all of my students are learning
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When students need a letter of recommendation I will give them a Student Information Sheet to fill out which will allow me to learn things about them that I might not already know. One question asks, what are 3 words you would use to describe yourself. This is one of my favorite questions on this sheet because I like to see how students would describe themselves and allows them to self reflect before they come up with a response.

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Maxine L-J
At the beginning of the semester students in Physical Science completed an Ecological footprint lesson. The lesson allowed them to see how their lives impacted the world. Also, students were informed about how to become better citizens of our planet. They completed a collage of their footprint and finally wrote an apology letter. The class discussed how they could make the world a better place by changing the way they live and the things they were doing.

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At the beginning of the semester I have students complete an assignment where they have to tell the rest of the class about themselves using objects. This allows students to thing about who they are and what they think people need to know about them.

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During the first week of school I have students to an about me collage. This assignment allows to me to learn about the desires, aspiration, and values of all the students. Some students will get intimate details and others like to stay private. Discusses values is a good way to learn how students think.

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Self Awareness _            Todd Carroll:     I have students at the start of semester to complete a collage that describe themself. It allows the them share with their peers the stuff that they find is interesting in their lives. It is a great way me to have subjects to start conversations with students.

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Self Awareness _            Todd Carroll:     I have students at the start of semester to complete a collage that describe themself. It allows the them share with their peers the stuff that they find is interesting in their lives. It is a great way me to have subjects to start conversations with students.

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I have an assignment in Adobe Photoshop that tasks students with creating a collage of pictures that describes themselves, their interests in hobbies. It is a great way to incorporate the curriculum, learn about the students, and for students to reflect upon themselves.

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At the beginning of the semester, I have students take a Multiple Intelligences quiz to find out their dominant learning styles and preferences. We then discuss methods of notetaking, studying, and learning that they can implement to best fit with their current MI preferences. I have the students write down ideas they have had they want to try during the semester, as well as things they already know work for them.

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Self- Awareness Activity - Cheryl Wright

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Self- Awareness Activity - Cheryl Wright

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I worked with a homebound student who prefaced his knowledge of physical science stating that he has no understanding , nor does he have any interest in science. I told him we were going to do an activity that would force him to think differently about those statements. I began the activity by asking him what academic subjects he liked and understood.His response was, "none". I asked him how could that be possible. I told him it's not possible for a student his age who was very articulate, tech savvy, socially aware, and have such beautiful penmanship .....knows something. During the activity, we discussed confidence as a factor in determining how people feel about themselves. After we reviewed the science lesson in the book, I asked him to take the ten question quiz on the computer. He told me he would not pass. I told him I wanted him to take an educated guess for each question. He earned a 90 on the quiz. The one he missed was due to misreading the possible answer choices. The activity made him realize he knew and understood more about science than he told himself. He continued to do well on all his work.

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I worked with a small group to write individual, anonymous I Am poems using a structured format.  The poem allowed each  student to be creative and to think about her emotions, personality traits,  and actions.  Once their poems were complete, I read them aloud without identifying the writer.  We had group discussion to highlight each writer's individuality and how that made our group more diverse.  We also talked about how it felt to have your own poem shared aloud.  We concluded by discussing how being aware of our unique traits can help us better understand and accept others.
I Am Poem website

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Students compose and share a biographical poem using descriptive language, sensory details, personality traits, emotions, and actions. Objectives Cognitive: Students will be able to identify and communicate their personal traits and characteristics. Affective: Students will develop a positive self-concept about unique traits, recognizing and accepting the diversity of peers.

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Achieving self-awareness gives you the opportunity to make positive changes in your behavior and increase your self-confidence. Students used these interactive self-assessments to discover what the're good at and where they may have room for improvement. As well to identify the things that interest them and get some ideas about careers to explore
.http://www.educationplanner.org/students/self-assessments/index.shtml

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Throughout my World History course, 14-15 year olds are forced to consider their own family structures, social networks (and their places in them), their economic background, the tenets of their faiths, their personal interests (likes and dislikes). Students identify them within the first week of class through personal journal and questionnaires. They will then be grouped by their responses on their questionnaires and encouraged to get to know one another through activities using "think-pair-share".  They then are introduced to 5 fictional time travelers from different backgrounds and told that they will experience the events of world history together in a sort of Canterbury Tales pilgrimage. Using the backgrounds and experiences of all of the time travelers, themselves included, students are expected to analyze how their experiences and backgrounds shape how they view the world and how others' may be different based on theirs. By comparing their own experiences and backgrounds to others', students have an added benefit of not only seeing the world through their own eyes but also through others, historical and their classmates'.

Various assignments based on this experiment will pop up throughout the semester. Writing assignments, matching assignments, etc.

Next time, I would take it further into role-play. It has deepened substantially the interest of the students in my course and pulled in students to world history that I may not have otherwise reached.

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As a Special Population Coordinator I will focus on using the enrollment report for a given school to better understand the background and potential barriers for those students who fall within the definition of being in Johnston Counties Special Populations.

By utilizing the enrollment report and using various software programs to filter and organize the information within them we have achieved a more accurate list of Special Populations Students. Also we have organized various data within the report to help divide the list into sub groups for proper identification during testing, verifying accommodations, various socioeconomic factors for counseling and accurate scheduling based on the student's IEP.

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As Career Development Coordinator at Cleveland High School, I have implemented Xello’s career, learning style, and personality assessments into my Career Coaching sessions.

Students are able to sign-up for Career Coaching sessions in our school’s Ram Time App.  Each session lasts 30 minutes and is tailored to the student’s unique needs.  At the beginning of each session, students complete four assessments in Xello-Matchmaker, Personality, Learning Style, and Mission Complete.  Matchmaker and Mission Complete are career assessments.  Each assessment encourages reflection, helping the student connect with college and career options.  After students have completed the assessments, we discuss assessment results, next steps, possible outcomes, etc.  The assessment results coupled with focused career coaching is a great way to help my students become future ready.

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I have students write one thing about themselves that has nothing to do with school. The students tell me they like the fact that I am asking about them individually and attempting to get to know them personally.

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I have students write one thing about themselves that has nothing to do with school. The students tell me they like the fact that I am asking about them individually and attempting to get to know them personally.

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Judy Hardee

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My lesson was on self-awareness with 9th graders. We defined self awareness and talked about why it is important to all three sides of our health triangle. We then focused on the mental and emotional side of the triangle. We then did an activity that discusses the benefits of having a healthy self esteem and how to improve your self esteem.

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I did a lesson with all 8th graders at my school on self-awareness. We talked about what self-awareness is and why it is important in our daily lives. I had students participate in a body scan and a visualization/imagery activity. Most of them participated will in the imagery one but couldn't seem to get into the body scan!

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I have been starting the class period with the calm mediation music we used in the SEL class. I have also spoken with them about the importance of resting their brain through both sleep and meditation.  I have explained to them the physical healing that occurs when they allow their brain to rest. The students have responded well. At first they mocked it, but now they have asked for it.  And often they ask for it while they are working independently.

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I have been starting the class period with the calm mediation music we used in the SEL class. I have also spoken with them about the importance of resting their brain through both sleep and meditation.  I have explained to them the physical healing that occurs when they allow their brain to rest. The students have responded well. At first they mocked it, but now they have asked for it.  And often they ask for it while they are working independently.

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As a Spartan Academy teacher I work with students with all types of issues that keep them from being successful during the regular day. When they are at school they have to concentrate much time on academics to keep up with achieving their credits. We have begun a mentoring program with these students where we work with a small group on setting goals. The vision board fit perfectly in this program. The students loved using their creativity and their dreams small and big to create something to remind them of what was important to them.