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Social Awareness: Community Support - Raising Men & Women Lawn Care

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Social Awareness: Community Support - Raising Men & Women Lawn Care

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Note to teachers: If you and your students want to learn more about Raising Men & Women Lawn Care you can visit their website here.

Intro: When we practice social awareness we demonstrate a capacity to serve and support the people in our community. In today's video we will see that kind of support in action through the work of a group called Raising Men & Women Lawn Care. This group offers free landscaping service to those in their community who have challenges in maintaining their homes...offering us a glimpse of a great example of social awareness in practice. take a look at the video and we'll come back to talk about what you observed then we'll brainstorm some ideas as to how you can support your community over the summer months.

Model: Share your thoughts on the service provided by Raising Men and Women Lawn Care. What are some ways in which you will practice social awareness over the summer months?

Questions for students:

Share your thoughts on the service provided by Raising Men and Women Lawn Care.

If you were to start an organization that provides service and support to the people in your community what support would you provide?

What are some ways in which you will practice social awareness over the summer months?

Closing: You'll have a bit more free time over the summer months, think about using some of that time to give back to the people in your community. In doing so, you'll be able to sharpen those much needed social awareness skills.

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Raising Men & Women Lawn Care Service : How We Got Started.

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Note to teachers: Just a quick heads up: Today's video is found on the MadeMeSmile subreddit so the format will be a bit different. Make sure you get the volume turned all the way up on the sites media player to hear what the teacher in the video is saying to his students.

Intro: Our lives our enhanced by the relationships that form and nurture in our daily interactions. Throughout this school year, this class has connected as a group. That connection hasn't always been smooth and free of challenges, which is normal:) But we have learned together. We have grown together, and we've shared a lot of experiences over the past 9 months. And that's what I want to talk about today, our shared experience. What is your favorite experience that we've shared as a group in the past year? To get a little motivation, let's take a look at a middle school band that is about to hear the results from a county-wide competition that they competed in. There's no doubt that these kids will remember this event as a "favorite experience" of the school year.

Model: Share your favorite experience that you had with your class in the past school year? What made this experience special/memorable?

Questions for students:

Share your favorite experience that you had with your classmates in the past school year? What made this experience special/memorable?

How have the relationships that you formed as a group added to your experience as a student at (insert school name here).

Closing: We work hard to learn and grow as individuals, but that work is enhanced by the support and connection that we give to, and receive from our classmates. Continue to nurture and grow those healthy relationships as we enter the summer months:)

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From the MadeMeSmile community on Reddit: I know that teacher went home and cried tears of joy!!

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Explore this post and more from the MadeMeSmile community

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Responsible Decision Making: The Best Decision I've Ever Made 

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Responsible Decision Making: The Best Decision I've Ever Made 

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Intro: The practice of Responsible Decision Making revolves around our ability to make choices that put us (and the people around us) in a position to live happy and healthy lives. Today we are going to reflect on the decisions that we've made over the past school. How have you learned from decisions or choices that ended up being a mistake? And how we have benefited from decisions and choices that put us in a better/stronger position. Take a look at a video where we will meet a young man named Keanu. Keanu made some poor decisions in high school that were leading him in a wrong direction. he learned from those decisions, refocused, and is now making choices that are putting him on the path to having a sold career plan. As you listen to Keanu, think about your own decision making practice and we'll come back to discuss as a group in a moment.

Model: Share a choice that you made in the past school year that upon reflection may have been a poor choice. What did you learn from that experience? What is the best choice/decision that you made in the past school year? how did that choice positively impact your life?

Questions for students:

Share a choice that you made in the past school year that upon reflection may have been a poor choice. What did you learn from that experience?

What is the best choice/decision that you made in the past school year? how did that choice positively impact your life?

Closing: We don't always make the right decisions...but when we learn and grow in our decision making practice we can get to a point where the vast majority of the decisions that we make put us in a position to be happier and more successful. Continue reflecting on and sharpening your decision making skills over the summer months and work to put yourself in the position to make healthy and constructive choices.

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“The best decision I ever made” – Keanu’s Story

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Self-Management: Year-End Reflection & Box Breathing

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Self-Management: Year-End Reflection & Box Breathing

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Intro: As we wind down the school year let's take a moment to reflect on our self-management practice. Self-management is all about learning how to stay in control of your thoughts, feelings, and actions, even when things get tough. Self-management can help us in handling a variety of emotions, challenges, and even stressful situations in smart and healthy ways. How did you practice self-management throughout the course of the school year? Think about that question as we perform a self-management practice together. Find some peace, calm, and clarity in today's three-minute box-breathing exercise. Following the video we'll come back to talk about how we've utilized self-management this year.

Model: What has been your go-to self-management practice this year? How has that practice impacted your ability to manage your emotions and/or a challenging situation?

Questions for students:

What is your go-to self-management practice? What is it about this practice that you connect with?

Looking back on the school-year, what challenging emotion or situation did you overcome through the practice of self-management?

How can you continue to sharpen your self-management skills over summer vacation?

Closing: Self-management can help you to grow into a strong, focused, and confident person. It's not about being perfect—it’s about learning to handle life in a way that helps you feel good and do your best. As you enter summer vacation continue to nurture and grow your self-management practice while you enjoy a little time off:)

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Note to teachers: This cycle of lessons will be the final batch for the 24'-25" school year. As you go through each lesson, work to encourage your students to continue reflection and practice in the social and space throughout the summer. Thanks for all that you do and we will see you next year!

Intro: Today we’re going to talk about something we all experience—feelings! Sometimes we feel happy, excited, or proud. Other times, we might feel sad, nervous, or frustrated. All of these emotions are normal and important.

Learning to notice and name your feelings is a powerful skill. It helps you understand what’s going on inside and how to make good choices, ask for help, or simply take care of yourself. Before we talk more about emotions, let’s watch a video together that explains what feelings are and how to feel them in a healthy way. Take a look.

Model: What is a lesson that you took away from the video? How can you incorporate that lesson in your self-awareness practice?

Questions for students:

What are feelings, and why do we have them?

What are some signs that tell you what you're feeling (like body clues or thoughts)?

The video shared that it’s okay to feel any feeling. Why is that important to remember?

What do you usually do when you feel something like nervousness, anger, or excitement?

How does naming your feeling help you deal with your emotions?

Closing: Feelings are like messages—they tell us what’s happening inside. When we name our feelings, it’s like turning on a light in a dark room—we can see clearly and know what to do next. Self-awareness means knowing what you're feeling and why. When you do this, you’re better at handling your emotions, solving problems, and being a good friend.

Say it with me:

“Feelings aren’t right or wrong. They just are. And I can learn from them.”

Let's make sure to continue to learn from, and grow through our feelings both today and over the upcoming summer vacation.

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AboutKidsHealth - The Hospital for Sick Children

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How to Feel Feelings | AboutKidsHealth at The Hospital for Sick Children

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Intro:
Think about your closest friends. What would you do to support them in reaching their goals? Today, we’re going to watch a powerful story called The Pact. It’s about three friends who made a promise to help each other succeed—and how their friendship helped them overcome big challenges.

Model:
Let’s compare two groups of friends:

One group cheers each other on, helps with schoolwork, and reminds each other to stay focused.

Another group doesn’t support each other and sometimes makes fun of their dreams.

Who is building stronger friendships? Social awareness means understanding what our friends need—and showing up for them.

Discussion Questions:

How did the friends in The Pact support one another?

What does it mean to make a promise and keep it?

Can you think of a time when someone helped you in a hard moment?

What’s one way you can show up for a friend this week?

Conclusion:
Being socially aware means noticing how others feel and taking action to support them. True friends stand by each other and help each other grow. As you finish this year, think about how you can be the kind of friend who makes a positive difference.

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The Pact: A Life-Saving Promise of Friendship

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Responsible Decision-Making – Set and Achieve Goals (Grades 3–5)

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Responsible Decision-Making – Set and Achieve Goals (Grades 3–5)

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Intro:
Do you have a goal? Maybe it’s finishing a book, getting better at multiplication, or being a kind friend. Setting goals is one part of being responsible—working toward them is the next! Today, we’ll learn how to set a goal and take smart steps to reach it.

Model:
Let’s look at two students:

One wants to read more. They decide to read 10 minutes every night and track it.

The other wants the same goal but doesn’t make a plan.

Who made a more responsible decision? What helped them stay on track?

Discussion Questions:

What’s a goal you set this year?

What made it hard or easy to reach your goal?

What can you do to keep working toward a goal—even if you make a mistake?

Why is it important to plan when we want to succeed?

Conclusion:
Being responsible means not just dreaming big—but planning smart! With each step, we get closer to reaching our goals. What goal will you finish strong this year?

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Relationship Skills – Practicing Gratitude (Grades 3–5)

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Relationship Skills – Practicing Gratitude (Grades 3–5)

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Intro:
Gratitude isn’t just a polite thing—it’s a mindset. When we practice gratitude regularly, we become more resilient, build stronger connections, and feel more confident. In today’s video, we’ll explore the science and the power of being thankful. It might just change how you see your friendships and daily life.

Model:
Let’s say one student writes in a gratitude journal every night and starts thanking their classmates and family. Over time, they feel more connected and positive.
Another student focuses only on what’s going wrong—and starts to feel isolated.

Gratitude helps us focus on what’s working and strengthen our relationships with others.

Discussion Questions:

What’s something simple you’re grateful for right now?

How does gratitude help you maintain strong relationships with friends or family?

Can you think of a time when someone’s gratitude surprised or motivated you?

How could you practice gratitude in your daily routine?

Conclusion:
Gratitude is a relationship-builder and a mindset that strengthens us from the inside out. When we take time to appreciate others, we become better leaders, friends, and problem-solvers. Gratitude doesn’t cost anything—but it can mean everything.

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Self-Management – How to Overcome Mistakes (3rd–5th)

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Self-Management – How to Overcome Mistakes (3rd–5th)

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Intro:
Have you ever made a mistake and felt embarrassed or upset? Maybe you got a math problem wrong or said the wrong thing to a friend. Today’s video will help us think about what we can do after we make a mistake. Spoiler alert: it’s not about being perfect—it’s about what we do next!

Model:
Let’s imagine two students:

One makes a mistake on their test and decides to ask the teacher for help, learns from it, and does better next time.

The other gets upset, hides the test, and never finds out how to improve.

Which student handled their mistake in a helpful way?

Discussion Questions:

What did you learn from the video?

What does it mean to have a growth mindset?

Why is it okay to make mistakes?

What can we do after we make a mistake?

Conclusion:
Mistakes don’t make us failures—they help us learn. When you take a breath, reflect, and try again, you’re showing great self-management. Finish strong by learning from your mistakes and never giving up!

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Intro:
Welcome back, everyone. As we near the end of the year, it’s the perfect time to reflect. Think about who you were when the year started—and who you are now. How have you grown academically, socially, or emotionally? We’re going to watch a short video that asks us three powerful questions about our growth. Let’s see what they are.

Model:
Let’s go through the 3 questions from the video:

What are you proud of?
– Maybe you stayed focused in class, joined a new club, or improved your reading level.

What was hard, and how did you get through it?
– Did you struggle with math but ask for help? That’s growth.

What are you excited to keep working on?
– Setting a new goal keeps your growth going.

Discussion Questions:

What’s one thing you’re proud of from this year?

What was something difficult that you overcame?

How do you feel different now compared to the beginning of the year?

What goal do you have for next year?

Conclusion:
Growth isn’t just about grades—it’s about who you’re becoming. You’ve learned, stretched, and overcome challenges. Keep using what you’ve learned to finish strong—and remember, growth continues even after the school year ends.

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Ja Morant: Taking Responsibility and Reflecting on Personal Growth

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Intro: When we practice social awareness we work to demonstrate empathy and compassion to the people we come in contact with. We also work to show concern for the feelings of others. In todays video we will meet an amazing woman who excels at showing empathy, compassion, and concern for the feelings of a special group of kids. The woman's name is Amy Jandrisevits. I was very moved when first introduced to her story, I hope you feel the same way. Take a look.

Model: Share your thoughts on Amy's story and her ability to positively impact the lives of the kids that she serves.

Questions for students:

Share your thoughts on Amy's story and her ability to positively impact the lives of the kids that she serves.

Why is it important for the kids in the video to be able to have a doll that looks like they do?

What can we learn from Amy? How can we incorporate those lessons into our social awareness practice?

Closing: You may not be able to create amazing dolls for deserving kids...yet:) But you can show empathy, compassion, and a concern for the feelings of the people you interact with on a daily basis. And if you do that, you're practicing social-awareness:)

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A Doll Like Me by Amy Jandrisevits Makes Every Child Feel Seen

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Relationship Skills: Group Problem Solving

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Relationship Skills: Group Problem Solving

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Note to teachers: We have a group problem solving activity today. Prior to starting the activity, form small groups of 3 to 5 students. When playing the video, feel free to press pause after each riddle to allow students more time for collaboration. Have students/groups write their answers down on a sheet of paper, and track to see how many correct responses they get in the ten riddles.

Intro: A component of a strong relationship skills practice is having the ability to work as a team and practice collaborative problem solving. Group problem-solving is all about listening, sharing, and working together. We are going to give you an opportunity today to sharpen your group problem solving skills. We will work in small groups with the goal of solving the ten riddles shared in todays video. Let's get into our groups then we will start the activity.

Model: Share your observations of the relationship skills that you saw your students demonstrate as they worked through the activity.

Questions for students:

Did you have any struggles or challenges in todays group problem solving activity? How did you navigate those struggles/challenges?

What did you do well in todays activity? Turn taking, listening, sharing ideas? How did these skills help your performance?

Closing: A strong relationship skills practice includes the ability to work together and problem solve with others. Great jog in todays activity:)

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10 FUN Brain Teasers | Riddles for Kids | Classroom Brain Breaks OR Family Fun

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Responsible Decision Making: Goal Setting - SMART Goals

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Responsible Decision Making: Goal Setting - SMART Goals

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Note to teachers: Today's lesson on goal setting includes a worksheet that students can use in setting a SMART goal. You can find the worksheet here. Please print the worksheet out and distribute to students prior to delivering the lesson.

Intro: We all have dreams. So how do we turn those dreams into a reality? That’s where goal setting comes in. Think of goals like your personal GPS — they help you figure out where you’re going and how to get there. In todays lesson, you’ll learn how to set SMART goals — that means goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. We'll break it down in a way that makes sense and even have a worksheet that you can use to help you create your own goals, step by step. By the end, you’ll have a plan you can actually follow. Let's start with a quick video that gives you an overview of SMART goal setting. Following the video, we'll take some time to set SMART goals of our own.

Model: Distribute worksheet, and help students in their SMART goal setting process. Maybe even set a SMART goal for yourself to help guide students through the process.

Questions for students:

Have students share their SMART goals with classmates once worksheets are completed.

Closing: You have the power to do amazing things. Goals help you stay on track and believe in yourself. Set a SMART goal today — and take that first step! Doing so is an example of responsible decision making:)

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Self-Management: Training Your Brain to Cope With Stress

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Self-Management: Training Your Brain to Cope With Stress

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Note to teachers: We are going to switch up the order of the lesson today. We'll start with a quick intro and go right into the video. Following the video, share the coping strategies listed under the "Model" section, then start a discussion with students where they share the coping strategies that work for them.

Intro: We all experience stress from time to time, and we all learn how to manage that stress. Often times, we manage stress through coping strategies. Let's watch a quick video titled "Training Your Brain to Cope With Stress. Following the video, we will share some common coping strategies that can be used to manage stress. From there I want to hear from you. What causes you to feel stress? How do you manage the stress that you experience? Take a look at the video.

Model: Share the common coping strategies listed below with your students:

🧠 1. Name the Feeling

Stress is like a messy backpack—it’s easier to handle when you know what’s in it. Ask yourself:

Am I feeling nervous?

Overwhelmed?

Tired or sad?

Just saying "I'm stressed" out loud or writing it down can help you feel better already.

🏃‍♀️ 2. Move Your Body

Moving helps your brain calm down. Try:

Dancing to your favorite song

Shooting hoops

Going for a walk or bike ride

Jumping jacks during homework breaks

Even 5 minutes makes a difference!

😤 3. Breathe Like a Boss

Try this superpower breath:

Breathe in slowly for 4 seconds

Hold for 4 seconds

Breathe out for 4 seconds

Repeat 3–4 times

It helps your brain chill out and focus.

🛌 4. Rest and Recharge

Stress gets worse when you’re tired. So:

Try for 8–10 hours of sleep

Take breaks from screens

Have some quiet time (books, music, naps, etc.)

🗣️ 5. Talk to Someone

You don’t have to deal with stress alone.

Talk to a parent, teacher, coach, or friend

Write in a journal if talking feels hard

Ask for help when you need it (that’s brave, not weak!)

🎨 6. Do Something You Love

Stress shrinks when fun grows.

Draw, game, bake, play music, build, or read

Even 10 minutes can make your day better

Questions for students:

So what works for you? Share your go-to strategy for managing stress with your classmates.

Closing: It's totally normal to feel stress sometimes. You're learning and growing, and that takes courage. Just take it one step at a time—and don’t forget to be kind to yourself. Do this, and you're well on your way to building a strong self-management practice.

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Self-Awareness: Growth Mindset vs. Fixed Mindset

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Self-Awareness: Growth Mindset vs. Fixed Mindset

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Intro: A component of a strong self-awareness practice includes the ability to embrace a growth mindset. Today's lesson will a growth mindset to a fixed mindset. So let's start by defining these two mindsets:

A growth mindset means believing that you can get better at something if you keep trying, practicing, and learning—even if it's hard at first. It’s about knowing that your brain is like a muscle: the more you use it, the stronger it gets! So instead of saying “I can’t do this,” you say, “I can’t do this yet—but I can learn.”

A fixed mindset is when someone believes that their abilities, like how smart they are or how good they are at something, can't really change. They might think, “I'm just bad at math,” or “I'll never be good at sports,” and believe that no matter how hard they try, they won’t improve. People with a fixed mindset often give up easily or avoid challenges because they’re afraid of failing or looking like they’re not good enough.

Let's continue our investigation of these two mindsets by watching a quick video on the topic. Take a look and we'll come back for a group discussion.

Model: Share an example of a time in your life when embracing a growth mindset positively impacted your ability to improve in an academic, athletic, artistic, or social endeavor.

Questions for students:

Share your thoughts on the differences between a growth and fixed mindset. Do you spend more time embracing a growth or a fixed mindset?

Share an example of a time in your life when you had a fixed mindset? How did that mindset impact you?

Share an example of a time in your life when embracing a growth mindset positively impacted your ability to improve in an academic, athletic, artistic, or social endeavor.

Closing: When we embrace a growth mindset we allow ourselves an opportunity to fall short, learn, grow, and improve. Be growth minded when facing new challenges and experiencing new things. When you do this, you're practicing self-awareness.

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Social Awareness – Understanding and Practicing Gratitude (Grades 3–5)

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Social Awareness – Understanding and Practicing Gratitude (Grades 3–5)

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Objective: Help students recognize the importance of gratitude and how expressing it can strengthen relationships and foster empathy.​

Introduction:

Hello, friends! Have you ever said "thank you" to someone and noticed how it made them—and you—feel good? That's called gratitude. Today, we're going to watch a video that explains what gratitude is and how we can practice it every day to make ourselves and others feel happier.​

Model:

Imagine two students:

Student A notices their friend sharing a snack and says, "Thank you for sharing with me!"

Student B takes the snack without saying anything.

Which student is showing gratitude? Expressing thanks helps us connect with others and shows we appreciate their kindness.​

Discussion Questions:

What does gratitude mean to you?​

How did the video suggest we can practice gratitude?​

Can you think of a time when someone thanked you? How did it make you feel?​

Why is it important to express gratitude to others?​

Conclusion:

Practicing gratitude helps us recognize the good things in our lives and strengthens our relationships with others. Let's remember to say "thank you" and show appreciation every day.

Let's say together: "I can show gratitude to make myself and others feel good!"

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Relationship Skills – Appreciating Unique Talents and Building Connections (Grades 3–5)

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Relationship Skills – Appreciating Unique Talents and Building Connections (Grades 3–5)

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Objective: Help students recognize and appreciate the unique talents of others, fostering empathy and positive relationships.​

Introduction:

Hello, friends! Have you ever met someone who has a special talent or interest that's different from yours? Sometimes, these unique qualities can surprise us and even inspire us. Today, we're going to watch a video about someone with an extraordinary talent for mimicking bird calls. Let's see how his passion connects him with others and what we can learn from his experience.​

Model:

Imagine two students:

Student A notices a classmate who loves drawing birds. They ask about the drawings and learn something new.

Student B sees the same classmate drawing and says, "That's weird," without trying to understand.

Which student is showing kindness and building a positive relationship? By showing interest and respect for others' passions, we can make new friends and learn exciting things.​

Discussion Questions:

What was unique about the person in the video?​

How did others react to his talent?​

Why is it important to appreciate what makes each person special?​

Can you think of a time when you learned something cool from a friend's interest?​

Conclusion:

Everyone has something that makes them special. By being open and kind, we can build friendships and learn from each other's unique talents.

Let's say together: "I can appreciate others' talents and build positive relationships!"

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11-year-old boy who can imitate 50 birds wows at school talent show

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Responsible Decision-Making – Making Good Choices (3-5)

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Responsible Decision-Making – Making Good Choices (3-5)

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Objective: Teach students how to make responsible choices, even when it's challenging.

Intro:

Hello, friends! Every day, we make many choices—like what to play, how to share, or when to listen. Some decisions are easy, and others can be a bit tricky. Today, we're going to watch a video called "Decisions, Decisions, Decisions!" from Kid Correspondent. Let's see how the characters learn to make good choices and think about how we can do the same.

Model:

Imagine two students:

One student takes their time to think before making a choice, considering how it will affect others.

Another student makes quick decisions without thinking, sometimes leading to problems.

Which student do you think feels better about their choices?

Discussion Questions:

What kinds of decisions did the characters face in the video?

How did they decide what the best choice was?

Have you ever had to make a tough decision? What did you do?

Conclusion:

Making good choices helps us and those around us. Next time you have a decision to make, remember to stop and think about the best choice.

Let's say together: "I can make smart choices by thinking before I act!"

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Decisions, Decisions, Decisions! | Kid Correspondent

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 Self-Management – Understanding and Managing Anger (Grades 3–5)

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 Self-Management – Understanding and Managing Anger (Grades 3–5)

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Objective: Help students recognize feelings of anger and learn healthy ways to manage and express it.​

Introduction:

Hello, friends! Have you ever felt so mad that you wanted to yell or stomp your feet? Anger is a normal emotion, but it's important to know how to handle it in a healthy way. Today, we're going to watch a video that shares ideas from different philosophers about anger and how to manage it. Let's learn how to stay calm and make good choices when we feel angry.​

Model:

Let's imagine two students:

Student A feels angry because they lost a game. They take deep breaths, count to ten, and talk to a friend about how they feel.

Student B feels angry for the same reason but decides to throw their game pieces and yell at others.

Which student handled their anger in a better way? Understanding our emotions and expressing them calmly helps us solve problems and feel better.​

Discussion Questions:

What did the philosophers in the video say about anger?​

How can anger affect our bodies and minds?​

What are some ways you can calm down when you feel angry?​

Can you think of a time when you felt angry? How did you handle it?​

Conclusion:

Remember, it's okay to feel angry sometimes. What's important is how we express and manage that anger. By taking deep breaths, counting, or talking to someone we trust, we can calm down and make better choices.

Let's say together: "I can recognize my anger and choose to handle it in a healthy way!"

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Self-Awareness – Understanding Stress and Our Feelings (Grades 3–5)

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Self-Awareness – Understanding Stress and Our Feelings (Grades 3–5)

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Objective: Help students recognize what stress feels like in their bodies and minds and learn simple ways to handle it.

Intro:
Hi friends! Have you ever felt nervous, worried, or like something was just too much? That feeling is called stress—and we all feel it sometimes! Today, we’re going to watch a video that shows what stress does to our body and how we can take care of ourselves when it happens.

Let’s learn what stress feels like and how to be kind to our bodies and minds when we’re feeling overwhelmed.

Model:
Let’s imagine two students during a big test:

Student A feels nervous. They take deep breaths, think calming thoughts, and ask the teacher for help when they need it. They still feel a little stressed, but they manage it in a healthy way.

Student B feels nervous too, but they keep all their worries inside. They start to get a stomachache and don’t ask for help. Their stress gets bigger and bigger.

Who made a healthy choice? What can we do when stress shows up?

Discussion Questions:

What are some ways our bodies tell us we're stressed?

How did stress affect the students in the video?

What helps you feel better when you're nervous or upset?

Why is it important to notice how we feel and ask for help?

Conclusion:
Stress is something everyone feels sometimes. But when we notice how we feel, name it, and use calming strategies, we can feel better and stay healthy. Being aware of our emotions helps us make better choices and take care of ourselves.

Let’s say it together:
“I can notice my feelings and take care of myself when I feel stressed!”

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How stress affects your body - Sharon Horesh Bergquist

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Intro: Giving back to your community is one of the most powerful ways to make a positive impact in the world around you. As a young person, you might feel like you don’t have much influence, but small actions can create big changes. Volunteering, helping a neighbor, or getting involved in local projects not only makes a difference in others' lives but also helps you grow as a person. You can learn valuable life skills like leadership, empathy, and teamwork. Plus, when you give back, you strengthen your community, making it a better place for everyone. Whether you’re helping out at a local shelter, organizing a fundraiser, or even just being there for a friend, every little bit counts. Remember, it’s not about how much you give, but the effort and care you put into it that makes all the difference. Let's meet a man who takes community service to a whole new level. Take a look at the video from CBS Sunday morning and we'll come back to chat a bit more on ways in which you can serve your community.

Model: Have you ever been impacted by someone practicing social awareness through community service? Can you share your story with your students?

Questions for students:

Let's talk about John Potter, our community service hero. What did you think about his story?

Have you ever been impacted by someone practicing social awareness through community service? Can you share your story?

Have you ever practiced social awareness through community service? What did you do? What impact did you have? How did it make you feel to impact others in a positive way?

What are some ways in which we can serve our schools community?

Closing: Now, you don't have to go donating organs like John...But serving and giving back to your community is a great way to practice social awareness.

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Intro: Being a good teammate is more than just about winning or being the best—it’s about working together and supporting each other. Whether it’s in sports, group projects, or any activity that involves teamwork, being someone others can count on makes a huge difference. A good teammate listens, communicates clearly, and puts the group’s goals ahead of individual success. When everyone works together, it’s not just about getting things done, but about building trust, respect, and friendships. In the end, being a good teammate makes almost any experience more enjoyable...for everyone. I want to talk to you about the skills that you bring to your role as a teammate/classmate, and I want to reflect on ways in which we've demonstrated good teamwork in our classroom this school. But first, since we are in the midst of March Madness, let's watch a quick video of a bunch of teammates celebrating together. Victories and success are much sweeter when they are shared, one of the best parts of being a good teammate:) Take a look.

Model: Share a moment from this school year when you observed your students being good teammates/classmates. Hype em up a bit:)

Questions for students:

We just watched 3+ minutes of teams celebrating. What's the greatest moment that you celbrated with teammates/classmates? What did you accomplish? how did you feel in that moment.

What skill do you consider to be the most important in a good teammate? How do you practice that skill when working with others?

Closing: Work well with others, communicate, care and support. Just a few of the skills needed to be a good teammate:)

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These March Madness celebrations show pure joy

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Responsible Decision Making: Risky Decisions 

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Responsible Decision Making: Risky Decisions 

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Intro: In today's Responsible Decision Making lesson we are going to talk about "risky decisions". When I say risky decisions what does that make you think of? Most likely something negative...And risky decision can be negative, but they can also be positive. When we make choices to learn, grow, or try something new, there can be risk involved. Risk of failing, feeling embarrassed, or feeling disappointed. Those are positive risks because the benefits that come from trying and learning new things outweigh the negatives that accompany short-term embarrassment or disappointment. Let's take a look at a video that breaks down positive and negative risk taking. We'll come back to talk about the unhealthy risks that you avoid and the healthy risks that you lean into.

Model: Share a time when you avoided taking a negative risk. Share a time when you leaned into a positive a risk. How did both choices impact your life?

Questions for students:

Let's talk about the video and practice thinking through a risk taking scenario. In the video we learned about the "Risk Index" where we weigh the likelihood of a risk happening vs. the negative/positive impact that can come from taking that risk. Use the risk index to think through the following scenario.

Risk Scenario: You are a 6th grade student who dreams of being a singer one day. You sing at home, and you sing at church, but you've never performed in front of your classmates. You see that your school is having a talent show at the end of the month, and they're looking for singing performances. Do you sign up to perform at the show?

The H.I.P Check - A tool shared in the video that can help in analyzing risk (see below): Is this a tool that you can use in your responsible decision making practice? Why or why not?

How will things change?

Impact Just to me or others too?

Permanent or reversible?

Have you had a time in your life where you chose to not take a risk because there were too many negative impacts or outcomes that could come from taking that risk? Can you share your story

Have you had a time in your life where you chose to take a risk because the positive outcomes and impacts were far greater than the negative? Can you share your story?

Closing: Risk taking is a part of life. Our job is to weigh the positive and negative outcomes associated with risk, so we can make healthy choices that lead to positive outcomes for both ourselves and others.

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Risky Decisions -- They Can Be a Good Thing for Teens to Make

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Intro: Progressive Muscle Relaxation (PMR) is a simple self-management technique that can help you relieve stress by relaxing your body, one muscle group at a time. Here's how it works: When you're stressed, your muscles tend to get tense. PMR helps you become more aware of this tension and teaches you how to release it. The process involves tightening and then relaxing different muscle groups in your body, which can calm your mind and reduce stress. PMR is a great tool because you can do it anywhere, anytime, especially when you feel overwhelmed, anxious, or just need to chill out. It’s like giving your body a mini workout to let go of all that tension! Let's give it a shot with a 5-minute PMR video from YouTube. Sit back, relax, and follow along through this guided practice>

Model: Jump straight to questions for students.

Questions for students:

How do you feel about this practice? Did you find it relaxing and/or stress relieving? Share your thoughts on why PMR works or doesn't work for you?

Closing: There are hundreds of self management techniques and practices that we can utilize. Our job is to try out as many as possible so that we can find go-to practices that we can easily access when needed. If PMR is a practice that you enjoyed, don't hesitate to try it again if you find yourself feeling a bit stressed out or overwhelmed.

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Relax in 5 Minutes | 5 Minute Progressive Muscle Relaxation

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Intro: A component of a strong self-awareness practice is have a well-grounded sense of purpose. So what is your purpose? What gets you out of bed and motivates you to work hard? Let's take a look at a quick video where a group of people share what their purpose is. We'll come back and share "Our Purpose" in a class discussion.

Model: Did you connect with any of the purposes shared in the video? If so, can you share which one?

Questions for students:

Did you connect with any of the purposes shared in the video? If so, can you share which one?

What would you identify as your purpose in life? How does having a purpose impact your work ethic and your ability to set and reach goals?

Closing: When we define our purpose we we help ourselves in identifying the path that we want to take in life. That can help us with motivation, developing a strong work ethic, and setting and meeting goals. Know yourself, and know your purpose...do this and you'll be practicing self-awareness.

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Social Awareness – Perspective Taking (Grades 3-5)

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Social Awareness – Perspective Taking (Grades 3-5)

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Intro:

Have you ever had a disagreement with a friend or family member and thought, “Why don’t they see it the way I do?”

We all have different experiences, feelings, and thoughts that shape the way we see the world. Perspective-taking means putting yourself in someone else’s shoes to understand what they might be feeling or thinking.

As we go through today’s lesson, think about this:

What happens when people don’t try to understand each other?

How can seeing things from another person’s perspective help us be better friends and classmates?

Model:

Imagine two students:
👦 Student A forgot their homework and feels embarrassed. Their teacher calls on them, and they mumble, “I didn’t do it.”
👩 Student B thinks, “Wow, they don’t care about their work.”
💡 But if Student B thought about it from Student A’s perspective, they might realize, “Maybe they feel bad about forgetting it.”

When we stop and think about how others feel, we can respond with kindness instead of frustration.

Let’s think about these questions together:

Why do different people see the same situation differently?

How can understanding someone else’s perspective help us solve problems?

What happens when we don’t take time to see other points of view?

Activity – "Step into Their Shoes" (10 min)

👟 Scenario Role-Playing:

Students are given different real-life situations and have to explain how each person might feel.

Each pair gets a scenario to act out, showing different perspectives.

📌 Example Scenarios:

A friend doesn’t invite you to their birthday party. How do you feel? How might they feel?

You see a new student sitting alone at lunch. What are they thinking? How would you feel in their place?

Your sibling gets mad at you for borrowing their things without asking. Why might they be upset?

🔄 After discussion, reflect:

How does seeing another perspective change the way we react?

What would happen if we always assumed the worst about people’s actions?

Questions for Students:

What does it mean to take someone else’s perspective?

Can you think of a time when you misunderstood someone’s actions?

Why is it important to think about how others feel?

How can perspective-taking help us be better friends and classmates?

Conclusion:

Seeing the world through someone else’s eyes helps us be more understanding, patient, and kind.

This week, challenge yourself to pause and ask:

“How might this person be feeling?”

“What’s another way to look at this situation?”

Let’s say together: “I will take time to understand others and see the world through their eyes!”

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Relationship Skills – Conflict Resolution

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Relationship Skills – Conflict Resolution

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Intro:

Have you ever had an argument with a friend? Maybe you disagreed about something, or someone hurt your feelings?

Conflicts happen, but how we handle them makes a big difference! Today, we’ll learn how to talk it out and solve problems fairly.

Activity – “Conflict Role-Play” (7 min)

Give students scenarios (e.g., Two students want the same book).

Have them act out two ways to handle it:

Negative response (arguing, not listening)

Positive response (talking it out, compromising)

Questions for Students:

What happens when we don’t listen to the other person in a conflict?

What are fair ways to solve a disagreement?

How does kindness help us fix problems?

Conclusion:

Conflicts are normal, but kindness and respect help us solve them. Next time you have a disagreement, listen first, talk calmly, and find a fair solution.

Let’s say together: “I can solve problems peacefully!”

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Conflict Resolution: How to Settle Your Differences Fairly | BrainPOP

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Responsible Decision-Making – Protect Yourself Rules (Bullying)

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Responsible Decision-Making – Protect Yourself Rules (Bullying)

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Intro:

Have you ever seen someone being treated unfairly or unkindly? Maybe someone was being teased, pushed around, or left out on purpose? That’s called bullying, and it’s never okay.

Today, we’re going to learn how to recognize bullying and make the right choices when we see it happening.

Model:

Imagine two situations:
🚨 A student is being bullied, and no one speaks up.
✅ A student is being bullied, and a friend tells a trusted adult.

Which one leads to a safer and kinder school? Speaking up and standing together helps stop bullying!

Questions for Students:

What are the signs of bullying?

What should you do if you see someone being bullied?

Who are trusted adults you can talk to if you need help?

Conclusion:

Bullying stops when we take action! If you ever feel unsafe or see someone being bullied, tell a trusted adult and stand up for kindness.

Let’s say together: “I choose to be kind and stand up for others!”

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Self-Management – Heartbeat: A Mindfulness Exercise to Calm Your Emotions

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Self-Management – Heartbeat: A Mindfulness Exercise to Calm Your Emotions

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Intro:

Have you ever felt so angry, nervous, or excited that your heart starts beating really fast? That’s your body reacting to emotions! But did you know you can control your heartbeat and calm yourself down with mindfulness?

Today, we’re going to try a mindfulness exercise to help us slow down and manage our emotions.

As we watch this video, think about this:

How does my body feel when I’m stressed or upset?

What happens when I slow down and focus on my breathing?

Model:

Imagine two students:
🔥 One student gets really mad and yells when they feel upset.
💨 Another student takes deep breaths, focuses on their heartbeat, and calms down before reacting.

Who do you think handles the situation better? We can all learn to calm ourselves when we’re overwhelmed!

Activity – “Heartbeat Awareness” (7 min)

Have students place their hand over their heart and feel their heartbeat.

Guide them through slow breathing exercises to help lower their heart rate.

Ask: "How do you feel now compared to before?"

Questions for Students:

What happens to our heartbeat when we feel strong emotions?

How can slowing down our breathing help us manage our emotions?

When would be a good time to use this mindfulness technique?

Conclusion:

Mindfulness is a powerful tool to help us calm down, focus, and feel in control. Next time you feel overwhelmed, pause, take a deep breath, and check in with your heartbeat.

Let’s say together: “I can calm my body and mind when I need to.”

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Heartbeat: A Mindfulness Exercise to Calm Your Emotions

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Intro:

Have you ever heard a little voice in your head saying things like, “I can’t do this,” or “I’m not good at this”? That’s called negative self-talk, and it can make us feel frustrated or stop us from trying new things.

But guess what? We don’t have to believe everything we think! Today, we’re going to learn how to pop those negative thoughts and replace them with positive ones.

As we go through today’s activity, think about this:

What kind of things do I say to myself when something is hard?

How can I change my thoughts to be more encouraging?

Model:

Imagine two students:
😔 One student thinks: “I’m bad at math. I always get the answers wrong.”
😊 Another student thinks: “This is hard, but I can get better if I keep practicing.”

Who do you think will feel more confident and keep trying? Our thoughts shape how we feel and what we do!

Let’s think about these questions together:

How do negative thoughts affect how we feel and act?

What’s a better way to talk to ourselves when things are tough?

Activity – “Pop the Negative Talk” (7 min)

Write down common negative thoughts on balloons or paper strips (e.g., “I’m not smart,” “I always mess up.”)

Discuss how these thoughts hold us back.

One by one, pop the balloons or rip the paper and replace each thought with a positive statement (e.g., “I can keep trying,” “I learn from mistakes.”).

Questions for Students:

When was the last time you had a negative thought about yourself?

How do negative thoughts make us feel and act?

What are some positive phrases we can tell ourselves instead?

Conclusion:

Negative self-talk doesn’t have to control us! When you catch yourself thinking something negative, pop that thought and replace it with a positive one!

This week, pay attention to your thoughts. When you feel frustrated, what’s one positive thing you can say to yourself?

Let’s say together: “I can do hard things, and I believe in myself!”

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Social Awareness: The Wall in the Middle of the Book

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Social Awareness: The Wall in the Middle of the Book

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Note to teachers: We are pulling a read aloud from our younger students for today's social awareness lesson. "The Wall in the Middle of the Book" succinctly highlights the dangers that come with making assumptions of, and excluding others. Let's let an organic classroom conversation flow in today's lesson. Play the video and have students share their thoughts. What themes did they take away from the book? What experiences have they had with people making assumptions or excluding others! I hope you have a great discussion!

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The Wall in the Middle of the Book | Read Aloud Kids Book | Vooks Narrated Storybooks

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Relationship Skills: How Miscommunication Happens (And How To Avoid It)

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Relationship Skills: How Miscommunication Happens (And How To Avoid It)

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Intro: Solid relationships are often built on a foundation of good communication. Communication skills and relationship skills go hand in hand. Let's take a look at a video that will help us learn more about miscommunication and how to avoid it.

Model: What is something that you view as a key to communication. How do you practice this when interacting with others?

Questions for students:

As we learned in the video, communication is complicated! Because of that complexity miscommunications can often occur. Have you ever experienced a miscommunication? Can you share your story?

What is something that you view as a key to communication. How do you practice this when interacting with others?

We learned of some simple practices to avoid miscommunication in the video. Let's talk about those practices. Active listening, really tuning in to what someone is saying and feeling when they communicate with us is key. How do you practice active listening?

Listen with your eyes, ears, and gut. What does this mean to you? How can you incorporate this tip into your communication skills?

Communication is a two-way street. We don't communicate unless we share information. How do you insure that information flows in two directions when you communicate with others.

Closing: Effective and efficient communication is something that we need to practice. So listen actively, connect with the feelings of the person that you are communicating with, and make sure that you are both receiving and giving information when communicating with others.

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How miscommunication happens (and how to avoid it) - Katherine Hampsten

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Intro: Often when practicing or reflecting on our responsible decision making practice, we focus on thinking before we say or do something. And that is an important skill. We want to make sure that we think through what we say or do because we don't want to say or do something that could negatively impact ourselves or others. Now, what if I told you that there is such a thing as thinking too much...it's true, and it is something that we call overthinking. When someone over thinks, it can cause that person to feel anxious, unfocused, and indecisive. Overthinking is pretty common, and it's something that can be managed, so don't stress if you feel that you have a tendency to overthink. Let's watch a video that highlights the signs that can accompany overthinking. We'll come back for a quick discussion to follow.

Model: Do you ever overthink? What do you do to get yourself out of a cycle of overthinking?

Questions for students:

Let's talk about the video. What did you learn? Was there anything shared that you connected with?

Have you ever found yourself in a cycle of overthinking? What did that feel like for you?

What are somethings that you do to get your mind to quiet down when you find yourself overthinking?

Closing: Taking time to calm an overthinking mind is an example of responsible decision making. So if you find yourself in a cycle of overthinking, step back, take a deep breath, and find the peace and calm that you deserve.

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Intro: Self-management is defined as " The abilities to manage one's emotions, thoughts and behaviors in different situations to achieve one's goals and aspirations." Let's reflect on the final portion of that definition today...your goals and aspirations. What goals have you achieved so far in this school year? What goals do you still have in front of you? How does your self-management practice impact your ability to set and achieve goals? We will answer those questions in a moment but first, let's take a look at a joyful video that shows the moment a young man achieves a new personal best. Take a look.

Model: Share your thoughts on the video. What goals have you achieved this year? How has self-management helped you to reach those goals?

Questions for students:

Share your thoughts on the video. Have you ever experienced a similar level of joy when achieving your personal best? Can you share your story?

What goals have you achieved in this school year?

What goals do you still have in front of you?

How does your self-management practice impact your ability to set and achieve goals?

Closing: A strong self-management practice can help to put you in the position to experience the joy that comes with achieving your personal best.

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Self-Awareness: How to Build Self-Esteem and Self-Confidence

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Self-Awareness: How to Build Self-Esteem and Self-Confidence

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Intro: We all want to feel good about ourselves. Sometimes it can come naturally but often, we have to put some work in to aid in the development of self-esteem and self-confidence. Let's take a look at a video that highlights 10-ways in which you can strengthen your self-esteem and self-confidence. Take a look.

Model: How do you build your self-esteem and self-confidence. Share your practices with your students.

Questions for students:

Positive actions: (Healthy habits, focus on your strengths, develop your character, spend time around positive people, help others). Which of these actions do you engage in? How does it help in your development of self-esteem and self-confidence?

Positive thoughts: (Notice and challenge negative thoughts, use positive affirmations, practice gratitude, be kind to yourself, let go of perfectionism). Which of this practices do you engage in? How does it help in your development of self-esteem and self-confidence?

Closing: Practice these ten healthy actions and thoughts to aid in your development of a high level of self-esteem and self-confidence.

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Self-Esteem For Kids - 10 Ways To Build Self-Esteem & Self-Confidence

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Relationship Skills: It Is Never OK To Bully

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Relationship Skills: It Is Never OK To Bully

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Note to teachers: In the past few months we've had multiple teachers reach out to ask if we can "re-run" some of the more memorable/impactful lessons from years past. So we've decided to do just that for this cycle - a "greatest hits" collection of lessons, some of which date all the way back to 2021. Enjoy!

Intro: You have an impact on the people around you. What kind of impact do you want to make? If you treat others with kindness and compassion, you'll have a positive impact. If you bully someone, your impact will be the exact opposite. Bullying consists of seeking to physically or mentally harm someone through intimidation, mocking or name calling. We have a video today that gives us a glimpse of bullying that took place at a high school basketball game in the form of mocking. I think this video will give you a good look at the negative impact that bullying can have on people. Take a look.

Model: Share your thoughts on the video with students.

Questions for students:

What are your thoughts on the actions of the bully?

Some people might say that the bully was just trying to be funny. Is just trying to be funny a justifiable excuse to make fun of someone?

What impact did the bullies actions have on James Jr and his mother?

Mocking and or making fun of others is a form of bullying. What can you do to make sure that these actions are not a part of our classroom environment and school community?

Closing: I think we can all agree that the actions of the bully in this video are not representative of a solid relationship skills practice. Mocking and making fun of others is not ok. It is hurtful to others and to the community as a whole. Lead with kindness and compassion. Spread joy instead of pain. Let's work together to make bullying, in all forms, a thing of the past.

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Cathedral High School basketball player taunted during game

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Responsible Decision Making: Soul Pancake - Best Advice You've Received (0-100)

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Responsible Decision Making: Soul Pancake - Best Advice You've Received (0-100)

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Note to teachers: In the past few months we've had multiple teachers reach out to ask if we can "re-run" some of the more memorable/impactful lessons from years past. So we've decided to do just that for this cycle - a "greatest hits" collection of lessons, some of which date all the way back to 2021. Enjoy!

Intro: Continuing on with our Soul Pancake series today. Do you ever think about the amount of knowledge, experience, and wisdom that you're surrounded by? How often do you tap into that knowledge, experience and wisdom? I hope your answer is a lot. We tap into the wisdom of others through taking advice. That's what our friends at Soul Pancake will share today...the best advice they've ever received. Let's hear what they have to say, and as always, pay attention to, and be ready to share the piece of advice that hits home for you.

Model: What answer from the video did you connect with? What is the best piece of advice that you've ever received? What's the best piece of advice that you've ever given?

Questions for students:

What answer from the video did you connect with? Why did this answer hit home?

What is the best piece of advice that you've ever received and who gave you that advice?

What is the best piece of advice that you've ever given and who did you give it to?

Closing: It is a responsible decision to learn from the wisdom and experience of others. So do it. Identify trusted, experienced individuals in your community and if they have some solid advice, don't be afraid to take it...and if you've received great advice, don't be afraid to share it with your friends and loved one's:)

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Self-Management: An Olympic Gold Medalist Shares Her Secret To Overcoming Negative Self-Talk

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Self-Management: An Olympic Gold Medalist Shares Her Secret To Overcoming Negative Self-Talk

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Note to teachers: In the past few months we've had multiple teachers reach out to ask if we can "re-run" some of the more memorable/impactful lessons from years past. So we've decided to do just that for this cycle - a "greatest hits" collection of lessons, some of which date all the way back to 2021. Enjoy!

Intro: We all get down on ourselves from time to time. When this happens we might have an internal dialogue that can be quite negative. "You're not good enough, strong enough, smart enough", etc. There is a term for this kind of thought process. It's called "negative self-talk". While it is pretty normal to think in this way from time to time, it's definitely not helpful. So if we find we are speaking negatively to ourselves, we want to have a way to redirect that thought process. Let's get some tips as to how to do that from Olympic Gold Medalist Sanya Richards-Ross.

Model: Share an example of a time when you redirected a negative internal dialogue.

Questions for students:

Describe the negative self-talk Sanya experienced as she prepared to win an Olympic Gold Medal.

Think about a time when you needed to perform at a high level. Did you experience any negative self-talk at that time? If so, what did it sound like and how did it make you feel?

How did Sanya redirect her negative self-talk into a more positive direction?

How can we apply Sanya's advice the next time we experience a bout of negative self-talk?

Closing: Practice self-awareness and recognize when your internal dialogue is going negative. Practice self-management by redirecting those thoughts into a more positive direction.

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An Olympic Gold Medalist Shares Her Secret to Overcoming Negative Self-Talk

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In the past few months we've had multiple teachers reach out to ask if we can "re-run" some of the more memorable/impactful lessons from years past. So we've decided to do just that for this cycle - a "greatest hits" collection of lessons, some of which date all the way back to 2021. Enjoy!

Note to teachers: It's not often that we use a read-aloud video for grade levels beyond second grade. We will use one today though as we introduce inclusion to our late elementary grade levels. The read-aloud breaks inclusion down to it's core, the desire for everyone to feel welcome. Keep this idea front of mind for your students throughout the year and encourage the practice of inclusion in classroom and school-wide settings.

Intro: When we practice social awareness we work to create a community that is caring and connected. Caring and connected communities are inclusive communities. An inclusive community is one that welcomes and values people from all backgrounds and strives to insure that all members feel like they belong. So how do we create an inclusive community here at school? Well we start by making sure that everyone feels welcomed. And that's what today's read aloud is about. It's called "All Are Welcome". Take a look and we'll come back to talk about how we create a classroom and school community where All Are Welcome.

Model: Share some examples of when you've observed your students being welcoming and inclusive towards classmates and schoolmates.

Questions for students:

Share your thoughts on the read aloud?

What are some ways in which you've welcomed or included classmates, schoolmates, or even adults in the building over the past couple of weeks?

What are some ways in which a classmate, schoolmate, or adult in the building has made you feel welcomed or included?

How can we work to make sure that all members of our school community feel welcomed, valued, and a sense of belonging when they enter our classrooms and shared spaces?

Closing: All are welcome here. Let's make sure that statement is representative of how we make each other feel on a daily basis:)

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All Are Welcome – 🏫 Read aloud kids book about diversity and going to school!

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Note to teachers: In the past few months we've had multiple teachers reach out to ask if we can "re-run" some of the more memorable/impactful lessons from years past. So we've decided to do just that for this cycle - a "greatest hits" collection of lessons, some of which date all the way back to 2021. Enjoy!

Intro:  We are talking about self-awareness today. Self-awareness is the practice of building a rock solid relationship with yourself. To have that kind of relationship you work to be in touch with your thoughts, your emotions, your values, and even your dreams. Let's take a moment to reflect on dreams by watching a video of two women who simultaneously have their dream come true. In this video, we'll see a daughter share her acceptance letter to The Law School at DePaul University with her mother. But, there's an added bonus...she also received the Dean's Scholarship, which will cover all housing and tuition expenses...amazing! Take a look and we'll come back to get your reaction, and talk about your dreams.

Model: Share how you felt, and the emotions that you experienced as you watched the video.

Questions for students:

What emotions or thoughts went through your mind and body as you watched the video?

What dream or dreams do you have for yourself?

Who are you most excited to share a "dream come true moment" with?

What plans do you have to make your dream or dreams a reality?

Closing: Self-awareness has a deep focus on awareness of thoughts and emotions. Dreams are some of our most powerful thoughts and they can produce some of our deepest emotions. So when you practice self-awareness, don't forget to dream:)

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Mom's reaction to her daughter getting a Law School Scholarship #Shorts

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Social Awareness (3-5) - Too Much Screen Time

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Social Awareness (3-5) - Too Much Screen Time

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Intro:

Hi, everyone! Today, we’re going to talk about screen time and how it affects our bodies, minds, and friendships.

Screens are everywhere—TVs, tablets, computers, and phones! They help us learn, play, and connect. But have you ever noticed that too much screen time can make you feel tired, grumpy, or distracted?

As we watch this video, think about how much screen time you get every day and whether it helps or hurts your well-being.

Model:

Let’s imagine two kids:

📱 Screen-Time Sam – Watches TV or plays video games for hours without taking breaks. They feel tired, have trouble focusing, and don’t spend time with friends.
⚽ Balanced Bella – Uses screens for learning and fun but also takes time to play outside, read, and talk to friends. She feels happier, more focused, and active.

Which one do you think is making better choices? Balanced Bella! Because she balances screen time with other activities.

Let’s think about our own habits:

“How much time do I spend on screens each day?”

“What do I do instead of using a screen?”

“How can I take breaks and make better choices?”

Questions for Students:

What did the video teach us about too much screen time?

How does too much screen time affect our health and mood?

What are some fun activities we can do instead of looking at a screen?

Why is it important to take breaks from screens?

What’s one small change you can make to use screens in a healthier way?

Conclusion:

Screens can be fun and useful, but we have to use them wisely. Taking breaks, playing outside, and spending time with family and friends help us stay healthy and happy.

This week, let’s set a goal to reduce screen time and try a new non-screen activity like reading, drawing, or playing a game with family.

What’s one fun thing you can do today instead of using a screen?

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Healthy Little Learners! Learning with Mrs. Sandra

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Healthy Habits 101 Series💻| Too much screen time is bad for YOU | @HealthEd4KIDS with Mrs. Sandra

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Relationship Skills (3-5) - Healthy Friendship

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Relationship Skills (3-5) - Healthy Friendship

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Intro:

Hi, friends! Today, we’re going to talk about how the words we use affect others.

Have you ever had a bad day, but then someone said something kind to you, and it made you feel better? Or maybe someone said something mean, and it made you feel worse?

As we watch this video, think about how words can help or hurt the people around us.

Model:

Let’s imagine two kids playing at recess:

Kid A says: "I don’t want to play with you. You’re not good at this game!"

Kid B says: "Come on, let’s try again together!"

Which kid is being a good friend? Kid B! Because positive words bring people together, while negative words push people away.

Before we speak, we can ask ourselves:

“Would I want someone to say this to me?”

“Will my words help my friend feel happy or hurt?”

“How can I be a better friend with the words I choose?”

Questions for Students:

What did the video teach us about how words affect people?

Why do words have so much power in friendships?

Can you think of a time when kind words made you feel really happy?

What should we do if we accidentally say something unkind to a friend?

What’s one kind phrase we can start using every day?

Conclusion:

The words we choose can help or hurt our friendships. Choosing kind words makes everyone feel happy, safe, and included.

This week, let’s be mindful of the words we use and choose words that build friendships instead of breaking them down.

What’s one kind thing you can say to someone today?

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How some friendships last — and others don’t - Iseult Gillespie

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Responsible Decision Making - Health Quiz

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Responsible Decision Making - Health Quiz

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Intro:

Hi, everyone! Today, we’re talking about responsible decision-making—which means thinking carefully about our choices. One of the most important choices we make every day is what we eat!

Have you ever eaten too much candy and felt sick? Or eaten a healthy snack and felt full of energy? The food we eat affects how we feel, think, and grow.

As we watch today’s video, pay attention to which foods help us feel strong and which ones slow us down.

Model:

Let’s pretend we have two superheroes:

Super Strong Snack Hero – Eats healthy foods like fruits, veggies, and whole grains. They feel full of energy and ready to learn!

Sugar Rush Sidekick – Eats too much junk food like candy and soda. They feel tired, slow, and unfocused.

Which one would you rather be? Super Strong Snack Hero! Because when we make smart food choices, we feel strong, smart, and full of energy!

Let’s reflect on our choices:

“What foods make me feel good and strong?”

“What foods make me feel tired or sluggish?”

“How can I make better food choices every day?”

Questions for Students:

What did the video teach us about how food affects our bodies?

How does eating healthy help us do better in school?

What are some healthy choices we can make at lunch or snack time?

What happens when we eat too much unhealthy food? How does it make us feel?

How can we remind ourselves to make better food choices?

Conclusion:

Food gives us fuel for our day, and making healthy choices helps us feel strong, smart, and happy.

This week, let’s pay attention to how food makes us feel. Try making one healthy choice each day—like picking a fruit instead of candy or drinking water instead of soda!

What’s one healthy food choice you will make this week?

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Healthy vs. Unhealthy Foods Quiz for Kids | The Ultimate Food Showdown | Making Healthy Food Choices

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Intro:

Hi, friends! Today, we’re going to learn about how taking care of our bodies helps us feel good, stay focused, and have more energy.

Have you ever felt really tired or grumpy after not getting enough sleep? Or maybe you felt strong and happy after running around at recess? That’s because our bodies and minds work together—when we take care of one, we help the other!

As we watch this video, think about which healthy habits help us feel our best and how we can make good choices every day.

Model:

Let’s pretend we have two superheroes:

Healthy Habit Hero – Gets enough sleep, eats good food, and stays active. They feel strong and ready to learn! Tired and Sluggish Sidekick – Stays up late, eats too much junk food, and forgets to move. They feel tired and grumpy.

Which one would you rather be? Healthy Habit Hero! Because when we make good choices, we feel happier, stronger, and ready to take on the day.

Let’s ask ourselves:

“What makes me feel strong and full of energy?”

“What habits help me feel happy and focused?”

“What small changes can I make to take better care of myself?”

Questions for Students:

What did the video teach us about how our choices affect our health?

Why is it important to get enough sleep, eat healthy food, and stay active?

What happens when we don’t take care of our bodies?

What’s one small healthy habit you can work on this week?

How does self-management help us make better choices for our health?

Conclusion:

When we take care of our bodies, we feel strong, happy, and ready to learn!

Let’s pay attention to how we feel this week and choose one healthy habit to focus on—maybe it’s drinking more water, eating a fruit or vegetable, or moving around more during the day.

Being a Healthy Habit Hero is all about making small choices that add up to a big difference! What’s one healthy choice you will make today?

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Healthy Bodies, Healthy Minds - Mindstars Mental Health and Wellbeing #childrensmentalhealth

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Self-Awareness (3-5) - Benefits of Being Active 

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Self-Awareness (3-5) - Benefits of Being Active 

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Intro:

Hi, everyone! Today, we’re going to talk about how exercise helps us feel stronger, smarter, and happier.

Have you ever noticed how you feel after running around at recess or playing outside? Do you feel more awake? More energized? Exercise doesn’t just help our muscles—it helps our brains work better too!

As we watch today’s video, think about how movement affects your body and mind. Pay attention to the ways that being active can boost our energy, focus, and mood!

Model:

Imagine two students:

One sits all day without moving much. They feel tired, distracted, and sluggish.

The other moves around, plays, or stretches. They feel more awake, focused, and in a good mood.

This happens because exercise sends oxygen to the brain, helping us think better, feel less stressed, and stay focused.

When we reflect on our habits, we can ask ourselves:

“What activities make me feel strong and energized?”

“When do I feel most awake and focused during the day?”

“How can I add more movement into my day?”

Just like checking a rearview mirror helps us adjust how we drive, reflecting on our exercise habits helps us make better choices for our brain and body!

Questions for Students:

What did the video teach us about how exercise helps our brain and body?

Can you remember a time when movement helped you focus or feel better?

What are some fun ways we can add movement into our daily routine?

Why do you think self-awareness about our body is important?

How can we encourage each other to stay active?

Conclusion:

Exercise isn’t just about getting strong—it’s about fueling our brain to help us think, focus, and feel better.

This week, let’s pay attention to how movement affects us. Try adding one new way to be active, even if it’s stretching, dancing, or playing outside.

Let’s take charge of our brain health by moving more and feeling great! What’s one way you can be active today?

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The Amazing Benefits of Exercise | Motivational Story for Kids

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Intro: In today's lesson we are going to take some time to reflect on the social awareness practices that you observe in your school community. Before we do that let's take a second to refresh our memories as to what it means to practice social awareness.

Social Awareness is the ability to understand and care about the feelings, needs, and perspectives of others. It means being aware of what's happening around you in your community, at school, or in the world. It helps you see things from different points of view, recognize when someone might need help, and act with kindness and respect towards others. It is vitally important for building strong relationships and being a positive member of any group or community.

Now that memories are refreshed, let's take a look at a video that showcases a woman who has practiced a high level of social awareness in a small town school community. Watch her story then we will come back with one specific question for the all of you.

Model & Question for Students - We have one question today, for both adults and students. Who would you name this school after? Like Claudine, it should be someone who understands, and cares for the feelings, needs and perspectives of others...a person who really cares or our entire community. Take a few minutes to write down you answer and a few reasons as to why you chose this person.

Note to teachers: Lead a discussion where you and your students share your answers.

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A beloved Missouri school custodian's singular honor

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Intro: Every relationship will experience some form of conflict. Because of that, a super important relationship skill is having the ability to resolve conflict. Conflict resolution is the process of solving problems or disagreements between people in a peaceful and respectful way. When two people or groups have different opinions or want different things, conflict resolution helps them find a solution that everyone can agree on, without fighting or getting upset. It involves listening to each other, understanding each other’s point of view, and working together to find a fair and calm solution. The goal is to solve the problem while maintaining good relationships. Let's watch a video called "Conflict Resolution 101". We'll come back to talk about your conflict resolution skills.

Model: What practice or strategy is most helpful to you when resolving conflict?

Questions for students:

Let's reflect on the video. The five quick tips for resolving conflict are listed below. Which tip do you most closely connect with?

Focus on the problem at hand

Recognize and control your own feelings

Be willing to forgive

Don't just listen, but hear

Negotiate and compromise

Have you ever used one of these tips when resolving a conflict? If so, can you share your story?

Do you have any conflict resolution tips that you would add to our list?

Closing: Conflicts happen, but they don't have to ruin our, or someone else's day. Follow and add to these conflict resolution tips. When you, you're practicing strong relationship skills.

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Administration for Children and Families (ACF)

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Responsible Decision Making: Your Daily Routine

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Responsible Decision Making: Your Daily Routine

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Intro: The practice of Responsible Decision Making allows an individual to reflect on their abilities to make good choices in a variety of settings. Today, I want to reflect with you on the decisions you make in relation to your daily routine. What is a daily routine? A daily routine is like a blueprint for your day, and just like how a builder needs a solid plan to create something amazing, having a routine helps you make the most out of every day! Here’s why it’s so important, especially for young people like you:

1.Gives You Structure

A routine helps you organize your time. Instead of waking up and wondering what to do next, a routine guides you with clear steps. This structure can help you stay on track and be more productive throughout your day.

2. Improves Focus

When you know what to do and when, your mind can focus better. You won’t waste time deciding whether you should study, play, or relax. With a plan, you can do all those things without feeling overwhelmed.

3. Builds Good Habits

Routines help you develop healthy habits, like getting enough sleep, eating well, and exercising. When you do things regularly, they become second nature. Good habits are the foundation for success!

Let's take a moment to observe a day in the life of a Sophomore student at Columbia University named Junzhe. Notice the choices he makes throughout his day. Are they positive, negative, choices that you would make? We'll answer these questions following the video.

Model: What is a can't miss component of your daily routine? Why is this component a helpful and healthy habit?

Questions for students:

Let's talk about the video. Junzhe allowed for a glimpse at a day in the life of a young college student. What habits and practices from his daily routine did you like? Do you think that Junzhe made any bad choices throughout his day?

Describe your daily routine?

What are some habits or practices that you'd like to change?

What are some habits or practices that keep you focused and organized?

Closing: Setting and sticking to a daily routine that keeps you, focused, organized, and practicing good habits is an example of responsible decision making.

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A Productive Day In My Life at Columbia University

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Self-Management: Breath-work, a Go to Self-Management Tool

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Self-Management: Breath-work, a Go to Self-Management Tool

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Intro: We know that breathing exercises or "Breath-work" is a self-management tool that we can use to help manage a variety of emotions. Let's take a second to highlight a few of the benefits that come with practicing "Breath-work".

Feel Calm When You’re Stressed
Sometimes life gets a little stressful—whether it’s schoolwork, sports, or just a bad day. Taking a few slow, deep breaths can help calm your body and mind, like pressing the reset button. It’s like giving yourself a mini-vacation for a few seconds!

Boost Your Focus
When you're feeling distracted or all over the place, breathing exercises help you focus. It’s like getting your brain to settle down so you can think clearly, like when you need to pay attention in class or focus on a game.

Boost Your Energy
If you're feeling tired or sluggish, taking some deep breaths can actually help wake you up. Breathing deeply sends oxygen to your brain and body, which makes you feel more energized. It’s like giving your body a little recharge!

Now that we know a bit more about the benefits of "Breath-work", let's take some time to practice. We have a 5-minute "Breath-work" practice for you today. Sit-back, relax, follow along with the video and see if you can find calm while boosting your focus and energy:)

Model: How do you feel post-practice? Share your experience with your students.

Questions for students:

How do you feel post-practice? Share your experience with your classmates.

Closing: Find calm, focus, and energy in your breath. It's always with you, and it works!

Note to teachers: If you/your students enjoyed this practice, maybe it's something that can fit into your classroom routine on a regular basis.

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5 Minute Box Breathing Exercise to Release Stress

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Self-Awareness: Values Reflection - Sportsmanship 

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Self-Awareness: Values Reflection - Sportsmanship 

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Intro: A component of self-awareness is reflection on the values and beliefs that we hold and practice. Let's reflect on a value that we call Sports-man/womanship. What does it mean to be a good sport? Well, Sports-man/womanship is all about showing respect and kindness to others, whether you're winning or losing. It's about playing fair, following the rules, and being a good teammate. When you practice Sports-man/womanship, you cheer for your teammates, encourage your opponents, and stay positive, even when things don’t go your way. It means understanding that the game is not just about scoring points or winning, but also about learning, having fun, and growing as a person. Good Sports-man/womanship can help build strong relationships (with both teammates and opponents) and makes sports a more enjoyable experience for everyone involved. Do you hold Sports-man/womanship as a core value? Have you had experience with in an activity where some one was a good or a poor sport? I want to hear about your experience but first let's watch a quick video where we'll see good sportsmanship in action at the conclusion of a hard fought football game. Take a look.

Model: What has been your experience with Sports-man/womanship? How do you practice it? Do you have an example when an opponent showed it to you? Share your story with students.

Questions for students:

Share your thoughts on the video.

Is Sports-man/womanship something that you practice? How do you show it when participating in a competition or activity?

Describe a time in your life when an opponent was lacking in Sports-man/womanship in a competition or activity that you participated in. How did it feel to be on the receiving end of poor Sports-man/womanship?

Describe a time in your life when an opponent showed Sports-man/womanship in a competition or activity that you participated in. How did it feel to be on the receiving end of good Sports-man/womanship?

Closing: Competition provides an opportunity to learn and grow, and that's way more important than winning or losing. Let's work to value Sports-man/womanship and practice that value through giving respect, kindness, and encouragement to others when in the heat of competition.

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Instead of Celebrating with his team, he did this!👀 #2022

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Social Awareness 3rd-5th Respecting Others

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Social Awareness 3rd-5th Respecting Others

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Intro:
Hi, friends! Today, we’re going to talk about something super important—respecting others. Respect means treating people the way we’d like to be treated. It’s about being kind, listening carefully, and showing we care about other people’s feelings.

We’ll watch a video that shows how kids show respect to one another and why it’s so important. As you watch, think about the ways the kids are showing respect in the video. Afterward, we’ll chat about how we can do the same in our own lives.

Model:
Let’s imagine a friend is telling you something important, like their favorite memory or how they’re feeling about something. How can you show them respect?

Listen: Focus on what they’re saying without interrupting.

Be kind: Use kind words, even if you don’t totally agree.

Include others: Make sure everyone feels welcome and important.

Respect is like a little gift we can give to others—it makes people feel special and cared for.

Questions for Students:

What did you notice in the video about how the kids showed respect to each other?

Why is it important to really listen when someone is talking?

How do kind words and actions make other people feel?

Can you share a time when someone showed you respect? How did it make you feel?

What’s one way you can show respect to someone today?

Conclusion:
Respect means treating others with kindness, listening to them, and making sure they feel valued. When we show respect, we make our school, our community, and our world a happier and friendlier place.

Let’s each think of one way we can show respect today—whether it’s by listening, sharing, or simply being kind. Remember, respect is something we can share with everyone, every single day!

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The Calamead Dragon - A children's story about respect

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Relationship Skills 3rd-5th Collaboration 

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Relationship Skills 3rd-5th Collaboration 

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Intro:
Hi, everyone! Today, we’re talking about collaboration, which is a fancy word for teamwork. Collaboration means sharing ideas, listening to others, and working together to achieve a common goal. Whether it’s solving a problem or playing a game, teamwork helps us succeed.

As we watch this video, think about how the kids work together to overcome challenges and how collaboration makes their work better.

Model:
Think about a time when you worked on a group project. It might have been hard if everyone had different ideas or wanted to do their own thing. Here’s how collaboration can help:

Listen to everyone’s ideas: Each person has something unique to offer.

Divide the work: Everyone has a role to play.

Encourage each other: Stay positive and help teammates if they get stuck.

When we collaborate, we build trust and get the job done faster and more effectively!

Questions for Students:

What did you notice about how the kids in the video worked together?

Why is listening to each other important in collaboration?

Can you think of a time when teamwork helped you solve a problem?

How can dividing work make collaboration easier?

What can you say to encourage your teammates when working together?

Conclusion:
Collaboration is a powerful skill that helps us work together, solve problems, and build friendships. When we listen, share, and encourage each other, we can do incredible things as a team.

This week, think about a group activity where you can practice collaboration. Remember, teamwork makes us stronger and helps everyone succeed!

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The Power of Teamwork Explained | What is Teamwork for Kids | Working Together as a Team

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Responsible Decision Making 3rd-5th Problem Solving

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Responsible Decision Making 3rd-5th Problem Solving

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Intro:
Hi, everyone! Today, we’re going to learn about solving problems in a way that helps us grow. Did you know that sometimes the best person to compete with is yourself? Instead of worrying about what others are doing, we can focus on doing our best, improving a little every day, and solving problems that come our way.

We’ll watch a video where Aaron Wang shares why competing with yourself can be powerful. As we watch, let’s think about how focusing on ourselves can help us solve problems better.

Model:
Imagine you have a big problem: You’re struggling with a tough math problem and feel frustrated. Instead of giving up or comparing yourself to others, you can focus on solving it step by step:

Stop and think: What do you already know about the problem?

Break it down: Solve one part at a time.

Reflect and improve: If something doesn’t work, try a new way or ask for help.

Competing with yourself means focusing on doing better than you did yesterday, not anyone else. Problem-solving is a way to challenge yourself to grow!

Questions for Students:

What does Aaron mean by “competing with yourself”?

How can focusing on yourself help you solve problems?

Can you share a time when you improved at something by challenging yourself?

Why is it important to break problems into smaller steps?

How can solving problems step by step help you in the future?

Conclusion:
Problem-solving isn’t about being perfect—it’s about growing and improving step by step. When you focus on doing your best and learning from each challenge, you’re competing with yourself in the best way!

Think about a problem you want to solve or a skill you want to improve. Write down one step you can take today to get started. Remember, every step forward is a win for you!

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Why You Should Compete With Yourself More Often  | Aaron Wang | TEDxYouth@GranvilleIsland

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Intro:
Hi, everyone! Today, we’re going to learn about setting goals. A goal is something you want to achieve, like getting better at a sport, learning a new skill, or improving your grades. Setting goals gives us direction and helps us focus on what we want to accomplish.

As we watch this video, think about how the kids in the video set their goals and worked to achieve them. Afterward, we’ll talk about how to set our own goals and make a plan to reach them.

Model:
Think about something you’ve always wanted to do, like finishing a big project or making a new friend. To make it happen, you need to set a goal and break it into smaller steps.

For example, if my goal is to do better in math, my steps could be:

Ask my teacher or a friend for help when I need it.

Practice my math homework for 10 minutes every day.

Celebrate when I improve on my next test!

Goals are like a map—they show us how to get to where we want to go.

Questions for Students:

What kinds of goals did you hear in the video?

What steps did the kids take to achieve their goals?

What is one goal you have for yourself right now?

How can breaking a goal into smaller steps help you succeed?

Why is it important to celebrate when you achieve a goal?

Conclusion:
Setting goals helps us focus and grow. When we set a goal, break it into steps, and work hard, we can achieve anything!

Think about one goal you want to work on this week. Write it down and plan your first step. Remember, every little step brings you closer to success!

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Settings Goals: How to Achieve Your Dreams | BrainPOP

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Intro:
Hi, everyone! Today, we’re going to talk about something important called self-reflection. Self-reflection is when we take a moment to look back on our actions, choices, and feelings—like checking a rearview mirror when driving a car. It helps us see where we’ve been so we can decide where we want to go next.

As we watch these videos, think about the “rearview mirror” idea and how looking back at our actions can help us grow. After the videos, we’ll talk about what self-reflection looks like and how it can help us make better choices.

Model:
Think about a time when you made a choice you were proud of—maybe helping a friend, studying hard for a test, or being kind to someone new. Now, think about a time when you made a choice you wish you could change. Self-reflection helps us look back at those moments.

When we reflect, we can ask ourselves:

“What did I do well, and how did it make me feel?”

“What could I do differently next time?”

Just like drivers use a rearview mirror to see what’s behind them, we can use self-reflection to see how we’re growing and what we can improve.

Questions for Students:

What did the videos teach us about using the “rearview mirror” to reflect on our choices?

Why is it helpful to look back at what we’ve done?

Can you share a time when reflecting on your actions helped you make a better choice?

What are some questions you can ask yourself during self-reflection?

How can self-reflection help you grow into the person you want to be?

Conclusion:
Self-reflection is a powerful tool to help us learn and grow. It’s like using a rearview mirror to understand where we’ve been and make better decisions for where we’re going.

As you go through your day, take a moment to reflect on your actions and feelings. Ask yourself, “What am I proud of? What can I improve?” Remember, self-reflection helps us become the best version of ourselves. Let’s all think of one thing we want to do better this week and work toward it with confidence!

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Rearview Mirror Part 1 (Self Reflection) | In Control Middle School SEL

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Christmas Week - The Night Before Christmas

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Christmas Week - The Night Before Christmas

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Note to teachers: This week we have three read alouds of classic Christmas stories for you to share with your students. You can use these read alouds as a route to spark connecting classroom conversations (i.e. sharing of favorite Christmas memories, the best gift you've ever given, plans for break) or as an opportunity for you and your students to find some peace and calm in what can be a busy and chaotic week.

We will return with a release of a full cycle of mini-lessons on Sunday, January 5th.

Have an amazing holiday season and enjoy some much needed time off!

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The Night Before Christmas – 🎄 Read aloud of the classic Christmas story

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Note to teachers: This week we have three read alouds of classic Christmas stories for you to share with your students. You can use these read alouds as a route to spark connecting classroom conversations (i.e. sharing of favorite Christmas memories, the best gift you've ever given, plans for break) or as an opportunity for you and your students to find some peace and calm in what can be a busy and chaotic week.

We will return with a release of a full cycle of mini-lessons on Sunday, January 5th.

Have an amazing holiday season and enjoy some much needed time off!

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Polar Express by Chris Van Allsburg & read by Liam Neeson

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Christmas Week - A Charlie Brown Christmas

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Christmas Week - A Charlie Brown Christmas

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Note to teachers: This week we have three read alouds of classic Christmas stories for you to share with your students. You can use these read alouds as a route to spark connecting classroom conversations (i.e. sharing of favorite Christmas memories, the best gift you've ever given, plans for break) or as an opportunity for you and your students to find some peace and calm in what can be a busy and chaotic week.

We will return with a release of a full cycle of mini-lessons on Sunday, January 5th.

Have an amazing holiday season and enjoy some much needed time off!

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A Charlie Brown Christmas Book Read Aloud | Christmas Books for Kids | Children's Books

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Social Awareness: Reflection Lesson - Support students in a reflection on their social awareness practice.

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Social Awareness: Reflection Lesson - Support students in a reflection on their social awareness practice.

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Note to teachers: This cycle of lessons focuses on guiding students through a reflection on their personal social and emotional practice, and how that practice has impacted their lives during the current school year. Print out and distribute the worksheet included in the link above and consider following the suggested format below when implementing the lesson.

Intro: As we get closer to Christmas break, we're going to take some time to reflect on our personal social and emotional skills practice. Today's focus in on social awareness. I want you to think about how you practice social awareness, and how that practice has impacted you in the first three months of the school year...and I want you to put your thoughts down on paper using the worksheet that I've provided for you.

Questions for students/group discussion:

Teachers, you can have students complete the worksheet on their own, then follow up with a group discussion on each bulleted item. Or you can guide students through each bulleted item, and discuss as you go-along.

Closing: Take the time to celebrate your students practice in the social and emotional space. Display their worksheets in your class, have students create a poster sharing their go-to practices, create a video of students sharing their practice and post on a school social media account.

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Relationship Skills: Reflection Lesson - Support students in a reflection on their relationship skills practice.

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Relationship Skills: Reflection Lesson - Support students in a reflection on their relationship skills practice.

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Note to teachers: This cycle of lessons focuses on guiding students through a reflection on their personal social and emotional practice, and how that practice has impacted their lives during the current school year. Print out and distribute the worksheet included in the link above and consider following the suggested format below when implementing the lesson.

Intro: As we get closer to Christmas break, we're going to take some time to reflect on our personal social and emotional skills practice. Today's focus in on relationship skills. I want you to think about how you practice relationship skills, and how that practice has impacted you in the first three months of the school year...and I want you to put your thoughts down on paper using the worksheet that I've provided for you.

Questions for students/group discussion:

Teachers, you can have students complete the worksheet on their own, then follow up with a group discussion on each bulleted item. Or you can guide students through each bulleted item, and discuss as you go-along.

Closing: Take the time to celebrate your students practice in the social and emotional space. Display their worksheets in your class, have students create a poster sharing their go-to practices, create a video of students sharing their practice and post on a school social media account.

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Mid Year Reflection: Relationship Skills

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Responsible Decision Making: Reflection Lesson - Support students in a reflection on their responsible decision making practice.

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Responsible Decision Making: Reflection Lesson - Support students in a reflection on their responsible decision making practice.

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Note to teachers: This cycle of lessons focuses on guiding students through a reflection on their personal social and emotional practice, and how that practice has impacted their lives during the current school year. Print out and distribute the worksheet included in the link above and consider following the suggested format below when implementing the lesson.

Intro: As we get closer to Christmas break, we're going to take some time to reflect on our personal social and emotional skills practice. Today's focus in on responsible decision making. I want you to think about how you practice responsible decision making, and how that practice has impacted you in the first three months of the school year...and I want you to put your thoughts down on paper using the worksheet that I've provided for you.

Questions for students/group discussion:

Teachers, you can have students complete the worksheet on their own, then follow up with a group discussion on each bulleted item. Or you can guide students through each bulleted item, and discuss as you go-along.

Closing: Take the time to celebrate your students practice in the social and emotional space. Display their worksheets in your class, have students create a poster sharing their go-to practices, create a video of students sharing their practice and post on a school social media account.

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Mid Year Reflection: Responsible Decision Making

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Self-Management: Reflection Lesson - Support students in a reflection on their self-management practice.

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Self-Management: Reflection Lesson - Support students in a reflection on their self-management practice.

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Note to teachers: This cycle of lessons focuses on guiding students through a reflection on their personal social and emotional practice, and how that practice has impacted their lives during the current school year. Print out and distribute the worksheet included in the link above and consider following the suggested format below when implementing the lesson.

Intro: As we get closer to Christmas break, we're going to take some time to reflect on our personal social and emotional skills practice. Today's focus in on self-management. I want you to think about how you practice self-management, and how that practice has impacted you in the first three months of the school year...and I want you to put your thoughts down on paper using the worksheet that I've provided for you.

Questions for students/group discussion:

Teachers, you can have students complete the worksheet on their own, then follow up with a group discussion on each bulleted item. Or you can guide students through each bulleted item, and discuss as you go-along.

Closing: Take the time to celebrate your students practice in the social and emotional space. Display their worksheets in your class, have students create a poster sharing their go-to practices, create a video of students sharing their practice and post on a school social media account.

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Self-Awareness: Reflection Lesson - Support students in a reflection on their self-awareness practice.

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Self-Awareness: Reflection Lesson - Support students in a reflection on their self-awareness practice.

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Note to teachers: This cycle of lessons focuses on guiding students through a reflection on their personal social and emotional practice, and how that practice has impacted their lives during the current school year. Print out and distribute the worksheet included in the link above and consider following the suggested format below when implementing the lesson.

Intro: As we get closer to Christmas break, we're going to take some time to reflect on our personal social and emotional skills practice. Today's focus in on self-awareness. I want you to think about how you practice self-awareness, and how that practice has impacted you in the first three months of the school year...and I want you to put your thoughts down on paper using the worksheet that I've provided for you.

Questions for students/group discussion:

Teachers, you can have students complete the worksheet on their own, then follow up with a group discussion on each bulleted item. Or you can guide students through each bulleted item, and discuss as you go-along.

Closing: Take the time to celebrate your students practice in the social and emotional space. Display their worksheets in your class, have students create a poster sharing their go-to practices, create a video of students sharing their practice and post on a school social media account.

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Note: Please feel free to utilize the kindness activity as an extension to today's lesson.

Intro:
Hello, everyone! Today, we’re going to talk about two important qualities: kindness and caring. Being kind and caring means thinking about how others feel and doing things that help them feel good. We’re going to watch a video that shows us why kindness and caring matter and how they make our school and community better places. As you watch, think about what kindness and caring mean to you.

Model:
Have you ever noticed how good it feels when someone shows kindness or cares about you? Kindness can be as simple as listening, sharing, or helping someone in need. For example, if I see someone looking upset, I can ask if they’re okay or offer to play with them. Caring means thinking about how others feel and treating them with respect. Think about a time when you showed kindness or cared for someone. What did you do, and how did it make them feel?

Questions for Students:

What are some ways the video showed kindness and caring?

Why do you think kindness and caring are important in our classroom and school?

Can you think of a time when someone showed kindness to you? How did it make you feel?

What can you do if you see someone who needs help or is feeling sad?

How can practicing kindness and caring make our community a better place?

Practice Activity:
Kindness and Caring Chain

Give each student a strip of paper to write down one act of kindness or caring they will do this week.

Link the strips together to create a “Kindness and Caring Chain” that can be displayed in the classroom.

Each week, students can add new links as they complete acts of kindness, making the chain grow over time.

Conclusion:
Kindness and caring help us connect with others and make our community a welcoming place. When we practice these qualities, we show that we respect and value each other. Let’s all work on adding to our Kindness and Caring Chain and look for ways to make someone’s day brighter. Remember, one small act of kindness can make a big difference!

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Build Character Build Success: KINDNESS & CARING

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Note: Please feel free to utilize the challenge activity as an extension to today's lesson.

Intro:
Hello, everyone! Today, we’re going to talk about teamwork, which is all about working together to reach a goal. Teamwork is important not only in games and sports but also in school and in friendships. We’re going to watch a video that shows us how teamwork can help us build character and become successful by cooperating, listening, and respecting each other. As you watch, think about how teamwork can help make things easier and more fun.

Model:
Have you ever been part of a team, like in a game or a group project? Teamwork is about combining everyone’s ideas, skills, and strengths to accomplish something together. For example, if I’m working with friends on a project, I can listen to their ideas, share my own, and help each other stay on task. Good teamwork means that everyone has a role, and everyone’s contribution is important. Think of a time you worked on a team—how did working together help you reach your goal?

Questions for Students:

What are some of the ways the video showed teamwork in action?

Why is it important to listen to each other when we’re working in a team?

Can you think of a time when teamwork helped you accomplish something?

What are some things you can do to be a better teammate?

How can teamwork help us learn to respect and appreciate each other’s ideas?

Practice Activity:
Team Challenge Activity

Divide students into small groups and give them a challenge, such as building a tower with blocks, solving a puzzle, or creating a poster together.

Encourage them to practice teamwork by listening to each other’s ideas, taking turns, and helping each other complete the task.

After the activity, ask each group to share how teamwork helped them succeed and what strategies worked well for them.

Conclusion:
Teamwork helps us accomplish things we might not be able to do on our own. Just like we learned in the video, working together means listening, respecting others’ ideas, and helping each other. Remember, being a good teammate makes everyone feel valued, and it helps us reach our goals faster and with more fun. Next time you’re on a team, remember to practice these skills to make teamwork even stronger!

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Responsible Decision Making: Making Good Choices

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Responsible Decision Making: Making Good Choices

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Note: Please feel free to utilize the reflection chart activity as an extension to today's lesson.

Intro:
Hello, everyone! Today, we’re going to talk about making good choices, which is an important part of responsible decision-making. Every day, we make choices—some are easy, and others take a little more thought. We’re going to watch a video that shows us how to make good choices, even when it’s difficult. As you watch, think about a choice you made recently and whether it was easy or challenging. Afterward, we’ll talk about what helps us make decisions we feel good about.

Model:
Think about a time when you had to make a tough choice, like deciding to do your homework before playing a game or choosing how to react if someone upset you. Making good choices means thinking about what will help you and others feel good in the long run, not just in the moment. For example, if I’m tempted to skip a task, I might remind myself that finishing it will make me feel accomplished. Good decision-making often means thinking ahead about the impact of our actions. Think of a time when making a good choice helped you feel proud or accomplished.

Questions for Students:

What are some examples of good choices that we learned about in the video?

Why is it helpful to think ahead about the effects of our choices?

Can you think of a time when you made a choice that helped you or others?

What makes it challenging to make good choices sometimes?

How can we remind ourselves to make choices we feel good about, even if they’re tough?

Practice Activity:
Decision-Making Reflection Chart

Have students create a simple “Decision-Making Reflection Chart.” They can write down:

A choice they made recently.

What they thought about before making the choice.

How the choice made them feel afterward.

What they would do differently next time (if anything).

Encourage students to use the chart throughout the week to reflect on their choices and practice thinking ahead.

Conclusion:
Good decision-making means thinking about what’s best for us and others, even when it’s difficult. Like the video taught us, each choice has an impact, and when we make good choices, we can feel proud and confident. Remember, taking a moment to think about the effect of your actions helps you make responsible choices every day. Keep using your Decision-Making Reflection Chart to practice and improve this skill!

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SOCIAL EMOTIONAL LEARNING VIDEO LESSONS: WEEK 9 - MAKING GOOD CHOICES

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Note: Please feel free to utilize the coping skills activity as an extension to today's lesson.

Intro:
Hello, everyone! Today, we’re going to talk about coping skills, which are tools we can use to handle big emotions, like stress, frustration, or sadness. We’re going to watch a video that teaches us different ways to manage our feelings when they start to feel overwhelming. As you watch, try to find one or two coping skills you’d like to practice for when you’re dealing with tough emotions.

Model:
Sometimes, we all feel strong emotions—maybe before a big test, when we have a lot to do, or when something doesn’t go our way. When we know some coping skills, we can help ourselves feel better and stay in control. For example, I might take a few deep breaths, go for a short walk, or listen to my favorite music. Think of a time when you felt stressed or frustrated—what coping skill could have helped you manage that feeling?

Questions for Students:

What are some of the coping skills that you learned about in the video?

Why is it important to have strategies to help us manage big emotions?

Can you think of a time when you used a coping skill to help yourself feel better?

Which coping skill do you think would be the most helpful for you? Why?

How can practicing these skills help you feel more in control of your emotions?

Practice Activity:
Coping Skills Chart

Have students create a “Coping Skills Chart” where they can write down or draw their favorite coping skills.

Encourage them to include a variety of options, such as deep breathing, drawing, talking to a friend, or using a stress ball.

Allow students to personalize their chart with colors or pictures and keep it somewhere they can easily see when they need it.

Conclusion:
Coping skills are tools that help us manage big feelings and stay in control. Just like we learned in the video, having different ways to calm down and feel better helps us make good choices and handle difficult moments. Remember to use your Coping Skills Chart as a reminder of ways to stay calm and take care of yourself when you’re feeling overwhelmed. Practicing these skills makes us stronger and better at managing our emotions every day!

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Coping Skills For Kids - Managing Feelings & Emotions For Elementary-Middle School | Self-Regulation

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Intro:
Hello, everyone! Today, we’re going to learn about something really important called positive thinking. Positive thinking means trying to see the good in situations and in ourselves. We’re going to watch a video that shows us how thinking positively can help us feel happier, stronger, and ready to handle challenges. As you watch, think about how the ideas in the video might help you when you’re facing something tough, like a big test or a new activity.

Model:
Have you ever had a time when you felt nervous or frustrated, and maybe you thought, "I can’t do this" or "This is too hard"? When we have those kinds of thoughts, it can make us feel even more stressed. But positive thinking can help us change those thoughts to something like, "I’ll try my best" or "I can learn this if I practice." Think of a time when you tried to be positive and it helped you feel better or do well at something. Positive thinking is a tool we can use anytime to help ourselves feel confident and ready to try.

Questions for Students:

What are some of the tips for positive thinking that you learned in the video?

Why do you think positive thinking can help us when we feel nervous or unsure?

Can you think of a time when you used positive thinking to help yourself feel better? What did you say to yourself?

What are some positive things you can say to yourself when you’re facing a tough situation?

How does practicing positive thinking help you learn more about yourself and what you’re capable of?

Practice Activity:
Creating a “Positive Thinking Toolbox”

Have students create their own “Positive Thinking Toolbox” by writing down positive phrases or affirmations they can say to themselves when they face challenges.

Examples of phrases: “I am capable,” “I’ll keep trying,” “I can ask for help,” or “I can learn from this.”

Allow students to decorate their “toolbox” (a piece of paper or small booklet) and encourage them to keep it in their desk or folder to remind themselves of these affirmations when they need a boost.

Conclusion:
Just like we saw in the video, positive thinking is a powerful way to build confidence and tackle challenges. When we change negative thoughts to positive ones, we feel more ready to handle anything that comes our way. Remember, you can use your “Positive Thinking Toolbox” anytime you need a little encouragement. Positive thinking helps us stay strong and believe in ourselves, and it’s something we can practice every day!

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Twinkl Teaching Resources - United States

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💡 Positive Thinking for Kids | Top Tips for Thinking Positively | Twinkl USA

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Social Awareness: Showing Care and Kindness By Serving Your Community

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Social Awareness: Showing Care and Kindness By Serving Your Community

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Intro: Serving your community is a sure fire way to practice social awareness. What would define service to your community? Really anything that you do for the good of others out of the kindness of your heart. Have you ever served your community? Have people in your community ever served you? We'll talk about that in a moment but first let's learn a bit about the story of a young woman named Ruby. Ruby set her mind to doing good things for residents of a nursing home. Her service has definitely made a positive impact, take a look.

Model: Share your thoughts on Ruby's route to serving her community. What kind of impression did her story make on you?

Questions for students:

Share your thoughts on Ruby's route to serving her community. What kind of impression did her story make on you?

Have you ever benefitted from the service of others? If so, in what way? How did the kindness of others impact your life?

Have you ever served your community through volunteering or any other means? How did giving kindness through serving others impact you? Can you share your story?

Closing: In today's video Ruby gave us a great model of service. She did good things for others because she wanted to help them to feel acknowledged and cared for. She learned that doing good for others had a positive impact on herself. Take some time to serve the people in your community. You might be surprised by how good it makes you feel:)

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11-year-old girl grants wishes to nursing home residents

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Relationship Skills: Be Inclusive - Words of Advice From Army's Head Lacrosse Coach

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Relationship Skills: Be Inclusive - Words of Advice From Army's Head Lacrosse Coach

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Intro: Today's relationship skills lesson focuses on creating inclusive environments in our school community. What is an inclusive environment? It is a space where everyone feels respected and valued, and has equal opportunity to succeed regardless of background or identity. Inclusive environments are created when all members of a community feel connected to the group. We can build that connection by being aware of what we say and how we say it. Do we speak in ways that build up and support our classmates, teammates, friends, and family members? Or do we speak in ways that tear down, damage, and divide or classmates, teammates, friends and family members? Inclusive environments are healthy environments, that benefit all members of the community. Let's talk about how we can make our classroom environment more inclusive, but first, take a look at a video where Army West Point's Head Lacrosse Coach Joe Alberici speaks on inclusion to a group of young lacrosse players. Take a look.

Model: In your experience, what actions and behaviors are barriers to an inclusive environment...and what actions and behaviors support a healthy and inclusive environment?

Questions for students:

In today's video, coach Joe stated the following: "Be aware of how you talk to everybody, and make sure that they feel good about themselves so that you're not dragging people down through your words." Do you agree with this advice, why or why not?

What kinds of words, statements, or communication styles can make you or someone else feel disconnected from a community or group?

What kinds of words, statements, or communication styles can make you or someone else feel connected to a community or group?

What are some things that we can do on a daily basis to insure that our classroom community is an inclusive space, where everyone feels respected and valued?

Closing: We have all of the control when it comes to creating our classroom community environment. Let's act and communicate in ways that promote respect, value, and inclusion.

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Joe Alberici, the army lacrosse coach, gives one of the most inspiring speeches you will ever hear!

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Responsible Decision Making: Staying Focused

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Responsible Decision Making: Staying Focused

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Intro: Are you easily distracted? Do you have trouble staying focused? Do you find yourself constantly being told to focus by teachers, coaches, or adults in your life? If you've answered yes to any of these questions you are going to need to watch today's video closely. Making the decision to stay focused and on task is an important skill. A skill that we have the ability to cultivate. What happens when we don't have that skill? Well we can miss out on lessons and learning...and we can find ourselves making a costly mistake because of that lack of focus. Chicago Bear Tyrique Stevenson found himself on the wrong end of one of these costly mistakes recently in a game against the Washington Commanders. Take a look at the video to see how Tyrique's lack of focus ended up costing the Bears a victory:(

Model: Share your thoughts on the video. Share an example of a time when a lack of focus impacted your life.

Questions for students:

Share your thoughts on the video. How do you think Tyrique felt about how his lack of focus impacted the team?

Let's talk about you? Have you ever struggled with staying focused? What does that look/feel like for you?

What practices or strategies can we use to increase focus and limit distraction? (i.e. put phones away, block out "noise" from other people, use positive self-talk to stay on task)

Closing: Let's all learn from Tyrique's experience. Find practices that help you focus and utilize those practices in times when you need to block out distractions. Do this as a component of your Responsible Decision Making Practice.

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Tyrique Stevenson 'responsible' for Hail Mary loss | Dan Le Batard Show with Stugotz | NBC Sports

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Self-Management: Resilience - Freddie Freeman's Journey From Grief to Joy

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Self-Management: Resilience - Freddie Freeman's Journey From Grief to Joy

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Note to teachers: There are two videos contained in today's lesson. Share the embedded video following the intro. Share the linked video (found above the "model" section) right after sharing the first video.

Intro: When working to develop a strong self-management practice it is a good idea to learn from models or role models who demonstrate a high level of aptitude in their self-management practice. That's what we are going to do today as we meet a professional baseball player named Freddie Freeman. As a fifth grader, Freddie lost his mom to cancer. Unsurprisingly, Freddie had a lot of difficult emotions to manage in the years following that loss...and he is still impacted by that loss even today. Let's take some time to listen and learn from Freddie as he shares his story, take a look.

Second video: After learning about Freddie's story, do you want to take a moment to see where he's at today? Well, as of late October, he's a World Series Champion, a World Series MVP...and he hit a walk off Grand Slam in Game 1 of this years World Series. Freddie has definitely experienced difficult times in his life...But through self-management, he's been able to turn grief into joy. Take a look at his walk-off Grand Slam. Second video here.

Model: Share your thoughts on Freddie's story. What lessons can you take away from Freddie that will help strengthen your self-management practice?

Questions for students:

Share your thoughts on Freddie's story. What lessons can you take away from Freddie that will help strengthen your self-management practice?

Closing: Life is not free of challenges and really difficult experiences...but, as Freddie demonstrated, with a strong self-management practice, those challenges can be overcome.

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Freddie Freeman On The Loss Of His Mother

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Intro: A component of a strong self-awareness practice is having a growth mindset. Growth Mindset is defined as "the belief that a persons abilities can be improved through effort, learning, and persistence." Why is it important to have a growth mindset? Well it's important because it helps us to be the best version of ourselves. We are not going to just wake up and be amazing at math, or magically turn into a varsity basketball player. We'll need to work hard and develop our skills to achieve those things. Having a growth mindset helps us to master the art of skill development. People with a growth mindset are willing to learn from mistakes and failures, find value in criticism, and view challenge and struggle as an opportunity to learn and grow. Have you used a growth mindset to overcome a struggle or a challenge? I want to hear your story, but first, let's take a look at a video of a woman, named Colleen, who achieves a lifelong dream after 45 years of effort in developing her skills. Take a look.

Model: Share your thoughts on the video. In what ways have you used a growth mindset in mastering a skill or overcoming a challenge?

Questions for students:

Let's start with Colleen. 45 years worth of bowling and she finally rolls a perfect game. Do you think she has a growth mindset? Why or Why not? Do you think the 45 year wait made this moment sweeter for Colleen? Why or why not?

Let's talk about you. What challenge or struggle have you overcome because of a growth mindset?

Is there a subject, lesson, or activity that you are struggling with right now? How can you employ a growth mindset to help you in overcoming that struggle?

Closing: View challenges as opportunities and strengthen your abilities and skills through effort, learning and persistence. If you do this you have a growth mindset...and you'll be practicing self-awareness:)

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Intro:

Hey there! Today, we’re going to do a powerful activity called the "Dot Exercise" that will help us think about bias and how we can work together to build a strong, caring community. Social awareness is all about understanding the feelings and experiences of others, and sometimes that means unlearning ideas that create divisions. Let’s explore how we can break biases and make sure everyone feels included and valued.

Model:

Think about a time when you noticed someone being treated unfairly because of how they looked or where they came from. How did it make you feel? Maybe you’ve also felt left out or judged before. Unlearning biases means understanding that we’re all unique and valuable, no matter our differences. It helps us build a community where everyone belongs. Think of how we can make our school and community a place where no one feels left out.

Questions for Students:

What did you learn from the Dot Exercise about how people are treated based on assumptions or bias?

How do you think it feels to be judged or treated unfairly because of something outside of your control?

Why is it important to recognize and unlearn biases in ourselves and others?

How can we make our classroom and school a place where everyone feels like they belong?

What actions can we take to include others and break down unfair judgments in our daily lives?

Conclusion:

The Dot Exercise teaches us that we all have unique experiences, and sometimes we need to unlearn the biases that keep us from understanding and appreciating others. Building a community means recognizing that we are all valuable and deserve respect. Social awareness helps us break down barriers and create spaces where everyone feels accepted and included. Let’s work together to build a community where everyone feels like they belong!

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NCCJ - The National Conference for Community and Justice

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Dot Exercise - Unlearning: Breaking Bias. Building Community.

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Intro:Today, we’re going to focus on how appreciating others and showing enthusiasm can make a big difference, especially in sports and other team activities. The video we’re about to watch shows one of the most successful college coaches in basketball, Geno Auriemma. He speaks on the importance of our attitude, not just for us, but also the people around us. We’ll discuss how encouraging words and actions create a better experience for everyone involved, and then we’ll discuss how these lessons apply to our own relationships.

Model:

Think about a time when someone really supported you, maybe by cheering you on during a game or helping you when you needed it. How did it make you feel? Now, think about a time when you showed support or enthusiasm for someone else. How did your actions help them? Appreciating others isn’t just about saying "good job"—it’s about showing you care in a way that lifts others up.

Questions for Students:

What did you notice in the video about how players and coaches showed appreciation for each other?

Why is it important to cheer for and support others, even if things aren’t going perfectly?

How does it feel when someone appreciates and shows enthusiasm for you?

Can you think of a time when your encouragement helped someone else feel better or do their best?

How can you show more appreciation and enthusiasm in your friendships or teams?

Conclusion:

Appreciating others and showing enthusiasm helps create strong, positive relationships. Whether you’re in a game, in class, or spending time with friends, showing support can make a big difference. Remember, we all have the power to lift others up with our words and actions. Let’s practice showing enthusiasm and appreciation every day, so we can help each other grow and succeed!

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A Must Watch For Parents,Coaches and Players in Sport !!!

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Responsible Decision Making: Consequences 

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Responsible Decision Making: Consequences 

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Intro:

Today, we’re going to talk about something very important: how our actions lead to consequences. Every choice we make, big or small, has an effect on what happens next. This is a key part of responsible decision-making. We’re going to learn how to think before we act so that we can make choices that have good outcomes for ourselves and others.

Model:

Have you ever made a choice and then realized it had a bigger effect than you thought? Maybe you said something without thinking, and it hurt someone’s feelings, or you didn’t study for a test and didn’t do as well as you wanted. What happened because of those choices? Now, think of a time when you made a good decision—what were the positive consequences?

Questions for Students:

What does it mean when we say "actions have consequences"?

Can you think of a time when a decision you made had an unexpected consequence?

How can we use what we’ve learned about consequences to make better decisions in the future?

Why is it important to think about the outcome of a choice before we make it?

Conclusion:

Our actions can lead to both good and bad consequences, and it’s important to think before we act. Responsible decision-making helps us choose actions that have positive results for ourselves and the people around us. The next time you’re faced with a choice, take a moment to consider what could happen—and make the best decision you can!

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Note: Teachers, please feel free to try this activity with your students as an extension activity and modeling exercise.

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Intro:

Have you ever worried about something you couldn’t control, like the weather or what someone else thinks? Today, we’re going to do an activity called the “Circle of Control” that helps us manage stress by focusing on what we can control. Self-management means understanding how to handle our emotions and actions, especially when things don’t go the way we want. Let’s figure out how we can focus on the things we can control to feel more calm and in charge.

Model:

Think about a time when you felt stressed or upset because something didn’t go the way you wanted. Maybe it was something out of your control, like what others were saying or what time you had to go to bed. Now, think about a time when you were able to focus on what you could control—like how you reacted or what choices you made. What was different about how you felt in these two situations?

Questions for Students:

What are some things that you can control in your life? What are some things you can’t control?

How can focusing on what you can control help you feel less stressed?

Why is it important to let go of things that are outside your control?

Can you think of a time when focusing on what you could control made a situation better for you?

Conclusion:

When we focus on what we can control, it helps us manage stress and stay calm. The “Circle of Control” activity reminds us that while we can’t change everything around us, we can always choose how we respond. The more we practice self-management, the better we get at handling challenges in a healthy way. Remember, you have the power to control your actions, thoughts, and reactions!

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Circle Of Control Activity For Kids - Good Mental Health And Stress Management

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Self Awareness: Identifying Your Strengths

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Self Awareness: Identifying Your Strengths

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Intro:

Hey everyone! Today, we’re going to explore what makes each of us unique by identifying our personal strengths. Have you ever thought about what you’re really good at or what makes you special? Understanding your strengths is an important part of self-awareness, and it helps us feel confident and proud of who we are. We’ll work on an activity today where we can recognize the amazing abilities we all have.

Model:

Think about a time when you did something that made you feel really proud. Maybe it was helping a friend, doing well in a school subject, or being creative. What do you think made you successful in that moment? Was it patience, creativity, or maybe your sense of humor? Reflect on the qualities you used, and think about how they can help you in different situations.

Questions for Students:

What are some of your strengths? How do you know they are strengths?

Can you think of a time when you used one of your strengths to solve a problem or help someone?

Why is it important to know what your strengths are?

How can identifying your strengths help you in school or with your friends?

Conclusion:

Recognizing your strengths is like discovering your own superpowers! When we know what we’re good at, we can use those strengths to make good choices, help others, and feel proud of ourselves. So, remember to always think about what makes you special, because those strengths can help you grow and succeed every day.

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Relationship Skills: The Power Of The Pep Talk

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Relationship Skills: The Power Of The Pep Talk

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Note to teachers: A fun video today that showcases a heartwarming project created by a group of Kindergartners in California. Their project is a great example of amplifying student voice, while teaching young people the importance of sharing social support. How can you share your students words of wisdom? A school social media page, an "inspiration wall" in a main hallway?...lots of routes to take but maybe today's lesson can inspire a fun classroom project for you and your students.

Intro: A key relationship skills practice is something that we call social support. Social support is defined as "the perception and actuality that one is cared for, has assistance available from other people, and most importantly, that one is part of a supportive social network." Social support can be displayed in many different ways. We can give advice, give hugs, give high fives, or just give our time and patience by listening to what someone has to say. Today's lesson is going to focus on one of my favorite forms of social support...the Pep Talk. Take a look at today's video-showcasing a kindergarten classroom that took their Pep Talk's nationwide. We'll come back to talk about how you've given, and received social support through a pep talk.

Model: What's the greatest pep talk that you've ever received? Share your story with your students.

Questions for students:

What's the greatest pep talk that you've ever received? Share your story with your classmates.

What's the greatest pep talk that you've ever given? Share your story with your classmates.

We saw the kids in today's video share pep talks and words of advice that were broadcasted across the country. If you had the opportunity to share a pep talk, or words of encouragement to people across the country, what would you say?

Closing: Fine tune your relationship skills through offering social support to the people in your life. Who knows, your pep talk might just be exactly what someone needs to hear:)

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Pep talk: Children's telephone hotline goes viral

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Social Awareness: Meet Sherman Thomas (aka 6figga_dilla)

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Social Awareness: Meet Sherman Thomas (aka 6figga_dilla)

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Note to teachers: If you'd like to share videos on Chicago history created by Shermann Thomas with your students follow this link to his YouTube page or this link to his TikTok.

Intro: When we practice social awareness we strive to develop and understanding of the perspectives of others, including those from diverse backgrounds and cultures. So how do we develop that understanding? Well, just like anything else, we have to educate ourselves. How do we educate ourselves? Well we can lean into some support from a local social-awareness icon named Shermann Thomas. Also know as 6figga_dilla. Shermann specializes in sharing and celebrating the history and the people of Chicago. In doing so, he helps thousands in developing an understanding of the perspectives of others. Recently, he was featured on the Today show. Take a look at his story and we'll come back to chat about our social awareness practice.

Note to teachers: To share an example of Shermann's work with students please click here.

Model: Share your thoughts on Shermann and the work that he does to spread social awareness.

Questions for students:

Share your thoughts on Shermann and the work that he does to spread social awareness.

What are some ways in which you educate yourself to help you in developing an understanding of the perspectives of others?

If you were able to share a story about your neighborhood or our school on Shermann's Tik Tok page what story would you tell?

Closing: To develop a strong social awareness practice, take the time to educate yourself on the stories, histories, and perspectives of others...and like Shermann, don't be afraid to help others in developing their understanding:)

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TikTok Dad Shares Chicago History To Younger Generation

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Responsible Decision Making: The Doorway of Decisions

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Responsible Decision Making: The Doorway of Decisions

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Intro: We all make hundreds of choices every day but in today's Responsible Decision Making lesson, we are going to focus on two kinds of choices. 1) the choices we make that keep us in our comfort zone and 2) the choices we make that promote personal growth. Let's take a look at a video called "The Doorway of Decisions" that dives a bit deeper into these two kinds of choices. We'll follow up the video with a classroom discussion.

Model: Teachers, have a quick discussion to insure students have an understanding of the two routes that are available at "The Doorway of Decisions". Down choices lead to comfort/stagnation. Up choices lead to growth and development. Give an example of what a "Down" and "Up" choice might be.

Questions for students:

Let's talk about the "Doorway of Decisions" and the "Down" choices that might keep us in our comfort zone, and ultimately lead us away from the life we want to lead. What are some "Down" choices that you might make that keep you in your comfort zone? (ex. getting distracted by your phone while doing homework)

Let's now move to talking about the "Up" choices that keep us on the path to growth, development, and ultimately a rich and fulfilling life? What are some "Up" choices that you make that help you grow and thrive? (ex. Signing up to read at church even though you fear public speaking)

What is one "Up" choice that you can consistently make that will help you grow and develop as a student?

Closing: Have an awareness of the choices that you make. While we all need to make a few "Down" choices from time to time. Let's make sure that the majority of our choices are the "Up" choices that lead to growth and development.

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The Doorway of Decisions from Your ACT Auntie

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Self-Management: 4-7-8 Calm Breathing Exercise

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Self-Management: 4-7-8 Calm Breathing Exercise

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Note to teachers: Continuing our self-management exploration with another breathing exercise. Today's activity is the 4-7-8 breathing exercise. We'll give a quick introduction and a concluding statement. There will not be student questions included in this lesson don't hesitate to have an organic chat with your students about how they feel post exercise. As shared a few weeks back, if your students enjoy this practice, come back to it on a regular basis.

Intro: We know that a strong self-management practice involves the ability to process and regulate big emotions in healthy ways. We also know that breath work is an efficient and easy to access tool that we can use to manage any number of big emotions. So let's take some time today to practice another breathing exercise, this one is called the 4-7-8 technique. Take a look at the video, follow along with the narrator, and find calm through your breath.

Model/Questions for Students: Teacher discretion

Closing: The 4-7-8 breathing exercise. If you can count, and you can breath, then you can do this exercise anywhere:) Don't hesitate to jump into the exercise then next time you have a desire to find your calm.

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4-7-8 Calm Breathing Exercise | Relaxing Breath Technique | Extended Breaths | Pranayama Exercise

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Note to teachers: A component of self-awareness as defined by CASEL is "the abilities to understand one's values and how they influence behavior across contexts". In today's lesson, have your students define their values. You can do this in the form of a conversation but it could be a good idea to have students put pen to paper, or create a doc on their devices-->you can then circle back to reflect on if actions/behaviors are aligning with defined values throughout the school year.

Intro: Having the ability to define, understand, and ultimately "live out" your values is a key component to a strong self-awareness practice. Before we do that, let's take a moment to make sure that we understand what values are.

First off, what are values? "Values are the ideas that are important to you and characterize who you are as an individual. They are the standards you believe in and consider desirable in your life."

Second, how do values influence you? "Values determine your priorities, guide your decisions, and influence how you interact with others. They can also motivate you to reach your goals."

Now that you have and idea of what values are, and how they influence you, start your thought process on the things that you value. We'll take a look at a quick video that might be helpful in inspiring your thinking. When finished with the video, we'll come back and give you some time to define your values.

Model: Answer the questions below to share your values with students.

What values help you to be the person you want to be?

What values help you to treat yourself in a loving and caring manner?

What values help you to treat others in a loving and caring manner?

What are some things that you feel passionate about? How do your values help you in pursuing that passion?

Questions for students: We'll have students answer the same questions that you answered. As stated above, have students document their answers to these questions. Following documentation, have a discussion where students share their values with you/classmates.

What values help you to be the person you want to be?

What values help you to treat yourself in a loving and caring manner?

What values help you to treat others in a loving and caring manner?

What are some things that you feel passionate about? How do your values help you in pursuing that passion?

Closing: When we define, and live through our values, we create a road map that helps to guide our journey in life. I hope you enjoyed today's self-awareness activity, and more importantly, I hope you enjoy your journey:)

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Intro:
In today’s video, we’re going to watch a heartwarming story about a community that came together to help a man in need. This video shows us the power of social awareness, which means understanding and caring about the feelings and needs of others. Let’s watch how this community helped someone, and then we’ll talk about how we can do the same in our lives.

Model:
Have you ever seen someone who needed help and wondered what you could do to make things better? Social awareness means noticing when someone might need help and thinking about how your actions can make a positive difference. Let’s think about how the community in the video came together to support someone in need.

Questions for Students:

How did the community in the video show social awareness by helping the man?

Why is it important to notice when others might need help or support?

Can you think of a time when you helped someone who needed it? How did that make them feel?

How can practicing social awareness help make your community or school a better place?

Conclusion:
Social awareness means understanding the needs of others and taking action to help them. Just like the community in the video, we can all make a difference by noticing when someone needs help and stepping in to support them. Let’s practice paying attention to the people around us and looking for ways to be kind and helpful in our own community.

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Community rallies to give legally blind man rides to work

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Intro:
Today, we’re going to watch a video that shows some amazing moments of sportsmanship during the Paris Olympics. These athletes didn’t just compete—they showed kindness and respect to their opponents. This is a great example of relationship skills, which help us build strong, positive connections with others. Let’s watch the video and talk about how we can show sportsmanship in our own lives.

Model:
Think about a time when you were playing a game or competing in something. How did you treat the people around you? Did you show kindness, even when things didn’t go your way? Sportsmanship is all about building good relationships by treating others with respect, whether you win or lose.

Questions for Students:

What are some ways the athletes in the video showed sportsmanship?

Why is it important to show kindness and respect, even when you’re competing?

Can you think of a time when you showed good sportsmanship during a game or activity?

How does showing respect and kindness help build strong relationships with others?

Conclusion:
Sportsmanship is a great way to practice relationship skills because it teaches us to respect and care for others, even in competitive situations. The next time you play a game or work on a project with others, remember to show kindness and respect—it’s the best way to build strong, positive relationships.

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See touching moments of sportsmanship at the Paris Olympics

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Intro:
Today, we’re going to watch Kid President talk about making tough choices. We all face situations where we have to make difficult decisions, and learning how to make the right choices is part of responsible decision-making. Let’s watch the video and think about how we can make smart, thoughtful decisions, even when the choices are hard.

Model:
Have you ever had to make a choice between doing something fun and doing something responsible, like homework? Or maybe you had to decide whether to help a friend or do something for yourself? These are examples of tough decisions where you have to think about what’s right and what’s best for everyone.

Questions for Students:

What did Kid President say about making tough choices?

Why is it important to think about how your decisions affect others?

Can you think of a time when you had to make a tough choice? How did you decide what to do?

How can responsible decision-making help you become a better friend, student, or family member?

Conclusion:
Making responsible decisions isn’t always easy, but when we take time to think about what’s right and how our choices affect others, we can make smarter decisions. Kid President reminded us that even when choices are tough, we can make good decisions by thinking carefully and considering what’s best for everyone involved.

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Intro:
Today, we’re going to focus on an important skill—listening. In the video, you’ll learn three ways to be a better listener. Listening is a big part of self-management because it helps us control our attention and reactions in conversations. After watching the video, we’ll talk about how being a good listener can help you stay focused, calm, and respectful in any situation.

Model:
Think about a time when someone was talking to you, but your mind wandered, and you weren’t really listening. How did that feel for the other person? And how did it feel for you when you realized you missed something important? Listening takes practice, and it’s a great way to manage how we pay attention to others.

Questions for Students:

Why is listening an important part of self-management?

What are the three ways the video talks about to be a better listener?

How can listening carefully help you stay calm and focused in conversations?

Can you think of a time when being a good listener helped you understand someone better or solve a problem?

Conclusion:
Listening well is an important part of self-management because it helps us focus, stay calm, and show respect to others. The next time you’re in a conversation, try using the three tips from the video to manage your attention and listen carefully. By practicing these skills, you’ll become a better communicator and friend!

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Intro:
Hey everyone! Today, we’re going to learn about the growth mindset and how it helps us become more self-aware. A growth mindset means believing that we can improve our abilities through effort and practice. When we understand how our thoughts affect the way we learn and grow, we’re building self-awareness—a key part of knowing our strengths and challenges. Let’s watch the video and then talk about how we can use a growth mindset to improve ourselves every day!

Model:
Have you ever struggled with something, like learning a new math problem or trying a new skill? What were your thoughts during that time? Did you tell yourself, “I can’t do this” or “I’m not good at this”? Or did you think, “I’ll keep trying until I get better”? Recognizing how you talk to yourself when things are hard is a big part of self-awareness.

Questions for Students:

What is a growth mindset, and how is it different from a fixed mindset?

How can recognizing your thoughts help you overcome challenges?

Can you think of a time when you switched your mindset from “I can’t” to “I can learn”? How did that change the outcome?

Why is it important to understand your thoughts and attitudes when you’re learning something new?

Conclusion:
Having a growth mindset helps us understand our own thoughts and feelings, making us more self-aware. When we believe that we can grow through effort, we’re more likely to keep trying, even when things are tough. So remember, next time you face a challenge, pay attention to your thoughts—believe in yourself, and keep growing!

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Note to teachers: It's not often that we use a read-aloud video for grade levels beyond second grade. We will use one today though as we introduce inclusion to our late elementary and middle school grade levels. The read-aloud breaks inclusion down to it's core, the desire for everyone to feel welcome. Keep this idea front of mind for your students throughout the year and encourage the practice of inclusion in classroom and school-wide settings.

Intro: When we practice social awareness we work to create a community that is caring and connected. Caring and connected communities are inclusive communities. An inclusive community is one that welcomes and values people from all backgrounds and strives to insure that all members feel like they belong. So how do we create and inclusive community here at school? Well we start by making sure that everyone feels welcomed. And that's what today's read aloud is about. It's called "All Are Welcome". Take a look and we'll come back to talk about how we create a classroom and school community where All Are Welcome.

Model: Share some examples of when you've observed your students being welcoming and inclusive towards classmates and schoolmates.

Questions for students:

Any thoughts on the read aloud?

What are some ways in which you've welcomed or included classmates, schoolmates, or even adults in the building over the past couple of weeks?

What are some ways in which a classmate, schoolmate, or adult in the building has made you feel welcomed or included?

How can we work to make sure that all members of our school community feel like they belong going forward into the school year?

Closing: All are welcome here. Let's make sure that statement is representative of how we make each other feel on a daily basis:)

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All Are Welcome – 🏫 Read aloud kids book about diversity and going to school!

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Relationship Skills: Who Are You "Running" For?

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Relationship Skills: Who Are You "Running" For?

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Note to teachers: Quick heads up - We have two videos that we'll show today. Start with the "family reaction" video above. I will link a video of the race that they are reacting to below the final student question.

Intro: In our most recent self-awareness and responsible decision making lessons we talked about dreams, goals, and becoming the person that we want to become. So what does that have to do with relationship skills? Well, we don't reach our dreams, or become the people that we want to become, without strong relationships in our lives. Strong relationships provide us with support, encouragement, and motivation. I want to take some time today to talk about the people in your lives who are supportive of you, and help you on your path to achieving your dreams. But first, I want to show you a video of the family of a man named Quincy Hall. Quincy won the gold medal in the 400 meter dash at last summers Olympics. Today's video shows his family's reaction as they watched Quincy run his race. I think the video makes it clear that Quincy had some really strong and supportive relationships backing him up throughout his journey to achieving his dream. Take a look and see if you agree:)

Model: Share your thoughts on the video. Who are the people that support you as you work hard to achieve your dreams and goals? How do they show that support?

Questions for students:

Share your thoughts on the video. Do you think that Quincy received support, encouragement, and motivation from this group? Explain your thoughts?

Who are they people that support you as you work hard to achieve your dreams and goals? How do they show that support?

How do you let these people know that you appreciate their support?

Do you want to see a video of the race that Quincy's friends and family were reacting to? Click here for a link to that video.

Closing: We need strong and supportive relationships in our lives. Be open to both receiving and giving support to the people around you...and just like Quincy and his friends and family, celebrate when you, or one of your crew achieves their dream:)

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Responsible Decision Making: I Choose Responsibility - Mr. Brown

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Responsible Decision Making: I Choose Responsibility - Mr. Brown

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Intro: When we practice responsible decision making we take ownership of our choices and our actions. We have a great video today from a man named Mr. Brown. In the video he shares the importance of the role that self-discipline and self-control play in a strong responsible decision making practice. Let's take some time to listen and learn from Mr. Brown. We'll come back to discuss what he shared, and we'll see if we can use any of his advice in our lives.

Model: How does self-discipline and self-control play a role in your responsible decision making practice?

Questions for students:

What are some ways in which you "Choose Responsibility"?

Mr. Brown shared a definition or responsibility that he called "Taking care or your business". What do you think of that definition? What is some "business" that you take care of on a daily basis?

Mr. Brown described self-discipline as "doing what you should do to become the person that you want to become." Who do you want to become? What are the things that you need to do to become that person?

Closing: Mr. Brown is right, self-discipline and self-control are integral components of a strong responsible decision making practice. Let's work to follow his advice: "Take care of your business, and do what you should do to become the person that you want to become."💪

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Self Discipline, Self Control, & Responsible Decision Making for Kids | I Choose Responsibility

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Note to teachers: As we continue our exploration of social and emotional skills with our students we settle into our second self-management lesson. Our goal in teaching self-management is to provide students with strategies that they can use to self-soothe when confronted with big emotions. One of the most useful and impactful strategies that we can share is breath work. Breath work can calm an over stimulated nervous system...and it's a tool that is always at our disposal when we need it. If your students enjoy the Rainbow Breathing technique used in this lesson, don't be afraid to come back to it frequently for use as a transition or a brain break. The more practice your students get, the more likely they'll use the strategy when they really need it.

Intro: Have you ever felt nervous, anxious, or overly excited? We all encounter these big emotions from time to time and when we do, it helps to have a tool that we can use to find our calm. What if I told you that you all have this powerful, calming tool with you right now. Well you do, and that tool is your ability to breathe. That's right, taking long and deep breaths is one of the best ways for all of us to find calm when experiencing a big emotion. So let's put that tool to use, with an exercise called "Rainbow Breathing".

Instructions

You're going to watch a video that displays a rainbow on the screen.

There will be a blue ball that traces each color of the rainbow.

As the ball moves to the right, you breathe in through your nose.

As the ball moves to the left, you breath out through your mouth.

Model: Perform the exercise with your students. Share how breath work helps you find calm.

Questions for students:

How did you feel about the rainbow Breathing exercise? Was it difficult or easy?

How did your body and mind feel after completing the exercise?

How can you use Rainbow Breathing or any kind of deep breath to find calm when feeling some big emotions?

Closing: When you need to find calm, reach for that tool that is always with you...your breath:) Doing so is a great example of a strong self-management practice.

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Learn With Ms. Prima from LittleYellowStar

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Rainbow Breathing For Kids | Rainbow Breathing Mindfulness For Kids - Calm Video For Kids

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Self-Awareness: Dreams, Goals, and Golds

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Self-Awareness: Dreams, Goals, and Golds

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Note to teachers: You can add to this lesson by having students create an artifact to document their goals. That could come in the form of a journal entry, a personal narrative on future aspirations, or even a collage that artistically displays a students goals.

Intro: You wake up, get dressed, and show up to school. Are you showing up and going through the motions...or are you showing up with a purpose. If you're showing up with a purpose, you most likely have dreams and goals that you are working towards (Nice!). If you're showing up and going through the motions...then it's time for you to lay out some dreams and goals so you can put some purpose and passion into your school day. Having dreams, goals, a game-plan to make those dreams a reality, and the ability to work through that game-plan on a daily basis is a huge component of your self-awareness practice. I want to hear about your dreams and your goals...but take some time to think through exactly what it is that you're working towards. While you're thinking, take a look at a video that shows some Olympic athletes from this past summer as they achieve their dreams on the track in Paris.

Model: What dreams and goals have you achieved? What did it take for you to reach them? Share your story with your students.

Questions for students:

Let's talk about the track athletes that we just watched. They are the best of the best at what they do. Think about those athletes at your age. Do you think they showed up to school and practice with a purpose, or do you think they just went through the motions?...be detailed in sharing your thoughts.

Let's lay it out there. What is a dream or a goal that you have for yourself? What are some things that you can do (on a daily basis) to make that dream a reality?

Closing: Dream, believe (work smart, work hard) achieve. Set goals and follow a daily process that will help you achieve those goals. Do this, and you'll be practicing self-awareness.

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Intro: The fifth and final competency of focus is called social awareness. The definition of social awareness is as follows:  The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. Ultimately social awareness comes down to the impact you have on your community and the people who make up your community. Is that impact a positive one? One that brightens the lives of the people you come into contact with? Those who have a high level of social awareness make the world a better place with each an every positive interaction they have with others. Care for the people around you. Show that care. Leave people feeling valued, respected, and loved. if you do that, you'll be a social awareness warrior. Let's take a look at a video where a group of people show a young man that he's valued, cared for and loved. A great example of social awareness in action. Take a look.

Model: Share your thoughts on the actions of the pep band in the video. How did it make you feel to watch? How do you think it felt for the birthday boy to experience?

Questions for students:

Share your thoughts on the actions of the pep band in the video. How did it make you feel to watch? How do you think it felt for the birthday boy to experience?

What are some things that you do to positively impact your community?

Do you know someone who has a strong social awareness practice? What does this person do to make the world a better place? What can you learn from this person to enhance your own social awareness practice?

Closing: Make a positive impact on the people around you. Empathize with others. Spread love, joy, and happiness. Care for your community and show that care through your actions.

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Marching band Spontaneous Birthday Surprise for a Kid

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19.3k votes, 284 comments. 2.6m members in the HumansBeingBros community. A place for sharing videos, gifs, and images of people being total bros.

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Intro: The fourth competency that we'll focus on in our social and emotional practice is relationship skills. There are many relationship skills. Empathetic listening, care, compassion, support, forgiveness, motivation, humor, the list goes on and on. We'll talk about all of these subjects as the year goes on, but if you ask me, the foundation of all relationship skills is kindness. It feels good to give kindness. It feels good to receive kindness. When we lead with kindness in our interactions with others we can't go wrong. Lets watch a quick animated short called "Color Your World With Kindness." Once finished I want to hear about your relationship with kindness.

Model: Describe the kindest thing someone has done for you. How did that action make you feel in the moment? What kind of impact did it have on your life?

Questions for students:

Describe the kindest thing someone has done for you. How did that action make you feel in the moment? What impact did it have on your life?

Describe the kindest thing that you've done for someone. What motivated you to be kind in that moment.How did it feel to give kindness?

What are some ways in which you can utilize kindness as a relationship skill in your interactions at school?

Closing: Be kind. It's not always the easiest thing to do but it is always the right thing to do:)

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Intro Lesson: Responsible Decision Making

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Intro Lesson: Responsible Decision Making

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Intro: The third competency in our social and emotional practice is called responsible decision making. You have a lot of choices to make on a daily basis. What steps do you take to insure that those choices are responsible ones? When we reflect on our responsible decision making practice we want to focus on the steps that we take in the process of making decisions. Are we reactionary or are we patient? Are we influenced by emotion or reason? Let's get the ball rolling on our responsible decision making practice by watching a video that comes to us from Great Britain. This video will share three tips that you may be able to include in your responsible decision making practice. Take a look.

Model: What is something that you do when faced with making a big decision? How has this practice helped you to make good decisions?

Questions for students:

The video shared three tips to utilize when confronted with a big decision, they are as follows: Free up your brains bandwidth. Give your brain the fuel it needs. Get honest advice from a friend. Which one of these tips will you use in your responsible decision making practice and why?

Do you have any tips that you'd like to share? What are some ways in which you make good choices? Please be specific in describing your practice.

Closing: It is important to make good choices but it is also important to reflect on the choices we've made. When we reflect on our past choices and plan for future choices, we fine tune our decision making abilities. That's what this practice is about. Putting yourself in the position to make good choices in an efficient and effective manner. Good luck with your practice!

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How to make better decisions | 3 quick tips | BBC Ideas

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Intro: The second competency in our social and emotional practice is called self-management. The definition of self-management is as follows: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. There are very few straight paths in life. Often times we need to navigate and manage difficult emotions, struggles, and set backs on the way to achieving our goals and dreams. When we fight through these obstacles we show a trait called resilience and resilience is the direct result of having a good self-management practice. How do you manage tough emotions? How do you fight through a set back? How do you stay on track in your journey? The answers to these questions will help to define your self-management practice. Let's take some steps today to begin to lay the groundwork of defining our self-management strategy. For a little motivation, let's take a look at a video where an Olympic athlete tells her story of resilience.

Model: Share your go-to self-management strategy for managing difficult emotions or frustrating set-backs.

Questions for students:

First off let's hear your thoughts on Asha Phillip's story of resilience. How did she manage the difficult challenges that she faced?

How do you mange a challenge? How do you work through frustration and disappointment?

Let's talk about a couple of difficult feelings, stress and anxiousness. How do you manage feelings of stress or anxiousness?

Do you have an example of a time in your life when you overcame adversity? Can you share your story?

Closing: Define your self-management practice by locking down some go-to strategies for managing difficult emotions or experiences. You'll be happy to have them in your tool belt when needed.

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'Mental toughness is the secret to success' | BBC Ideas

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Thank you for taking the time to build a healthy climate and culture in your classroom community! The lessons contained  in this Padlet are designed to promote classroom connection through conversation on social and emotional topics. The lessons are short and designed to easily infuse into your weekly schedule. Use this content to ensure ongoing and consistent social and emotional exploration with your students. Five lessons will be distributed in two week cycles. Our recommendation is to share three lessons week one, and two lessons week two. We will release new lessons every other Sunday starting August 28th. A recommended two-week implementation schedule shared below.

Topic (Aligned with CASEL's 5 Core Competencies)
Monday (week one)-Self-Awareness
Wednesday (week one)-Self-Management
Friday (week one)-Responsible Decision Making
Tuesday (week two)-Relationship Skills
Thursday (week two)-Social-Awareness

Lesson Format:

Intro: Introduce the competency with age appropriate language.  Sample introduction "scripts" are included with each lesson.

Share lesson video; self explanatory, just share the video included with each lesson after you introduce the topic.

Model: Share your reflections on, or feelings related to the video.

Questions for students: Questions to help drive discussion included with each lesson.  With that said feel free to freestyle as needed.

Closing: Sample closing statements are included with each lesson but the goal here is to simply wrap up the lesson with a statement that encourages practice within the competency prior to transitioning to the days' activities.

See the link above to familiarize yourself with CASEL's 5 Core Competencies.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence; Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development. Download more information on the framework (available in and Spanish).