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I think this is something that is very important to teach children. The challenge is to help them see that their perspective isn't the only one. Seeing things from another's viewpoint is a life-changing skill.

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Moral courage is a competency that needs to be embraced in our schools. Issues such as bullying and violence in our schools dictate that we must develop and teach skills that foster moral courage in order to save our students.

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Our students just participated in a school-wide Kindness Month activity. They really responded to this challenge and were excited about practicing kindness!

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As adults, we tend to get bogged down with everyday stressors and fail to recognize how those around us are feeling and the stressors that they may be experiencing. This is a grow area for me. I need to be more attentive to how other's are feeling.

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Growing: lots of good ideas surfacing in our school related to improving the plight of the poor and also improving the quality of the environment, often these are directly connected.

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Growing: lots of good ideas surfacing in our school related to improving the plight of the poor and also improving the quality of the environment, often these are directly connected.

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During Celestine Reflections, I've heard students talk about how Social Justice (Living the Gospel) changed their perspectives from the one they learned at home to being able to empathize with people outside their social circle.

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Grow: This is a tough one for teens. It is also why building trust is so important in the classroom and relationships.

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Grow: This is a tough one for teens. It is also why building trust is so important in the classroom and relationships.

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In a theology class, students are asked to reflect on their authentic self--what they value, what they love, what they like, what their dreams are and what keeps them from being their selves; they also named personal boundaries related to their possession, time, emotional energy, physical boundaries in order to maintain healthy relationships

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I feel we do all of this school-wide but a good reminder to incorporate into classes.

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During the month leading up into final exams each semester, I often create unstructured study/review sessions for the entire class, during which I reteach select students language concepts they are still struggling with, and then require that these students immediately turn around and teach a peer who has the same struggles what they just finally figured out. I have seen many "struggling" students suddenly gain a lot of self-confidence in their academic abilities when given the opportunity to teach someone else, especially if they are used to being the one who ASKS for help instead of GIVES it.

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The Celestine Reflection fits this category and many others as well. 

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The Celestine Reflection fits this category and many others as well. 

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Grow and Glow

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When doing parables (Prodigal Son, etc.), having students identify with one of the characters, then ask them to switch to another character that they don't immediately identify with. Use this with birth narratives too.

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Any way students can connect with characters/people they read about allows them to connect with their immoral and moral decisions.

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Grow: kindness acts to be viewed by others as compassionate is one thing, being kind on their own initiative is another thing.

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Grow: kindness acts to be viewed by others as compassionate is one thing, being kind on their own initiative is another thing.

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Grow: I think all of us could work on our self regulation, even the adults. 

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Grow: I think all of us could work on our self regulation, even the adults. 

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having students share how their families do certain activities or what foods they eat. I was at a workshop on genetics once and the instructor said that a simple way to build cultural awareness when extracting DNA from fruit was to have students bring in fruit that they eat at home

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Growing: We are offering a lot in the way of developing perspective. It is hard to say if outside of our classrooms that the students really have integrated these into their manner of being. 

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Growing: We are offering a lot in the way of developing perspective. It is hard to say if outside of our classrooms that the students really have integrated these into their manner of being. 

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Grow: we have the school motto, mission, social norms posted and stated everywhere but often see more self centered viewpoints in action. 'OK to empathize with others as long as my needs are taken care of first.'

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Grow: we have the school motto, mission, social norms posted and stated everywhere but often see more self centered viewpoints in action. 'OK to empathize with others as long as my needs are taken care of first.'

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Self regulation is one where SJA could grow in.  Students get wrapped up in, for example, grades, where in two months, it won't matter.  This leads to students complaining about teachers. 

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Self regulation is one where SJA could grow in.  Students get wrapped up in, for example, grades, where in two months, it won't matter.  This leads to students complaining about teachers. 

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GLOW: We have opportunities for students to take courses that allow them to see and reflect other point of views. i.e. reflecting on how the feelings and experiences of specific characters of a book/movie.

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GLOW: We have opportunities for students to take courses that allow them to see and reflect other point of views. i.e. reflecting on how the feelings and experiences of specific characters of a book/movie.

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We have courses and clubs at SJA that model this whole process (social justice, voices for human rights, women and gender studies, angel outreach, earth angels, etc)

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My students are generally very kind and respectful of each other! I praise them when I witness them complimenting, supporting and celebrating their classmates. I hope seeing others being celebrated for their kindness encourages others to emulate their own behavior toward others.

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Moral courage in the classroom takes encouragement from the teacher and then ultimately the peers that surround the student.

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Grow: many of us, along with our students are having difficulties reading the emotions of those around us. Teens seem to have a resting face mode and practice not having emotions on their faces unless they are with close friends.

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Grow: many of us, along with our students are having difficulties reading the emotions of those around us. Teens seem to have a resting face mode and practice not having emotions on their faces unless they are with close friends.

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We already have our school mantra, Not I, but We

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GLOW: Courses have created projects where they go and perform acts of kindness and reflect on how that affected others and themselves. 

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GLOW: Courses have created projects where they go and perform acts of kindness and reflect on how that affected others and themselves. 

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GROW: An example of us growing in creating changemakers is evident in our global education program and clubs with specific initiatives.

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GROW: An example of us growing in creating changemakers is evident in our global education program and clubs with specific initiatives.

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I believe we help our students feel courage to express their wants to help all students. i.e. a recent student presentation to the entire staff/faculty at a meeting.

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I believe we help our students feel courage to express their wants to help all students. i.e. a recent student presentation to the entire staff/faculty at a meeting.

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 Young students have a difficult time with Self-Regulation, so in the classroom, this is an ongoing process that requires patience, consistency and clear expectations.

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 Young students have a difficult time with Self-Regulation, so in the classroom, this is an ongoing process that requires patience, consistency and clear expectations.

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Imagination is often based on reality and. The ability to see yourself in a variety of roles/situations no matter how fantastical many times is rooted in your background, experiences, and upbringing.

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Imagination is often based on reality and. The ability to see yourself in a variety of roles/situations no matter how fantastical many times is rooted in your background, experiences, and upbringing.

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In the special ed preschool classroom we are learning how to be helpful in the classroom by cleaning up after ourselves after play/lunch time. We are also practicing taking care of our material/toys.

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My students are working mostly solo as they attempt to understand concepts and skills presented in the small group setting. This is an area that could be developed as we progress through the school year.

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Students in my class are still at an impulsive age. Self-regulation is something we work on daily.

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I try to practice random acts of kindness by example throughout the school day and encourage an environment that allows for others to feel safe to do so, as well.

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Glow
My students do a great job showing kindness for others without thinking about being rewarded for doing with they should.

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Rewards based on social responsibility as opposed to academic achievements has really encouraged many all students have received recognition.

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Children in the special ed preschool classroom are learning about how to properly dispose of materials, how to treat living things in our environment, and taking care of our classroom and materials.

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Sometimes seeing another person's perspective is an ongoing process that requires effort and time.

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Sometimes seeing another person's perspective is an ongoing process that requires effort and time.

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Students with special needs have difficulty understanding their emotions, so regulating their emotions is a constant challenge.  Modeling, labeling, incorporating music and books helps my students practice self regulation. 

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Students with special needs have difficulty understanding their emotions, so regulating their emotions is a constant challenge.  Modeling, labeling, incorporating music and books helps my students practice self regulation. 

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Some students are more effective with accessing the strategies I have provided in the educational setting. I spend an immense amount of time in this area. As a result, there has been some significant growth

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Students find self-regulation to be a challenge. When looking at brain development in children and young adults, it is not surprising that this is an area of growth. The average brain does not become fully developed until the age of 25. This makes self regulation something that needs to be taught, practiced, and applied.

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Sometimes students regress as they mature and need explicit instruction that is appropriate to their age/maturity level.

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I feel that my students call out the mistreatment of others and work hard to look for opportunities to correct their responses or interactions with others.

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some students are aware of other people's emotions, and their own reactions. Others need support to understand how other people may feel based on certain actions and words their friends use to communicate.

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Glow & Grow
Students are developing their sense of empathy. We talk about this frequently, so it is definitely a work in progress, but it is in motion, and there has been some success.

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Very hard to do in a declining society. We can affect change in school only to be undone by parents/interactions outside of school.

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My 1st grade students need to improve on getting along and accepting each others ideas.

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Because many of my students struggle with this competency, adult modeling is continual and must be done with fidelity.

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Students in my age group need assistance with sharing ideas and working as a team. They are struggling to come to mutual decisions and engage in power struggles.

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Most of my students have difficulty expressing their perspective or being able to share their perspective about a particular situation. Growing their perspective filter would be a great way to encourage students to understand others perspective.

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Even working with students as young as 4 years old, many of them already have a sense of right and wrong. 

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Even working with students as young as 4 years old, many of them already have a sense of right and wrong. 

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There's a difference between getting along well and working together well and I believe a core chunk of my students need to develop better collaboration skills.

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Self regulating emotions is extremely difficult for my students. Autism often makes understanding degrees of emotions hard. I often have kiddos crying over things like broken pencils or no soap in the dispenser.

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I teach younger kiddos, so labeling and understanding emotions (even the basic ones) are something we are working on throughout the day.  

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I teach younger kiddos, so labeling and understanding emotions (even the basic ones) are something we are working on throughout the day.  

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Learning kindness by creating an atmosphere of community. We care! And we want each of our friends to be respected. By using kind words and actions.

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Working with not only students but also teachers on collaborating with each other to model what is collaboration and what it looks like.

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My students understand what kindness looks and sounds like, and actively work to make kind choices.

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Students can label many of their feelings, but don't always recognize the appropriate ways to interact and support each other.

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My students are great at showing how they feel and explaining to other peers how they feel during traumatic or difficult situations. They can even explain their emotions when they are experiencing a heightened state of excitement and energy.

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My students have had opportunities to work with students from the autism core class this year and they are actively developing in their ability to respond to students with compassion and kindness. It's something I think they are able to capitalize in other social settings too, when I observe them on the playground, they're constantly the leaders and treat each other with genuine respect.

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GLOW & GROW
This is both a glow and grow, as it is still in development - but at least I've gotten started. My goal is to increase students' awareness of the people, places, and animals in the world so that they start to care. Hopefully, that caring will lead to understanding and compassion that will eventually lead to positive action.

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I really make a concerted effort to model how to effectively help others when they are seeking help and not when it is unsolicited. Possessing a moral compass is a much needed and tool to have a successful and productive life as a member of society.

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Self-regulation is a skill we are still working on. Although they have a tool kit of strategies to use, they still need help identifying which skill to use and what time would be most appropriate.

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Students are better about collaborating and helping each other. They understand the importance of teamwork and helping one another.

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Out of all 9 competencies, this might be the biggest glow for my class. They are professionals at self-regulating. We work a lot on "cool down" techniques, how to identify stressful/anxiety/anger inducing emotions, and how to manage them.

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The more opportunities one has to interact with people that are different than our self, helps to build a greater understanding of each other's differences and similarities.

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The more opportunities one has to interact with people that are different than our self, helps to build a greater understanding of each other's differences and similarities.

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My students have shown growth in understanding how their actions may effect others. I allow them to share their thoughts and feelings about the situation and the other child needs to listen and respond. I guide the conversation to produce a healthy conclusion.

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When reading a variety of text selections, my students have been able to identity the emotions of the characters and empathize with them.

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Working on having my students being able to regulate their emotions throughout the school day independently.

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Students become really involved in the injustices of history, so that is a great way to frame other experiences and help insert themselves in culturally diverse situations. Overlaps with Moral Courage and Growing Changemakers.

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My students do an amazing job connecting to the characters in our novel studies, read alouds, mentor texts, and so on. They are able to reflect on the character's motivations and make logical inferences about their actions.

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My students are just learning their moral identity through the modeling of other students and adults.

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My students are able to take the perspective of their classmates and can see how their actions affect others, but we are working on using that to enact change.

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This is definitely a skill all students need to work on. Self-regulation has been a challenge since COVID.

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I believe my students are able to put themselves into others shoes and reflect on their point of view and how that might be similar or different than their own.

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Although my students need modeling in this area and respond to adult guidance as a resource, this is definitely an area they can grow to be able to recognize their won emotions and those of others.

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In our class we have branded ourselves as heroes and have identified the values and characteristics of what that means for us. They are working on doing that for themselves as individuals.

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My students are very good at showing compassion and empathy. They are incredible at saying positive things to encourage and cheer up their classmates when they are sad or insecure.

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My students have been working collaboratively every morning and during centers. We are learning centers procedures but are also glowing because we are improving.

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Having autism, my kids are just beginning to simply understand what emotions others are feeling and why.

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Moral identity is something that fifth grade students start to regress on, as they are developing as individuals and start to decide what THEIR morals are vs. their elders.

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GLOW
I have seen several examples of students being kind this year. We talk about the importance of being kind every day without fail and how that can improve our/someone else's day. It's always a better choice.

GROW
There's always got to be that ONE student who consistently makes poor choices with how they respond to others. I still need to develop this student's ability to react in a positive manner.

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I think my students do well with emotional literacy as we do many collaborative activities connected to character development.

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My students know how to identify the emotions of others and express their own. We have class family discussions and work on developing strategies to communicate with one another, especially during conflicts.

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My students have been helping each other through their big feelings. They will hand their friend a tissue or kind words to help them through their strong feelings.

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My students are struggling with big feelings and emotions.

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Self regulation was a big issue this year and I was not prepared for it.  We practiced Mindfulness each day for 10 min, which helped. Thank you for providing information in this area.

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It is important to develop a student's moral identity to help them see themselves as leaders. I see the struggle of breaking down systematic barriers of oppression  that influence students moral identity. For example- family stability or instability, poverty, trauma, and interpersonal relationships with family  and others.

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i think that using class mantras and having students select mantra's for themselves to practice is key to develop self awareness and self identity

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Our district implements the Be Kind campaign and every campus has a Kindness Crew that helps to implement random acts of kindness, a welcoming team for new students, campus wide service projects, etc

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Our district implements the Be Kind campaign and every campus has a Kindness Crew that helps to implement random acts of kindness, a welcoming team for new students, campus wide service projects, etc

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This is an area we work at routinely, but students struggle. While they can recognize and empathize with a character in a book, they have much more difficulty recognizing another student's experience or view of things. We try and build this skill through things like debates or asking students to write from the perspective of someone else.

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My Kinders are naturally kind hearted. It is an easy concept for them to understand. We do many kindness activities and read stories about being kind to each other.

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I th linkhigh schoolers should do service projects to give back to their comUnity

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I th linkhigh schoolers should do service projects to give back to their comUnity

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I think students are for the most part very resilient so as I teacher I am helping them to adjusting to entering school post pandemic

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Last year was a tough year for me. My preschoolers often were not kind to one another. With the way our world has become post COVID, I feel this is very important to continue to help these littles grow in this area.

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An advantage to teaching a second language (Spanish in my case) is having opportunities every class period to help students learn to see the world through others' eyes.  It's wonderful to see students go from "Why do we have to learn Spanish because this is America," to appreciation for other cultures' music, food, and ways of living and doing things.

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I have some students that are very in tune with others emotions and will walk with them to my office.  Then I have students that can only see their side and can only focus on how what others say and do affect them  vs how their words and actions affect others.  This is an  area that still needs a lot of work and how to agree to disagree without be judgmental.

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I have some students that are very in tune with others emotions and will walk with them to my office.  Then I have students that can only see their side and can only focus on how what others say and do affect them  vs how their words and actions affect others.  This is an  area that still needs a lot of work and how to agree to disagree without be judgmental.

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I teach Language Arts and we often discuss current issues that effect them, both in and out of school. I find that our students need a sense of boldness, to give them the courage to be the change-makers that they can be!

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I reduce the use of technology to ensure that scholars have time to interact/engage with each other 

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I reduce the use of technology to ensure that scholars have time to interact/engage with each other 