Today's focus is on a practice that we call self-awareness. When we practice self-awareness we focus in on understanding who we are as a person. We want to get in touch with our heart and our mind while reflecting on our emotions, our values, our attributes, and even our goals. Let's watch a quick video that touches on some of the topics that we'll cover as we work to develop our self-awareness practice. Take a look.

Model: Who are you? What do you like to do? What makes you, you?

Questions for students:

• Who are you? What do you like to do? What makes you, you?

• How would you describe your values? 

• What is something that you love? 

• How does your culture connect with your identity?

• What is something that makes you unique?

Closing: As we go through this school year and continue our self-awareness practice our goal is to form a rock solid relationship with ourselves. Know your identity, know your values, know your emotions, dreams, and goals. When you do this, you're practicing self-awareness:)

• 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?

• 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.

• 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?

• 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?

• 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?

There are basic emotions that everyone experiences, like happiness, sadness, fear, anger, surprise, and disgust. These are sometimes called "primary" emotions because they are felt by people all over the world, no matter where they live.

• Happiness makes us feel good and is often linked to positive events like playing with friends or getting good news.

• Sadness happens when we lose something important to us or things don't go the way we hoped.

• Fear is a natural response when we feel in danger, like when we're scared of something we don’t understand or a risky situation.

• Anger can happen when we feel treated unfairly, or when things don’t go as expected.

• Surprise occurs when something unexpected happens.

• Disgust is the feeling we get when something is gross, like bad food or bad smells.

Let's take some time today to reflect on emotions. To start, we'll watch a video that shows a women in the midst of a pretty incredible experience. Watch the video and try to identify all of the emotions that this woman is feeling as you observe.

Model: Go straight to student questions.

Questions for students:

• Let's talk about the video - the woman in the kayak was feeling a lot of different emotions. What emotions were you able to identify?

• Let's talk about how you identify your own emotions. What does it feel like when you get frustrated? What does joy feel like to you? How do you know when you're angry? What do you feel like when you are happy?

• Why is it important that you have the ability to identify and understand your emotions?

Closing: When we have an awareness of the emotions that we are feeling, we put ourselves in the position to better manage our mood...and we practice self-awareness:)

1. Reduces Tension: Deep breathing helps relax your muscles and calm your mind, which makes you feel less stressed.

2. Boosts Focus: By focusing on your breath, you can clear your mind, making it easier to think clearly and stay calm in tough situations.

3. Improves Mood: Breathing exercises help release endorphins (the “feel-good” chemicals), which can help improve your mood and make you feel better.

4. Helps with Anxiety: When you’re nervous or anxious, breathing deeply slows your heart rate and tells your body that everything is okay.

Let's try a breathing exercise together. Watch todays video and breathe along with the prompt.

Model: How do you feel after performing this exercise?

Questions for students:

• How do you feel after performing this exercise?

• When are some times in which you can use your breath to find calm or stress relief?

Closing: Next time you're feeling stressed, try a simple breathing exercise like inhaling slowly for 4 counts, holding for 4 counts, and exhaling for 4 counts. It can help you feel more in control and calm in just a few minutes!

Intro: A strong responsible decision making practice always utilizes goal setting. Goal setting is a powerful way to stay focused and motivated, especially for people your age. When you set a goal, you’re giving yourself something to work toward, whether it’s improving in a sport, finishing a school project, or learning a new skill. Here’s why goal setting is important:

1. Keeps You Focused: Having a clear goal helps you stay on track and avoid distractions. Instead of wasting time, you know what to focus on.

2. Boosts Motivation: When you set a goal, you give yourself something exciting to work toward. It’s like a challenge that keeps you motivated, especially when things get tough.

3. Builds Confidence: Every time you achieve a goal, big or small, you prove to yourself that you can do hard things. This builds your confidence and shows you that with effort, you can succeed.

4. Helps You Manage Your Time: Goals help you figure out what needs to be done and when, so you don’t get overwhelmed or forget important tasks.

5. Makes Success Feel Achievable: Setting small, realistic goals breaks down bigger dreams into bite-sized pieces, making it easier to reach them one step at a time.

Here's the cool thing about goal setting...it often leads to achievements that make us feel joyful and proud. Take a look at todays video that shows a woman achieving a goal on a rugby field. Observe the joy on her face:) and maybe take away a little motivation to set and achieve the goals that you have.

Activity: Have students write down a goal that they have for the current school year. Have students share their goal along with strategies that will help them to achieve that goal with classmates.

Here are some of the benefits of friendship:

1. Emotional Support: When you're feeling sad, stressed, or worried, friends are there to listen and make you feel better. They can help you solve problems or just offer a shoulder to lean on.

2. Fun and Adventure: Friends make everything more exciting! Whether it's playing games, exploring new places, or just hanging out, having friends to share those moments with makes them even better.

3. Learning and Growing Together: Friends can teach you new things, help you with schoolwork, or introduce you to different hobbies. You learn more about yourself and the world around you by spending time with them.

4. Boosted Confidence: When you have good friends who believe in you, it helps you believe in yourself. They cheer you on and encourage you to try new things, even if you're nervous.

5. Helping Each Other: Real friends support each other. Whether it's standing up for each other, sharing something you need, or just being there when things get tough, friends help make life easier.

Today's video showcases a group of friends who are reaping in the benefits of friendship. Take a look.

Model: Share your thoughts on the video. What can we learn from Kevan and his friends?

Questions for students:

• Share your thoughts on the video. What can we learn from Kevan and his friends?

• What are some things that you value in a friend?

• What are some actions or attributes that you bring to a friendship?

• How can we can we develop and support healthy friendships as a class this school year?

Closing: Value and support your friends and classmates this school year. Doing this is an example of practicing relationship skills!

Being compassionate isn’t just about big actions—it can also be simple things, like listening when someone needs to talk or offering a smile when someone looks sad. It makes the world a kinder place because when we show compassion, it encourages others to do the same.

Let's watch a video of two youth soccer teams (one from Barcelona, the other from Japan) competing in a international tournament. Take a look at the compassion on display in the video.

Model: Share your thoughts on the video. What did you think of the compassionate actions demonstrated by the Barcelona players?

Questions for students:

• Share your thoughts on the video. What did you think of the compassionate actions demonstrated by the Barcelona players?

• Have you ever received compassion from someone when you were feeling down? Can you share your story?

• Have you ever given someone compassion when they were having a difficult moment?

• How can our classroom benefit from showing compassion to one another this school year?

  
  

  Closing: When we show compassion to others, we build stronger friendships and create a more supportive community where everyone feels understood and valued.

Intro:
We often say ‘I’m mad’ or ‘I’m sad,’ but there are many shades in between. Frustrated, hopeful, embarrassed. Today we’ll explore how to tell exactly what we feel. By paying attention to what’s happening inside our body and what we see on faces or voices.”

Model / Think Aloud (optional):

Pause video at a moment showing “disgust” and say: “That scrunched nose and tight eyes make me think disgust. But inside I might feel repelled or uneasy—my stomach could twist.”

Personal example: Yesterday I felt frustrated when the printer didn’t work. I got tension in my jaw, shoulders stiff, and I wanted to slam the button; but I breathed and tried again.

Discussion Questions:

• What new emotion word did you hear?
  
  

• What external clues (face, voice, posture) helped you recognize it?
  
  

• What internal clues did you notice (hot, tight, butterflies)?
  
  

• How can noticing both help you understand your feeling better?
  
  

Feelings Journal: Ask students to write (or draw) one feeling they felt today and list what clues told them.

Conclusion:
Today we practiced tuning in to our feelings more deeply. Both how we look and how we feel inside. When we do that, we understand ourselves better. Keep being emotion detectives this week.

Intro:
Impulses are urges that want to act right away. If we always follow them, we sometimes hurt others or ourselves. Today we’ll examine what triggers our impulses and learn strategies to manage them.

Model / Think Aloud:

Pause at an example of acting too fast and say: “In that moment, I might feel my chest tighten or heartbeat speed. I would use deep breathing or count to slow down.”

Personal example: When I see an annoying message, my impulse is to reply right away—but I wait 3 breaths first, then respond more calmly.

Discussion Questions:

• What triggers made someone act fast in the video?
  
  

• Which strategy (counting, breathing, stepping back) seemed helpful?
  
  

• When in your life do you feel impulsive (class, games, home)?
  
  

• Which strategy will you choose today when it happens?
  
  

Role-play Pausing: In pairs, students act out a quick conflict (someone cuts in line) and must pause before responding, using a strategy.

Conclusion:
Impulse control helps us act in ways we can be proud of. The more we practice breathing, counting, or stepping back, the stronger we become at self-management.

Model / Think Aloud:

• Pause after a choice: If you don’t study, the consequence is a poor grade. If you do study, you might feel proud and do better.
  
  

Discussion Questions:

• What choice was made in the video?
  
  

• What were the short-term and long-term consequences?
  
  

• Have you ever made a choice you later regretted? What happened?
  
  

• How can thinking ahead change your next decision?
  
  

Activity:

• Decision Chart: Students complete a T-chart for 3 scenarios: choice → possible good consequence → possible bad consequence.
  
  

Conclusion:
When we pause and consider what might happen, we make stronger choices that help us and others.

Intro:
Communication is more than talking. Listening, body language, and the words we choose matter.

Model / Think Aloud:

• Show: “If I say, ‘I feel upset when…’ that’s better than ‘You never listen.’ It keeps the focus on my feelings.”
  
  

Discussion Questions:

• What is active listening?
  
  

• How can “I” statements improve communication?
  
  

• What’s one way you can show you’re listening this week?
  
  

Activity:

• Role-play: Students practice small conflicts using active listening and “I” statements.
  
  

Conclusion:
Clear, respectful communication helps us build stronger friendships and solve problems.

Intro:
Different people may see the same situation in different ways. Understanding their view helps us be kind.

Model / Think Aloud:

• Show: One person feels left out, another thinks they’re joking. Both perspectives matter.
  
  

Discussion Questions:

• What is empathy?
  
  

• Why is it important to understand others’ feelings?
  
  

• How can perspective-taking help solve problems?
  
  

Activity:

• Scenario Circles: In groups, students discuss how 2–3 people might feel in a conflict (playground, group project).
  
  

Conclusion:
Perspective-taking builds empathy. When we imagine how others feel, we can act with kindness.

• Share your thoughts on the video.
• How did Jonathan's decision making impact Mitchell?
• How did Jonathan's decision impact Mitchell's family?
• How about Jonathan himself? What impact did making this decision have on Jonathan?
• How did Jonathan's upbringing and values play a role in his ability to make the decision to care for Mitchell in the moment?
• What about you? How does your upbringing and your values impact your decision making?

• Share your main thoughts or take aways after watching the video.
• What do you think about the following quotes from the video? 
• "You are enough already."
• "Don't trade your dignity for popularity."
• "You will be worth knowing." What makes you worth knowing?
• "It is who you are that makes you great." What makes you great?

• Can you share a frustrating experience that you've had in the past week. What was your reaction to that experience?
• We heard the following quote in today's video: "Learn to respond wisely to the things that happen to you rather than just reacting blindly." What does this quote mean to you? How can it be helpful to you as you navigate each day?
• We hear the term meditation in the video. Sometimes that word can be a bit daunting. The truth is we don't need to sit in a dark room with our legs crossed to meditate. All we need to do is to take some time to calmly reflect on our thoughts and emotions. We can do this on our ride to school, working out, or even taking a walk through the neighborhood. How do you take time to calmly reflect on your thoughts and emotions?

• What do we think about the story shared in the tweet?
• What do you want your classmates to remember about you ten years from now?

• Share your thoughts on the video.
• Vivian was an advocate for female representation in children's toys. If you were to advocate for a cause what would it be?
• Vivian advocated for her cause through contacting toy companies via a written letter. What would be the route you choose to communicate your advocacy? Who would you communicate too?
• Why is it important to advocate for ourselves and the causes and policies that we believe in?

Model:
“How do you usually feel when something you’ve worked hard on doesn’t turn out the way you hoped? What do you do next?”

Discussion Questions:

• What challenges did the main character face? How did she respond?

• What emotions do you think she felt during the story? How could you tell?

• What helped her keep trying instead of giving up?

• Why is it important to make mistakes when learning something new?

• Think of a time you failed at first but then succeeded. What helped you get there?

Closing:
Every mistake is a chance to grow stronger and smarter. Self-awareness helps you notice how you’re feeling, what you’re learning, and what to do next. Remember: success doesn’t mean “no mistakes” — it means never giving up. Keep soaring!

• List some kind gestures you could do today. Which one will you do first and why?

• Why do you think small acts of kindness are so important?

• What’s a small gesture that you have done for someone else that meant a lot to them?

• In what ways would your class or school be different if everyone did one small act of kindness a day?
  Closing:
  We can make a positive difference around us—and many of those things don’t require money or special talent. Kindness is free and always available. Sometimes one simple act of kindness can change a person, a group or even the world.

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:)

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 breathe, then you can do this exercise anywhere:) Don't hesitate to jump into the exercise the next time you have a need to find calm.

Model: What digital distractions do you struggle with? What decisions do you make to push back against those distractions?

Questions for students:

• Let's talk about the woman in the video. What poor decisions did you observe? What was the outcome of those poor decisions?

• What digital distractions do you struggle with? What decisions do you make to push back against those distractions?

Closing: Be responsible when it comes to your screen time. Make sure that phones, video games, and social media don't prevent you from being the person that you want to be.

Model: Share a story of a time when someone gave you a pep talk. What was the topic? Why did you need support in that moment? How did the talk help you in overcoming the challenge that you faced?

Questions for students:

• Share your thoughts on the video.

• Share a story of a time when someone gave you a pep talk. What was the topic? Why did you need support in that moment? How did the talk help you in overcoming the challenge that you faced?

• Share a story of a time when you delivered a pep talk. How did you know that the recipient of your talk needed encouragement? What did you say in your talk? What kind of impact did your talk have?

Closing: Offering words of encouragement and support is an example of practicing relationship skills. So don't be afraid to dig deep and delivery an inspiring pep talk if you see a friend, classmate, or family member in nedd of support.

Model: Share your thoughts on the video. If you have one, share a story in which you helped yourself by helping others.

Questions for students:

• Share your thoughts on Danny's story.

• If you have one, share a story in which you helped yourself by helping others. How did you benefit from looking out for and supporting the people around you.

Closing: A secondary benefit of practicing social awareness is the positive impact that helping others has on ourselves. Do good, feel good, practice social awareness:)

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

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

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

3. 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.

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!

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?

Model:
Let’s think about two students:

• One writes a note to their teacher thanking them for helping during a tough week.
  
  

• Another feels thankful but doesn’t express it.
  
  

• Which one helped build a stronger relationship? Gratitude connects us to others!

Discussion Questions:

• What are three things you're grateful for?
  
  

• Who in your life deserves a thank-you?
  
  

• How does showing gratitude help friendships grow?
  
  

• What are some ways we can show appreciation in school?
  

Conclusion:
Gratitude isn’t just about being nice, it’s about noticing the good around us and sharing it. Saying thank you builds trust, joy, and stronger friendships. Let’s end the year by showing gratitude to someone every day.

Think about your closest friends. What would you do to support them in reaching their goals?
Today we are going to explore a powerful true story called The Pact. It is about three friends who made a promise to help each other succeed. Their friendship carried them through danger, challenges, and moments where they could have given up. Their promise of support changed their lives forever.

Model

Let’s compare two groups of friends.

One group encourages each other, keeps one another accountable, checks in when things feel hard, and reminds each other to make good choices. They want to see their friends grow and succeed.

Another group ignores each other’s struggles, makes fun of dreams, or pulls each other off track. They do not offer support when it is needed most.

Which group is building stronger friendships

Social awareness means understanding how our choices impact others and recognizing when our friends need encouragement, guidance, or a reminder of their goals. Support is not just words. It is action.

Discussion Questions

• How did the three friends in The Pact support one another?

• Why was their promise so powerful?

• What does it mean to hold a friend

accountable in a kind and respectful way?

• Can you think of a time when someone helped you make a good decision?

• What is one way you can show real support to a friend this week?

Conclusion

Being socially aware means noticing what our friends need and choosing to show up for them. True friendship is built on support, honesty, and a shared desire to grow. As you continue this year, think about the kind of promises you make through your actions. Be the friend who encourages greatness in others and the friend others can count on.

Model: Share "Three good Things" that have happened to you in the past week.

Questions for students:

• Share "Three good Things" that have happened to you in the past week.

Closing: Thank you for sharing your gratitude! Thankfulness and gratitude are one of the things that makes Thanksgiving such a wonderful holiday. With that said, we don't have to reserve our gratitude practice for only one day of the year. Make the responsible decision to practice gratitude as often as possible. Reflecting on "Three Good Things" is a good start. I'm grateful for you:) And I hope you have the happiest of Thanksgivings!

Model: What cultural/family traditions do you celebrate at Christmas?

Questions for students:

• Let's start with the video. What did you learn? Were there any traditions that looked like a lot of fun to you?

• Let's talk about how you celebrate Christmas. Do you have any family or cultural traditions that you practice every year? Do you look forward to thses traditions?

Closing: Celebrate you cultural and family traditions this holiday seeing. Doing so can help you to get to know yourself better...and it's a great way to practice self-awareness.

Model: What thoughts, emotions, and actions will you have to manage while on Christmas break?

Questions for students:

• What thoughts, emotions, and actions will you have to manage while on Christmas break?

Closing: I want you to have a blast over winter break and you can insure that your vacation will be happier and healthier if you continue to practice self-management while away:)

Note to teachers: Lead a discussion with students following the video. If comfortable, share the most responsible decision that you've made over the past year.

Intro:
Life is full of moments that feel exciting, challenging, or frustrating. Sometimes it is easy to focus on what is going wrong instead of what is going well. Gratitude helps us pause and notice the positives in our lives. When we practice gratitude, it can shift our mindset and help us respond more thoughtfully. Today’s lesson will explore how gratitude can shape how we feel and the choices we make.

Model / Think Aloud:
When I start to feel overwhelmed, I stop and think of one thing I am grateful for. I notice my breathing slow down and my thoughts feel clearer. That helps me respond more calmly.

Discussion Questions:

• How does gratitude change your mood?

• Why is gratitude helpful during a hard day?

• How can gratitude help you make better decisions?

  
  

Partner Share:
Students share one thing they are grateful for and how it affects their mindset.

Conclusion:
Gratitude helps us see situations more clearly and respond with positivity. When we practice gratitude regularly, we build stronger emotional awareness and resilience. Try taking a moment each day to reflect on something you appreciate.

Intro:
Everyone procrastinates sometimes. Procrastination happens when we delay something we know we need to do. Often, it is connected to emotions like stress, fear, or feeling overwhelmed. Today we will explore why procrastination happens and learn strategies to help us manage our time and emotions more effectively.

Model / Think Aloud:
When a task feels overwhelming, I notice myself avoiding it. My thoughts say I will do it later, and my body feels tense. When I break the task into smaller steps, I feel calmer and more capable of starting.

Discussion Questions:

• What tasks do you tend to procrastinate on and why?

• What emotions are connected to procrastination?

• What strategies help you start difficult tasks?

• How can organization reduce stress?

Partner Share:
Students share one strategy they can try the next time they feel tempted to procrastinate.

Conclusion:
Procrastination can hold us back, but self management helps us move forward. When we take small steps and manage our emotions, we build confidence and make progress toward our goals.

Intro:
Responsible decision making is not just about schoolwork. It also includes taking care of our bodies and minds. Habits like sleep, food, movement, and screen time all affect how we feel and learn. Today we will reflect on how our habits support or challenge our overall health.

Model / Think Aloud:
When I get enough sleep, I feel focused and calm. When I do not, I feel tired and irritable. Noticing this helps me make better choices about my habits.

Discussion Questions:

• What habits help you feel your best?

• Which habits might need improvement?

• How does food affect energy and mood?

• How can small changes improve health?

  
  

Partner Share:
Students share one healthy habit they want to practice more consistently.

Conclusion:
Our habits shape how we feel and function. When we make responsible choices about our health, we support our learning, emotions, and well being.

Intro:
Friendships influence how we feel and behave. Healthy friendships help us grow, feel supported, and make better choices. Today we will explore what makes a friendship strong and positive.

Model / Think Aloud:
When a friend encourages me, I feel confident. When a friend puts me down, I feel discouraged. Noticing this helps me choose healthy friendships.

Discussion Questions:

• What qualities make someone a good friend?

• How do friends influence your behavior?

• How can you support your friends?\

• What happens in unhealthy friendships?

Partner Share:
Students share one quality they value in a friend.

Conclusion:
Strong friendships are built on respect, kindness, and support. Choosing positive relationships helps us grow.

Intro:
Conflicts happen when people disagree or feel upset. Social awareness helps us remember that others may see situations differently. Today we will practice looking at conflicts from more than one perspective.

Model / Think Aloud:
When someone interrupts me, I feel annoyed. When I pause and think, I realize they might be excited or unaware. That helps me respond more calmly.

Discussion Questions:

• How can two people feel differently about the same situation?

• Why is perspective taking important during conflict?

• How does understanding others help solve problems?

• What happens when we only focus on our own feelings?

  
  

Partner Share:
Students share a time perspective taking could have helped during a disagreement.

Conclusion:
Perspective taking helps us respond with empathy instead of anger. When we understand others, conflicts become easier to solve.

Intro: Some of our strongest connections and healthiest relationships develop through the sharing of knowledge. Let's take some time today to think about the relationships we've formed with our most impactful teachers. Now, this teacher doesn't have to be of the classroom variety (although it can). It could be a friend, family member or coach. Think about what you learned from this person. Think about the connection you formed while learning. We'll come back in a few minutes to share our stories...but first, let's watch a video that shows a teacher, and a student sharing an amazing moment, and an amazing connection.

Note to teachers: Today's video is contained within a reddit post. For best results, click on the full screen icon and unmute before playing.

Model: Who was or is your most impactful teacher? What did you learn from this person? How did learning together strengthen your relationship to this person?

Questions for students:

• Let's talk about the video. What emotions did you observe from both the teacher and the student? Do you think these two enjoy the process of teaching, learning, and growing together?

• Who was or is your most impactful teacher? What did you learn from this person? How did learning together strengthen your relationship to this person?

  
  

  Closing: The teacher/student relationship is an important one. Show gratitude to the people in your life who have taught you impactful lessons...do this, and you'll be practicing relationship skills.

  
  

  
  

Intro: We're going to watch a read aloud today. You may be thinking that you're too old for a read aloud but this one has a very special message. The message is to be kind to yourself, to treat yourself with compassion, and to love who you are. Take a look.

Model/Questions for Students:

• Share your thoughts on the read aloud. Did you connect with the message? Why or why not?

• Have you ever been really hard on yourself? How do you feel when you're talking negatively to yourself?

• Practicing self-awareness helps us to recognize when we are treating ourselves harshly. How can we redirect that negative self-talk once we notice it?

• Why is it important for you to treat yourself with kindness and compassion?

Closing: Be supportive of yourself. Speak to yourself with kind and caring words, and "May you always see yourself as you truely are, perfectly perfect."

Intro: We know that breathing exercises are a great way to manage stress and strong emotions. Today we have a new technique for you to try out. It's called HRV breathing. HRV stands for Heart Rate Variability and this practice is designed to synch up both your heart and breathing rates. That synchronization is thought to help people calm their nervous systems, improve mood, reduce stress, and even lower blood pressure. A lot of great benefits, let's try it out. Follow along with the video, breathe in as the ball climbs the stairs, and breathe out when the ball slides back down.

Model/questions for students:

• Reflect on your practice. Did you enjoy the exercise. Do you feel more calm and less stressed. Is this something that you would like to do again as a class?

Closing: Inhale peace and exhale stress. Dive into a deep breathing exercise any time you need to find calm. Doing so is a great example of practicing self-management.

Intro: We make many decisions each day...but eventually, we'll get to a time in our life when we have to make a very big and important decision. When we get to that point, we want to have an understanding of how to make an important decision. Let's start working today on developing that understanding...but first, let's meet a high school senior from Baltimore who's just made a really big decision. Take a look at the video.

Model/questions for students:

• Let's go through the "How To Make Big Decisions" handout. As we go through each step, we will discuss what we like, what we don't like, about the process. Maybe even share an example when you utilized one of the steps in making a big decision.

Closing: As state in the handout - decision making is a skill...and a skill that we can build with practice;)

Model: What/who are you a fan of? How did that fandom help you to form friendships and connect with a community?

Questions for students:

• What/who are you a fan of? How did that fandom help you to form friendships and connect with a community?

  
  

Closing: Connecting with, interacting with, and supporting the people in our community is the foundational component of a strong social awareness practice. Those connections and interactions don't pop up out of thin air though. We can facilitate strong connection through coming together over a shared interest. So be a fan, connect with like minded people, and celebrate your interests together:)

Sleep affects how we feel, how we think, how we handle stress, and how we interact with others. When we do not get enough sleep, we may feel more frustrated, distracted, or emotional. Today’s video will help explain why sleep matters and how it impacts your daily life. As you watch, think honestly about your own sleep habits and how they affect you during the school day.

Model
There have been times when I stayed up late and noticed that the next day I was more impatient and had trouble concentrating. That experience helped me realize how important sleep is to my mood and decision making.

Questions for Students

• How does sleep help your brain function?

• What changes do you notice in your mood or behavior when you do not get enough sleep?

• What signals does your body give you when it needs rest?

• What is one habit you could change to improve your sleep routine?

  
  

Closing
Being self aware means recognizing patterns in how your body and mind work together. Sleep is not just about feeling rested. It is about helping your brain learn, your emotions stay balanced, and your body stay healthy. When you make choices that support good sleep, you are taking responsibility for your well being and setting yourself up for success.

Active listening is an important self management skill that requires focus, patience, and emotional control. It is not just about hearing words, but about truly understanding what someone else is saying. When we practice active listening, we communicate more clearly and avoid misunderstandings.

Today’s video will show what active listening looks like and why it is important in conversations, teamwork, and problem solving. As you watch, think about how you listen when someone else is speaking and how your emotions affect your ability to listen.

Model

There have been moments when I thought I was listening, but my mind was somewhere else. When I practiced slowing down and focusing, I realized how much more I understood and how much better the conversation went.

Questions for Students

• What is the difference between hearing and active listening?

• How does active listening help manage strong emotions?

• What behaviors show that someone is listening attentively?

• How can listening prevent conflict or misunderstandings?

Closing

Active listening is a skill that improves with practice. When you manage your attention and emotions while listening, you show respect and build trust. These skills help you succeed in school and in relationships.

In today’s video, you will see a team that continues to show effort and commitment despite difficult circumstances. As you watch, think about how perseverance influences decisions, attitudes, and outcomes.

Model
I have experienced situations where continuing felt exhausting, but stopping would have meant giving up on a goal I cared about. Choosing perseverance helped me build confidence and resilience.

Questions for Students

• What mindset is needed to persevere during challenges?

• How does perseverance influence long term success?

• How do emotions affect your ability to keep trying?

• Can you think of a time when perseverance changed the outcome for you?

  
  

Closing
Perseverance allows us to make responsible decisions when challenges arise. Instead of reacting emotionally or giving up, perseverance helps us stay focused and committed. When you continue to try, even when it feels uncomfortable, you grow stronger and more capable.

Today’s video focuses on fighting fair. As you watch, think about strategies that help people express feelings, listen to others, and find solutions that work for everyone.

Model
There have been times when I felt angry during a disagreement. When I slowed down and listened instead of reacting, the situation improved.

Questions for Students

• Why is it important to stay respectful during conflict?

• How does listening help solve disagreements?

• What strategies help people find fair solutions?

• How does solving conflicts improve relationships?

  
  

Closing
Handling conflict with respect and empathy strengthens relationships. When you communicate clearly and listen carefully, you build trust. Conflict does not have to damage relationships. It can help them grow when handled responsibly.

As you watch today’s video, think about how caring behaviors influence the environment around you.

Model
I have noticed that when I show kindness, others feel more comfortable and connected.

Questions for Students

• How does caring for others affect a classroom?

• Why is it important to care for people who are different from us?

• How can kindness prevent conflict?

• What caring action can you take this week?

  
  

Closing
Caring behaviors strengthen communities. When you choose empathy and kindness, you contribute to a positive and respectful environment where everyone can belong.

1. I am loyal.

2. I am empathetic.

3. I am caring.

4. I am resilient.

5. I am considerate.

Once we are done making out statements we'll share out as a group.

Model: Share your "I am" statements. Be detailed in your explanation of why you chose each statement. Once finished, ask students to share in the same way that you did.

Closing: We all have amazing attributes, and it's really important that we take the time to recognize those qualities in our selves and "I am" statements is a great way to do that:)

Model: What tools or strategies do you use to calm anxious feelings?

Questions for students:

• Let's talk about the three tools that were shared in the video. Up first, prepare. How has preparation helped you in calming anxious thoughts? i.e. I studied for three straight nights to gain confidence going into final exams.

• Positive Self-Talk: Share an example of a time when you used positive self-talk to push back against anxious feelings or thoughts?

• Reset & Re-Focus: Some times our minds can feel overwhelmed by anxious thoughts and feelings. When this happens it's good to reset and refocus by taking some time out for a few deep breaths or a mind easing walk through your neighborhood. What rest and refocus practices have you utilized when feeling a bit anxious or overwhelmed?

Closing: Two things can be true: We can have anxious thoughts and feelings and we also have the ability to manage those thoughts and feelings. Use the tools shared in today's video then next time you feel anxious. Do this, and you'll be practicing self-management.

Model: What did you learn from Kent's story?

Questions for students:

• Kent achieved a lifelong dream at the age of 66. Pretty improbable but something that because he was not afraid of failure. What can you learn from Kent's quote "the only failure is not trying." How can you apply that lesson in your life?

Closing: Dream big, and don't let a fear of failure impact your willingness to try...do this, and you'll be practicing responsible decision making.

Model: Share your thoughts on Joe's story. How can it motivate your continued practice of giving kindness to the people in your life?

Question for students:

• Share your thoughts on Joe's story. How can it motivate your continued practice of giving kindness to the people in your life?

Closing: You get what you give. Give kindness to others and you will build strong and caring connections with the people in your world...just like Joe:)

Model: Share your thoughts on the video.

Questions for students:

• Share your thoughts on the video. What did you think and feel as you watched the story?

• Have you ever been impacted by a neighbor in a similar way? A time when someone in your community went out of their way to make your day better?

• We all are members of this school community. What is something that we can do to have a positive impact on the people who make up this community?

Closing: The practice of social awareness involves the ability to see how you can improve the lives of the people around you, coupled with the desire to take actions that bring your visions to life. So draw that chalk track, say hello to a classmate who's looking lonely, or help a teacher who's cleaning up after an art project...do these things, and you'll be practicing social awareness:)

If I asked your classmates to describe you in three words, what would they say?

Now think about this quietly:

Would those three words match the person you believe you are becoming? Reputation is not what you say about yourself. It is what your patterns say about you. One mistake does not define you.
But repeated small choices absolutely do. Today we watched a video about the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. As we move forward, ask yourself:

What am I consistently practicing?

Because what you practice, you become.

Reputation is built daily.

Model

Imagine this:

You are in a group project. You did some of the work, but not your full share. When the teacher asks, you say you did most of it.

Pause.

What pillar is being tested?

Now imagine this: You are frustrated with a teacher. Instead of speaking respectfully, you complain publicly or post about it online. Short term relief. Long term damage.

Reputation is not built in crisis. It is revealed in crisis. Accountability means owning your impact without excuses. It means saying, “That was on me,” instead of “That was not my fault.” Your future teachers, coaches, and leaders will not know your potential first. They will know your reputation.

Questions for Students

1. Is reputation more about image or integrity? Why?

2. Can talent overcome a poor reputation long term? Explain.

3. Why is trust slow to build but quick to break?

4. If someone tracked your choices for 30 days, what story would it tell?

5. What pattern are you currently building in how you treat authority?
   

What pattern are you building in how you treat peers?

Silent Reflection:

• One pillar I need to strengthen is _______.

• One behavior I will consistently practice this week is _______.

• One behavior I will eliminate this week is _______.

  
  

Closing

Reputation is not always built in the biggest moments. It is built in quiet decisions. It is built in how you respond when corrected. It is built in whether you blame or own. It is built in whether you show up prepared.

You cannot control what people say about you. But you can control the evidence you give them. And over time, evidence becomes reputation. You are already building something.

The question is: Are you building it on purpose?

Pressure is when something really matters. A test, a game, a performance. Pressure can feel heavy, but in this video she talks about using joy. Listen for how she thinks about pressure.

Model:

She does not remove pressure, she reframes it. Instead of “What if I mess up?” she thinks “I get to do this.” That shift changes performance. Connect it to school: “This is my chance to show what I’ve learned.”

Questions for Students:

• What did she say about joy?

• Why is balance important?

• How can pressure help you instead of hurt you?

• What feels heavy for you right now?

• How could you shift your thinking?

Closing:

Pressure is not the problem. How we think about it is. Joy keeps effort healthy and balanced.

Today we are thinking about a powerful question: Who am I becoming? Identity is not just your name or age. It is your values, habits, strengths, and decisions. As we watch, think about what shapes identity and what is shaping yours right now.

Model:

Identity is built by patterns. If I consistently help others, I become dependable. If I quit when things get hard, I become someone who gives up. If I keep trying, I become resilient. Identity grows through repeated choices.

Questions for Students:

• How does the video define identity?

• What are three words that describe you right now?

• Which are you proud of?

• What trait do you want to grow into?

• If someone watched your actions for a week, what would they say about you?

  
  

Closing: Identity is not fixed, it is something that continues to change as you continue to make choices in life. Every decision shapes who you are becoming.

Think about a time you felt that quiet pull to go along with something, even though a small voice inside you knew it wasn’t right. That feeling is more common than we admit. Today we’re not here to judge those moments. We’re here to understand them. We’re talking about peer pressure and how to hold on to integrity when it would be easier not to.

Model: Pause and ask students what peer pressure really looks like. It isn’t always dramatic. Sometimes it’s subtle. A look. A joke. A “Don’t tell.” Write Loyalty and Integrity on the board. Talk through both without labeling one as “bad.” Loyalty means you care about your friends. Integrity means you care about doing what’s right. Sometimes those two feel like they are pulling in different directions. That tension is real. Acknowledge that.

Questions for Students:

• Why is it hard to say no to friends?

• What does peer pressure feel like in your body or thoughts? What could happen if you lie for a friend?

• What could happen if you tell the truth?

• Is staying silent always neutral, or can it send a message too?

Closing: Wanting to protect a friend is human. But protecting your character matters too. Loyalty feels strong in the moment, but integrity is what builds trust over time. The goal isn’t to be perfect. It’s to practice choosing what you can respect later.

As you get older, you start noticing more about the people around you. You notice who feels left out. Who looks nervous. Who acts tough but might actually be insecure. Social awareness means paying attention to what other people are carrying, even when they don’t say it out loud. As you watch this video, listen for the message about how we treat others and how small actions can change someone’s day.

Model:

What is he really saying about how we treat people? Is kindness just being nice, or is it noticing when someone needs support? Explain that social awareness is not just seeing someone, it’s understanding them.

Give an example: If someone snaps at you, you can react, or you can pause and wonder what might be going on with them. That pause is social awareness.

Questions for Students:

• What message did you hear in the video?

• Why is it easy to ignore someone who feels left out?

• How can small actions change someone’s day?

• What does it mean to “see” someone beyond the surface? When have you needed someone to notice you?

Closing:

Social awareness is about looking beyond yourself. It means noticing, understanding, and choosing kindness even when no one is watching. Small moments matter more than we think.

Model: Why did you want to become a teacher? Share the process of how you made that choice with your students.

Questions for students:

• What do you want to be when you grow up?

• Why is your choice a good fit for you?

• What are some things that you're going to have to do in the coming years to make this choice become a reality?

Closing: Responsible decisions and smart choices come through sound thinking and reflecting. Take some time to think through all of the decisions that you make both big and small;)

Intro: Teachers and students spend a lot of time together. Practicing strong relationship skills together can help to make that time more enjoyable. Let's take a look at a classroom that has found a fun way in which to connect, and provide some motivation. Take a look and we'll come back to talk about ways in which we can build strong connection and motivation as a class.

Model: Share your thoughts on the video and the strong classroom climate that we just viewed.

Questions for students:

• Share your thoughts on the video. Would you enjoy being a part of a class like this? Why or why not?

• We just watched a class that got rewarded with Tik Tok dancing for meeting academic goals. That reward provided motivation, and students and teachers were able to connect when learning and performing the dances. Do you have any suggestions for a reward structure in our classroom? One that will help provide motivation and build classroom connection? let's take a few minutes to brainstorm some ideas.

Closing: Learning can be fun. When we take time to connect with and motivate each other we all put ourselves in a position to have more successful and enjoyable experiences. So let's do that, each and every day:)

Intro: We all have personal belongings...and I'm sure that we all have experience with the responsibilities that come with taking care of those belongings. Today we are going to see an example of what can happen when a man takes really good care of a special possession for many, many, years. Take a look at the video.

Model: Share your thoughts on the video.

Questions for students:

• What responsible decision or decisions led to turning a $345 watch into a $400,000 treasure?

• What responsible decisions do you make when it comes to taking care of your belongings?

• Why is it important to take good care of our belongings?

Closing: The responsible care and upkeep of a prized possession led to hundreds of thousands of dollars in profit for the gentleman in today's video, not bad. When you take good care of your things you are making a responsible decision...and who knows, you also may be making your future self a lot of money:)

Intro: We know that guided breathing exercises are a great way to reduce stress and anxiety. Because of that, we can never have too many practices to utilize. In today's self-management lesson we will introduce a kind of unique breathing practice. One that requires you to inhale twice before exhaling. This kind of approach is thought to provide even more calm and stress reduction than a normal inhale. Give it a shot and see what you think.

Model/question for students: So what do we think? Is this a practice that you will circle back to? Why or why not?

Closing: Breathing exercises are always there for you when you need to find calm. If this you connected with this practice, add it to your stress management tool box.

Model: What does integrity mean to you? how do you demonstrate integrity in your daily life.

Questions for students:

• Let's start with the following quote from the video. "Integrity is doing the right thing even when no one is looking." What does this quote mean to you?

• How do you define integrity?

• In what ways do you demonstrate integrity in your daily life?

Closing: When we follow the principles of honesty, fairness, and decency we demonstrate integrity. Demonstrate integrity in your daily life as a part of a strong self-awareness practice.

Intro: A strong social awareness practice often boils down to how you treat the people you come into contact with on a daily basis. Today's video showcases an interaction that is full of social awareness. Take a look and we'll come back to talk about what you saw, and what you felt.

Model/questions for students:

• Share your thoughts on the video.

• In what ways did these two men demonstrate care and support for one another? How did that care and support impact each of these men?

• How can you follow their lead, and bring care and support to the people in your community?

Closing: Take care of, and support the people around you. Offer gratitude and kindness to the people who care for and support you. When we do that, we make our world a better place...and we practice social awareness:)

Model: What is your purpose in life? Share your thoughts with your students.

Questions for students:

• What is your purpose in life?

• How does your purpose help to define who you are?

• How does your life purpose influence your actions as a friend, family member, student, and classmate?

  
  

  Closing: Having an understanding of what our purpose is can give us direction, and motivation as we navigate our days. So define your purpose, and live in a way that aligns with that purpose.

Model: Have you used the grounding technique before? Is this a technique that you will use in the future if you need to find some calm?

Questions for students:

• Have you used the grounding technique before? Is this a technique that you will use in the future if you need to find some calm?

Closing: Identify 5 things that you can see, 4 things that you can feel, 3 things that you can hear, 2 things that you can smell, and finish with 1 deep breath. This is the 5-4-3-2-1, grounding technique. Use it the next time you need to find calm.

Students will define emotional triggers and identify personal situations that cause strong emotional reactions.

Intro:

Have you ever had a moment where something small made you feel really upset, excited, or frustrated? That’s because of something called a trigger. Today, we’ll learn what emotional triggers are and how to recognize them.

Model / Think Aloud:

Pause when the video explains triggers.

Say:
They’re explaining that a trigger is something that causes a strong emotional reaction. It could be something someone says or something that happens.

Pause during an example:
If someone laughs at you, that might trigger embarrassment or anger. For me, when I feel rushed, I sometimes get frustrated. That’s one of my triggers.

Discussion Questions:

• What is an emotional trigger?

• What were some examples of triggers in the video?

• Why do people react differently to the same situation?

• What is one situation that triggers a strong feeling for you?

• How can recognizing triggers help you?

Activity / Practice:

Trigger Reflection Chart:
Students complete:

• Situation → Feeling → Why I think I felt that way

Example:

• “Someone interrupted me” → “Annoyed” → “I felt disrespected”

Pair Share:
Students share one trigger and how it affects them.

Conclusion:

When we understand our triggers, we understand ourselves better. That helps us make better choices and respond in smarter ways.

Students will identify frustration triggers and apply at least one strategy (breathing, positive thinking, taking a break) to manage their response.

Intro:

Frustration happens when something is difficult, unfair, or not going your way. The important part is not the feeling—it’s how you respond to it.

Model / Think Aloud:

Pause when frustration is explained.

Say:
They’re showing that frustration can happen when things are hard or when we don’t succeed right away.

Pause during strategies:
I notice they suggest things like breathing, taking a break, or changing your thinking. If I get frustrated with something difficult, I might pause and tell myself, ‘I can figure this out.’

Personal example:
When something doesn’t go my way, my first reaction might be to quit—but I remind myself to slow down and try again.

Discussion Questions:

• What causes frustration?

• What are some signs that you are feeling frustrated?

• Which strategy from the video stood out to you?

• When do you usually feel frustrated (school, sports, home)?

• Which strategy will you try next time?

Activity / Practice:

Frustration Strategy Plan:
Students complete:

• When I feel frustrated → I will…

Examples:

• “Take 3 deep breaths”

• “Ask for help”

• “Take a short break”

  
  

Role Play:
Students act out a frustrating situation (hard problem, losing a game) and practice using a strategy.

Conclusion:

Frustration doesn’t mean stop—it means pause and try again. When we manage frustration, we grow stronger.

Students will define peer pressure and practice strategies to make independent, responsible choices.

Intro:

Peer pressure is when people around you try to influence your choices. Sometimes it can push us to do something we don’t really want to do. Today, we’ll learn how to recognize it and respond the right way.

Model / Think Aloud:

Pause when peer pressure is defined.

Say:
They’re explaining that peer pressure happens when others try to influence your decisions. It can be direct or indirect.

Pause during an example:
In this situation, the person may feel pressure to fit in. That’s when it’s important to stop and think.

Teacher example:
If someone tells me to do something I know is wrong, I remind myself that I am responsible for my own choices.

Discussion Questions:

• What is peer pressure?

• What are some examples from the video?

• Why do people give in to peer pressure?

• What are some ways to say no?

• When have you seen or experienced peer pressure?

Activity / Practice:

Peer Pressure Scenarios:
Students respond to situations:

• “Your friends tell you not to do your work”

• “Someone dares you to break a rule”

Students write or share what they would say or do.

Response Practice:
Students practice:

• Walking away

• Saying no clearly

• Suggesting a better option

Conclusion:

Peer pressure is powerful, but so are you. When you make your own choices, you show confidence and responsibility.

Students will identify steps for resolving conflict and practice using them in real-life scenarios.

Intro:

Conflicts happen when people disagree. The goal is not to avoid conflict, but to handle it in a respectful and responsible way.

Model / Think Aloud:

Pause during a conflict situation.

Say:
They are having a disagreement. This is where conflict starts.

Pause when a step is used:
I notice they are staying calm and explaining how they feel. That’s an important step.

Pause at resolution:
They worked through the problem by talking and finding a solution.

Teacher example:
If I’m upset, instead of reacting quickly, I can explain my feelings and listen to the other person.

Discussion Questions:

• What caused the conflict in the video?

• What steps did they use to solve it?

• Why is staying calm important?

• What happens when people don’t handle conflict well?

• What is one step you can use next time?

Activity / Practice:

Conflict Steps Chart:
Students identify steps:

• Stay calm

• Explain your feelings

• Listen

• Find a solution

Scenario Role Play:
Students act out situations (argument, misunderstanding, unfair situation) and apply the steps.

Conclusion:

Conflict is a part of life. When we handle it the right way, we build stronger relationships.

Students will explain perspective-taking and apply it to real-life situations.

Intro:

Perspective-taking means understanding how someone else might think or feel, even if it’s different from you. This helps us build stronger relationships.

Model / Think Aloud:

Pause when perspective is explained.

Say:
They are showing that people can have different thoughts and feelings about the same situation.

Pause during an example:
In this situation, one person feels one way, and another feels differently. That’s perspective.

Teacher example:
If someone doesn’t talk much, we might think they’re unfriendly—but their perspective might be that they are shy.

Discussion Questions:

• What is perspective-taking?

• What examples did you see in the video?

• Why do people have different perspectives?

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

• When have you misunderstood someone before?

Activity / Practice:

Two Sides Activity:
Students are given a scenario (argument, misunderstanding).
They write:

• Person A perspective

• Person B perspective

Partner Share:
Students explain both sides and discuss differences.

Conclusion:

When we take time to understand different perspectives, we become better listeners, friends, and problem-solvers.

Model: Share your thoughts on Anisa's body scan practice. Is this something that you'll add to your wellness toolbox?

Question for students:

Share your thoughts on Anisa's body scan practice. Is this something that you'll add to your wellness toolbox?

Closing: A body scan helps to improve our awareness of where we hold tension in our body. Once we have that awareness, we can then work to replace that tension with calm. If you enjoyed this practice, look up Anisa on YouTube to check out more of her work.

Model: Share any thoughts or insights that made an impact on you. What is your go-to practice for handling fear or nervousness?

Questions for students:

• Share any thoughts or insights from Kobe that made an impact on you.

• Have you ever had a fear that turned out to be just an illusion in your mind? Can you share your story?

• What is your go-to self-management practice for handling fear or nervousness?

Closing: "What we're afraid of is often nothing more than a story our minds tell us. Face it, analyze it, and move forward." Do this, and you are practicing self-management.

Model: What are you going to do, as a teacher, to make sure that you finish off the year on a high note.

Questions for students:

• Let's talk about the video. Did you draw any inspiration from the runner who sprinted through the finish line, winning the marathon in the last few feet?

• What can you do to make sure that you finish off the year on a high note?

• What can we do as a class to stay connected as a group, and committed to being good students through the last day of school?

Closing: We have a lot to gain, and potentially, a lot to lose in this last month of school. Push hard through that finish line and end the year on a high note.

Model: Share a tip that you utilize when working to be a good listener.

Questions for students:

• Let's go over a few of the tips that were shared in the video. Tip #1: Remove any distractions from your environment. What distractions impact your ability to be a good listener?

• Tip #2: Try not to interrupt. Why would interrupting negatively impact your listening skills?

• Tip #3: Don't plan out your response while the speaker is talking. Why would this hurt your ability to listen?

• Tip #4: Don't be afraid of silence, it's ok to stop and think before you respond. What can happen if you respond without stopping and thinking?

Closing: When we are good listeners we can be good communicators. And when we are good communicators we are more likely to have strong and healthy relationships.

Model: Share any thoughts, feelings, or inspirations that came up as you watched the video.

Questions for students:

• Share any thoughts, feelings or inspirations, that came up as you watched the video.

• We may not have the ability to take a whole day to serve the people in our community, but we do have ample opportunity throughout the course of the week to spread care, support and kindness throughout our community. Name specific ways in which you can give care and support to people in our school community.

Closing: It doesn't take much to make a positive impact. Connect with, care for, and support the people in your community...When you do, you're practicing social awareness:)

Today we are focusing on self management. Self management is the ability to control your emotions, thoughts, actions, and habits so you can make choices that help you succeed.

At the end of the year, many students start feeling tired. Some students lose focus. Some stop turning in their best work. Some get frustrated more quickly. Some get distracted by summer, graduation, field trips, friendships, or drama.

That is normal, but it does not mean we stop being responsible.

Self management means saying:

“I may feel tired, but I can still finish.”
“I may feel frustrated, but I can still respond with maturity.”
“I may be ready for summer, but my choices still matter today.”

Before the Video

Ask students to silently think about this question:

“What is one way students sometimes lose focus at the end of the school year?”

Allow a few responses.

Then ask:

“What does it look like when someone finishes strong?”

Watch the Video

Teacher Prompt:

“As you watch, think about what the video teaches about effort, focus, discipline, or making choices when things get hard.”

Model

Teacher says:

“Let’s say a student has two weeks left in the school year. They start thinking, ‘It does not matter anymore.’ Because of that, they stop completing work, stop listening carefully, and get into unnecessary conflict.”

“That is a self management issue. The student may be tired or excited, but they still have control over their choices.”

A stronger response would be:

“I am tired, but I still want to end the year proud of myself. I can complete my work, stay respectful, and make choices that help me leave well.”

Another example:

“A student gets corrected by a teacher and feels embarrassed. A self management struggle would be arguing, shutting down, or making the situation bigger. A self management choice would be pausing, listening, and responding respectfully.”

Student Activity: Finish Strong Plan

Students complete the reflection below.

My Finish Strong Plan

One thing I still need to complete before the year ends is:

One distraction I need to manage is:

One habit I need to improve is:

One choice that will help me finish strong is:

One person who can support me is:

One thing I want to feel proud of when the year ends is:

Partner Share

Students turn to a partner and share one sentence:

“One choice I can make to finish strong is ___.”

The partner responds:

“That choice can help you finish strong.”

Discussion Questions

1. Why do students sometimes lose focus at the end of the year?

2. What does self management look like when you are tired?

3. What does self management look like when you are frustrated?

4. How can your choices during the final weeks affect how you feel about the year?

5. What is one habit you want to carry into summer or next school year?

   
   

Optional Activity: Lock In or Let Go

Students divide their paper into two sections.

Lock In: habits I need to keep or strengthen
Let Go: habits that are getting in my way

Examples:

Lock In
Completing assignments
Asking for help
Being respectful
Staying organized
Showing effort

Let Go
Procrastinating
Arguing
Giving up quickly
Distracting others
Waiting until the last minute

Conclusion

Finishing strong does not mean you feel motivated every second. It means you make responsible choices even when your energy is low.

Self management helps you pause before reacting, stay focused when distractions are around, and keep going when something feels hard.

As the year ends, remember:

Your effort still matters. Your choices still matter. The way you finish matters.

Today we are focusing on responsible decision making. Responsible decision making means thinking about your choices and how those choices affect you and others.

As the school year ends, we have a chance to ask ourselves:

“What did I learn this year?”
“What habits helped me?”
“What choices made things harder?”
“What do I want to do differently next year?”

Getting ready for what is next is not just about moving to a new grade. It is about deciding what kind of student, friend, and person you want to become.

Before the Video

Ask students:

“What is one habit that helps students do well in school?”

Allow students to share. Then say:

“As you watch, think about the kind of choices people can make to create a better future for themselves and others.”

Watch the Video

Teacher Prompt:

“Listen for a message that connects to the future, choices, or becoming better.”

Model

Teacher says:

“Let’s say a student learned this year that waiting until the last minute makes school more stressful. A responsible decision would be deciding, ‘Next year, I will write down my assignments and start earlier.’”

Another example:

“Maybe a student learned that getting distracted by friends made it harder to finish work. A responsible decision would be saying, ‘I can still have fun with my friends, but I need to focus during work time.’”

Responsible decision making helps us learn from the past and make better choices moving forward.

Student Activity: Future Me Plan

Students complete the following reflection:

My next grade is ___.

One habit I want to keep is ___.

One habit I want to improve is ___.

One choice that helped me this year was ___.

One choice I need to make less often is ___.

One person I can ask for help is ___.

One thing I want my future self to remember is ___.

Partner Share

Students turn to a partner and share one sentence:

“One choice I want to make next year is ___.”

The partner responds:

“That choice can help you grow.”

Discussion Questions

1. What does responsible decision making mean?

2. How can our choices today affect our future?

3. What is one choice you made this year that helped you grow?

4. What is one choice you want to improve next year?

5. How can you make good choices even when friends are not?

   
   

Optional Activity: Advice to Next Year’s Me

Students write three pieces of advice to themselves for next year.

Dear future me,

Remember to ___.

Do not forget ___.

When things get hard, ___.

Conclusion

You are getting ready for what is next. That means you have a chance to carry your best habits forward and leave behind choices that did not help you.

Responsible decision making means you do not just let life happen. You think. You choose. You learn. You grow.

Before the year ends, ask yourself:

“What kind of person do I want to become next?”

Today we are focusing on relationship skills. Relationship skills help us communicate, cooperate, solve problems, apologize, include others, and treat people with respect.

As the year ends, we should ask ourselves an important question:

“How do people feel when they are around me?”

Do they feel included?
Do they feel respected?
Do they feel encouraged?
Do they feel safe to be themselves?

Kindness is not just about being nice when it is easy. Kindness is also about how we act when we are annoyed, frustrated, left out, corrected, or upset.

Before the Video

Ask students:

“What is one kind thing someone did for you this year that you remember?”

Allow a few students to share.

Then say:

“As we watch the video, listen for what it teaches us about kindness, how we treat people, and the difference one person can make.”

Watch the Video

Teacher Prompt:

“Look for one idea from the video that you think our class or school should remember.”

Model

Teacher says:

“Let’s say someone makes a mistake while reading out loud. One response is to laugh. Another response is to stay quiet, listen respectfully, and maybe encourage them after. The second choice protects the relationship.”

Another example:

“If you had a conflict with someone this year, kindness might mean not spreading the story to other people. It might mean apologizing. It might mean giving that person space. It might mean choosing peace instead of drama.”

Student Activity: Words That Leave a Legacy

Students create two lists.

Words that hurt relationships:
Go away
You cannot play
That was dumb
Nobody likes you
I do not care

Words that build relationships:
Do you want to join us?
I am sorry
I forgive you
You can try again
I appreciate you
Thank you for helping me
Are you okay?

Then students choose one relationship building phrase they will use before the end of the day.

Partner Share

Students turn to a partner and complete this sentence:

“One way I want people to feel around me is ___.”

The partner responds:

“That is a good legacy to leave.”

Discussion Questions

1. What does kindness have to do with relationship skills?

2. Why do our words matter?

3. What is one way students can repair a relationship after making a mistake?

4. How can kindness help our classroom finish the year peacefully?

5. What do you want people to remember about how you treated them?

   
   

Optional Activity: Kindness Challenge

Students choose one challenge for the day:

Give someone a sincere compliment.
Thank someone who helped you.
Invite someone to join.
Apologize to someone if needed.
Help without being asked.
Use calm words during a disagreement.

Conclusion

The way you treat people matters. People may not remember every assignment you completed or every game you played, but they often remember how you made them feel.

Before the year ends, choose kindness in your words, your actions, and your relationships.

Ask yourself:

How do I want people to feel around me?

Today we are focusing on social awareness. Social awareness means noticing other people, understanding their feelings, and recognizing how their actions affect us.

At the end of the year, it is important to pause and think about the people who helped us. Nobody grows alone. Someone encouraged you. Someone taught you. Someone corrected you. Someone helped you when you were confused. Someone made you laugh. Someone listened. Someone reminded you to keep going.

Gratitude means we do not take those people for granted. We notice what they did, and we show appreciation.

Before the Video

Ask students:

“What is something someone did this year that helped you?”

Allow a few students to share.

Then say:

“As we watch the video, think about the people in your life who deserve appreciation.”

Watch the Video

Teacher Prompt:

“Listen for a message about being thankful or noticing the good around you.”

Model

Teacher says:

“Let’s say a teacher stayed patient with you when you did not understand a math skill. Gratitude means not just saying, ‘Thanks,’ but naming what they did. You might say, ‘Thank you for explaining it again when I was confused.’”

Another example:

“Maybe a classmate helped you feel included. You could say, ‘Thank you for letting me join your group. That made me feel welcome.’”

Gratitude is more powerful when it is specific.

Student Activity: Gratitude Message

Students write a short gratitude message to someone who helped them this year.

Sentence frame:

Dear ___,

Thank you for ___.

It helped me because ___.

One thing I want you to know is ___.

From, ___

Students may write to:

A teacher
A family member
A friend
A classmate
A coach
A school staff member
A sibling
A mentor

Partner Share

Students turn to a partner and share only this sentence:

“One person who helped me grow this year is ___ because ___.”

The partner responds:

“That person made a difference.”

Discussion Questions

1. What does gratitude have to do with social awareness?

2. Why is it important to notice the people who help us?

3. How can a thank you make someone feel?

4. Why is it better to be specific when we show appreciation?

5. Who is someone you should thank before the year ends?

   
   

Optional Activity: Appreciation Circle

Students sit or stand in a circle. Each student completes one sentence:

“I appreciate someone in this class because ___.”

Students do not have to name a person if they are not comfortable. They can say:

“I appreciate classmates who helped me stay positive.”

Conclusion

Gratitude helps us notice that we did not make it through the year alone. People helped us learn, grow, laugh, try again, and become better.

Before the year ends, take time to thank someone. Do not just think it. Say it. Write it. Show it.

A person who helped you should know that their help mattered.

Today’s lesson is about Self Awareness. Self Awareness is more than knowing what you like or dislike. It is being honest with yourself about who you are, how you respond to challenges, what you are good at, and where you still need to grow.

At the end of the year, it is easy to focus only on being done. But before we move on, we need to pause and ask:

“How have I changed?”

You are not the same person you were at the beginning of the year. Some of you became more confident. Some became more mature. Some learned how to manage conflict better. Some learned what happens when you do not stay organized. Some learned that you are stronger than you thought.

That is Self Awareness.

Before the Video

Ask students to silently think about this question:

“What is one thing this school year taught me about myself?”

Students do not have to share yet.

Watch the Video

Teacher Prompt:

“As you watch, think about how this connects to knowing yourself, your strengths, your challenges, and your growth.”

Model

Teacher says:

“A student might say, ‘At the beginning of the year, I thought I could wait until the last minute and still do well. This year taught me that my habits matter.’ That is Self Awareness.”

Another example:

“A student might say, ‘I learned that I shut down when I am embarrassed, but I am working on asking for help instead of acting like I do not care.’ That is mature Self Awareness.”

Another example:

“A student might say, ‘I learned that I am actually a leader, but I have to be careful because people follow both my good and bad choices.’ That is Self Awareness too.”

Student Activity: Letter to My Younger Self

Students write a short letter to themselves at the beginning of the school year.

Sentence starters:

Dear younger me,

At the beginning of the year, you thought ___.

One thing you did not know yet was ___.

One challenge that helped you grow was ___.

One strength you started to notice was ___.

One mistake taught you ___.

One thing I am proud of you for is ___.

As you move forward, remember ___.

Signed,
The version of me who has grown

Optional Share

Students may share one sentence from their letter:

“One thing this year taught me about myself is ___.”

Discussion Questions

1. What does it mean to really know yourself?

2. Why is it important to know both your strengths and your challenges?

3. What is one challenge this year that helped you mature?

4. How can mistakes help you understand yourself better?

5. What is one habit, mindset, or behavior you want to carry into next year?

   
   

Conclusion

Self Awareness means being honest enough to say, “This is where I have grown,” and mature enough to say, “This is where I still need work.”

You have made it through a school year filled with challenges, lessons, mistakes, friendships, responsibilities, and growth.

Before you move into summer and the next grade, take a moment to recognize this:

You are not the same person you were at the start of the year.

The goal is not to be perfect. The goal is to keep growing with purpose.

Intro: Self-awareness is defined as "The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose." How have you developed your self-awareness in the past year. Take some time to reflect on your self-awareness practice. We'll come back to discuss as a group in a moment.

Model: Share a specific example of an area in which your self-awareness has grown in the past school year.

Questions for students:

• In what ways have you developed a better understanding of your emotions over the school year?

• We all have strengths, and we all have limitations. What personal strengths have you identified this year. What are some areas in which you need to continue to build strength.

• Let's talk about purpose. What drives you, and/or motivates you as a student? What are some ways in which you can tap into your motivation to continue learning and growing over the summer.

Closing: Even though the school-year is ending, our self-awareness practice is something that never ends. Continue to connect with, and learn about yourself over the summer months:)

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:)

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.

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:)

Model: What are some ways in which you supported your students and coworkers this year. What are some ways in which your students and coworkers supported you?

Questions for students:

• What are some ways in which you gave support to fellow students in the past school year? How did that shared support positively impact our school community?

• How did fellow students give you support in the past school year? How did that support positively impact you?

Closing: Social awareness is defined by the support that we both give and receive in our community. Continue to share and receive support from fellow community members over the summer months. Do so, and you will continue to sharpen your social awareness skills.