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?

• 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?

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.

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:)

Intro:
As we grow, our emotions get more complicated. You might feel excited and nervous at the same time. Today we’ll explore how to notice multiple emotions and how that can help us make better decisions.

Model / Think Aloud:

Describe a time when you had difficulty naming an emotion: This could be disappointment or shame—or both. I might feel sad that something didn’t go right, but also embarrassed I tried. Inside I feel tightness in my chest and slight heat in my face.

Discussion Questions:

• Can you think of a time you felt two emotions at once?
  
  

• What external & internal clues signaled each?
  
  

• How do mixed emotions make decisions harder (or richer)?
  
  

• How might this awareness help you act differently next time?
  
  

Partner Share: Students share a time they felt mixed feelings and how they handled it or might handle it differently.

Conclusion:
Emotions aren’t always simple. When we can name multiple things at once, we become more self-aware and better able to make choices. This week, pause and ask, ‘What else might I be feeling?’ as you act.

Intro:
When you’re frustrated, irritated, or excited, impulses can push you to react. But noticing triggers and having strategies ready gives you choice. Today we’ll plan how to manage our impulses in real scenarios.

Model / Think Aloud (optional):

Pause when the video shows a temptation to act: “I sense my jaw clenching or my stomach tensing when anger rises. In those moments, I plan to step away, take deep breaths, or use a signal with myself (finger tap).

Share a real example: When I get an annoying email, instead of snapping back, I pause, lower my tone, and respond later.

Discussion Questions:

• What triggers make you feel impulsive?
  
  

• Which strategies in the video resonated?
  
  

• How will you remember to use your strategy when the moment hits?
  
  

• What might be a small plan you can test (e.g. signal, phone timer)?
  
  

Activity / Practice:

Trigger-Strategy Worksheet: Students list 2–3 personal triggers and pair each with a chosen strategy. Then sketch or write a reminder (sticky note, phone alert).

Scenario Role Plays: Small groups act out real or predicted stressful moments. Use strategies to pause and respond, then reflect on what worked or didn’t.

Conclusion:
Impulse control is about creating space to choose. The more you know your triggers and have strategies ready, the better you can manage your reactions. Try out one plan today and reflect on how it goes.

Intro:
As you get older, your decisions impact not just you but your friends, family, and future. Thinking through consequences is key to making good choices.

Model / Think Aloud:

• Pause: If someone cheats on a test, the short-term consequence might be a better grade, but the long-term consequence could be losing trust or not learning.
  
  

Discussion Questions:

• Which decision in the video stood out to you?
  
  

• What were the short-term vs long-term outcomes?
  
  

• How can small daily decisions add up over time?
  
  

• What’s a decision you want to handle differently in the future?
  
  

Activity:

• Real-Life Scenarios: Students brainstorm real decisions they face (social media, friendships, academics). In groups, map possible positive and negative consequences.
  
  

Conclusion:
Responsible decision-making is about the future. The more we think ahead, the more likely we are to be proud of our choices.

Intro:
Words matter, but how we say them matters even more. Tone and body language can change everything.

Model / Think Aloud:

• Demonstrate: Say “Fine” in 3 different tones. Discuss how meaning changes.
  
  

Discussion Questions:

• How can tone affect a message?
  
  

• What are “I” statements and why are they powerful?
  
  

• How can checking body language help a conversation?
  
  

Activity:

• Tone Challenge: Students read the same sentence in different tones. Peers interpret meaning.
  
  

Conclusion:
When we combine respectful words, tone, and body language, our messages are clear and relationships grow stronger.

Intro:
Sometimes people act in ways we don’t understand. Looking deeper helps us see the feelings underneath.

Model / Think Aloud:

• Pause: This teen was rude—but maybe they were stressed. Perspective-taking means asking, ‘What else could be going on?
  
  

Discussion Questions:

• How can empathy change how we respond?
  
  

• What’s an example of misreading someone’s perspective?
  
  

• How might you act differently after perspective-taking?
  
  

Activity:

• Perspective Web: Students map how each person in a conflict might feel (teammate, teacher, friend).
  
  

Conclusion:
When we try to see the world through someone else’s eyes, we build understanding and stronger communities.

• 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?

• 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?

• 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:
“Think about the last time you felt unsure of yourself — maybe before a test, a performance, or trying something new. What thoughts did you have, and what helped you keep going?”

Discussion Questions:

• Which of the three tips stood out to you the most? Why?

• How can practicing confidence be similar to practicing a sport or instrument?

• What are some negative thoughts you’ve caught yourself saying? How can you replace them with more positive ones?

• Why do you think confidence and failure are connected?

• How can you support a friend who is struggling with self-confidence?

Closing:
Confidence grows through practice, not perfection. Every challenge you face helps you discover your strengths. When you feel nervous or doubt yourself, remember to use positive self-talk, prepare the best you can, and keep trying. You already have what it takes — believe it!

Model:
“What’s one area of your life where you’d like more consistency — like studying, organization, or managing stress?”

Discussion Questions:

• What habits help you stay focused or calm during a busy week?

• How does stress affect your ability to make good decisions?

• What are some healthy ways to handle stress instead of ignoring it?

• Why is it important to keep going even when motivation is low?

• How can you remind yourself to stay on track when distractions appear?

Closing:
Self-management is the bridge between goals and success. When you build routines and calm your mind, you strengthen your ability to handle challenges. You can’t always control what happens, but you can always control your response.

Model:
“Think of a time you had to make a tough decision. What helped you choose the right thing?”

Discussion Questions:

• What responsible actions did the boy take?

• How did his daily habits prepare him for that moment?

• Why can doing the right thing feel difficult sometimes?

• How do your values or faith guide your decisions?

• How can learning from mistakes make you a stronger decision-maker?

Closing:
Every decision shapes your character. Taking a moment to think — even for a few seconds — can help you choose actions that show integrity and courage. Responsible decisions aren’t always easy, but they’re the ones you can be proud of.

Model:
“When have you noticed someone struggling or upset? What did you do — or wish you had done — to help?”

Discussion Questions:

• What made the boy’s action so meaningful?

• How can empathy help prevent misunderstandings or conflicts?

• What makes it hard sometimes to reach out when someone’s upset?

• How can you build stronger, more respectful communication with peers?

• How would our school change if everyone practiced empathy daily?

Closing:
Good relationships don’t just happen — they’re built through care and understanding. Even one kind act can strengthen a friendship or change someone’s day. Be the person who notices and acts.

Model:
“Has anyone ever made an assumption about you that wasn’t true? How did that feel?”

Discussion Questions:

• What did you notice when people in the video found something in common?

• How do assumptions and stereotypes prevent understanding?

• What can we do to see people as individuals instead of labels?

• Why is it important to celebrate both differences and similarities?

• How can you challenge unfair assumptions when you see them?

Closing:
Everyone has a unique story — and more connects us than separates us. When we listen and take time to understand, we build a community where everyone feels respected and seen. Remember: people don’t belong in boxes.

Model: Was there anything shared in the video that struck a chord with you?

Questions for students:

• Let's reflect on some of the main points shared in the video. "Your brain lies to you constantly." How do you feel about this statement. Has your brain ever lied to you? Told you that you weren't good enough, strong enough, smart enough? If this ever happens to you, how can you flip the script?

• 'What you avoid controls you." What are your thoughts on this statement? Have you ever felt controlled by something you were avoiding? Maybe a big task, or a strong emotion? Can you share your story?

• "You shape who you are but what you do over and over." What are some habits and practices that you are implementing frequently and how are those habits and practices shaping who you are as a person?

• "You are wired for emotion but built to regulate it." What are some big emotions that you've felt recently? What are you doing to regulate those emotions?

Closing: Self-awareness is built through reflection. Great job in reflecting on the concepts shared in todays video. I hope that you don't listen to any lies that your brain tells you. I hope you confront challenging tasks and feelings so that you don't feel controlled by avoidance. I hope that your habits and practices are helping to shape you into exactly who you want to be. I hope you know that you have the power to regulate and manage the emotions that you feel, even the tough ones:)

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:
Cordae talks about pushing past doubt and working hard to become who he wanted to be.
Ask students:

• What does perseverance mean to you?
  
  

• How can we stay motivated even when things get tough?
  
  

Give a relatable example (e.g., preparing for a big project or pushing through end-of-year exams).

Discussion Questions:

• What does a “Hi Level” mindset mean to you after hearing Cordae?
  
  

• What goals have you worked hard to achieve this year?
  
  

• How do you stay focused and disciplined when you feel like giving up?
  
  

• What are 2 things you want to finish strong this school year?
  

Conclusion:
Your potential is unlocked when you stay focused and don’t let obstacles stop you. As we finish the year, let’s choose to have a “Hi Level” mindset. One that believes in growth, perseverance, and purpose

Model:
Let’s say a student wants to get better at math. A vague goal might be “Do better.”
A SMART goal could be: “Complete 3 extra math problems each day to raise my quiz average by 10% in the next month.”

Which one gives a clearer plan for success?

Discussion Questions:

• What’s one goal you have for yourself right now?
  
  

• Can you turn it into a SMART goal?
  
  

• What makes a goal realistic and measurable?
  
  

• What might get in your way—and how can you plan ahead?

Conclusion:
Writing SMART goals helps us make decisions with focus, clarity, and purpose. Responsible leaders don’t just hope for success, they plan for it. Let’s take one goal and start making it SMART today.

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

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

Discussion Questions:

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

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

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

• How could you practice gratitude in your daily routine?
  
  

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

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 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:)

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.

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:
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:
Relationships play a powerful role in our lives. Supportive friendships can help us feel confident and motivated, while unhealthy ones can increase stress. Today we will examine how relationships affect our emotions and choices.

Model / Think Aloud:
When a friendship feels positive, I feel energized and focused. When it feels negative, I notice tension and distraction. That awareness helps me set boundaries.

Discussion Questions:

• How do friendships affect emotional health?

• How can friendships influence decisions?

• What boundaries protect well being?

• How can you be a positive influence?

Partner Share:
Students share one way they can support a healthy relationship.

Conclusion:
Healthy relationships support balance and growth. Being mindful of how friendships affect us helps us make intentional choices.

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: 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;)

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: 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.

  
  

  
  

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.

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.

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.

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.

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:)

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.

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: 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: 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.

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?

Let’s talk about pressure. Not the fake kind. Real pressure. The kind that shows up before a test, before a game, before something where people are watching. Here’s something interesting: Pressure usually means something matters. But if you don’t manage it, it turns into anxiety. In this video, she talks about using joy to stay grounded instead of letting pressure take over. As you watch, pay attention to how she thinks about pressure. Notice how she keeps it from controlling her.

Model:

What stood out to you about her mindset? She didn’t pretend pressure wasn’t there. She just refused to let it run her. That’s the shift. Pressure can either control you or fuel you. Joy isn’t childish. It’s strategic. Balance isn’t soft. It’s sustainable. Connect it to real middle school life: grades, social comparison, sports, reputation, family expectations. When pressure builds for you, what usually happens? Do you overthink? Shut down? Get irritated? Try too hard? Then flip it. What would it look like to redirect that energy instead of letting it spiral?

Questions for Students:

- What do you think she means by choosing joy?

-Why is balance important if you want to succeed long term?

-When does pressure become unhealthy?

-How does perspective change performance?

-What is your usual reaction when things feel heavy?

Written reflection:

When I feel pressure, I usually ______. A better response I want to practice is ______.

Closing:

High performers are not pressure free. They just handle it differently. Joy keeps performance human. Balance keeps ambition from burning you out. You cannot remove pressure from your life, but you can train your response to it. Pressure doesn’t have to shrink you. It can sharpen you.

Let’s be honest. Middle school is when you start caring a lot more about how people see you. What you wear. What you post. Who you sit with. What you’re known for. But here’s the deeper question: Who are you actually becoming? Not your image. Your identity. As you watch this video, don’t just listen to what they say. Listen for what shapes identity. What builds it? What slowly changes it over time?

Model: What stood out to you? Most people think identity is something you “have.” But it’s something you build. It grows through habits, reactions, and repeated choices. If you constantly compare yourself, that shapes your confidence. If you avoid hard things, that shapes your resilience. If you show up prepared even when no one checks, that shapes your discipline. Identity is not a label. It’s a pattern. Ask students: If someone watched your choices for 30 days, what would they say you value most?

Are your daily decisions aligned with the person you say you want to become? Or are you letting mood, pressure, and other people define you?

Questions for Students:

According to the video, what influences identity the most?

How do habits shape who you become?

What role does your inner voice play? What patterns are you proud of right now?

What pattern do you need to interrupt before it becomes part of your identity?

Reflection: I am becoming someone who ______ because I consistently ______. One shift I need to make is ______.

Closing: Identity doesn’t change overnight. It changes through repetition. You are not just “being” someone. You are becoming someone. The question is whether you’re doing that intentionally or accidentally.

This scenario might feel uncomfortable to watch, and that’s okay. It touches on something real: status, embarrassment, and the pressure to fit in. As you watch, don’t rush to judge anyone. Instead, just notice. Who laughs? Who looks uncomfortable? Who says something? Who stays quiet? Pay attention to what you feel while it’s happening.

Model:

What was really being targeted here? Was it just clothes, or something deeper like money, status, or belonging? Talk about how laughter can sometimes be a shield, and how silence can mean different things. Sometimes silence feels safe. Sometimes it feels heavy. What does courage look like in a moment like this? Does it have to be loud? Or can it be simple and steady?

Questions for Students:

• Why can it feel risky to defend someone in front of peers?

• What might someone be afraid of losing in that moment?

• When you stay silent, what message could that send, even if you didn’t mean to send it?

• If you were there, what is one small thing you could say or do that would align with who you want to be?

Closing:

Moments like this don’t always feel big, but they matter. Character is shaped in everyday interactions. And character isn’t tested when it’s easy. It’s tested quietly, in moments where no one is forcing you to choose.

Think about a time you were already irritated or disappointed. What made it worse? Often it’s not the problem itself. It’s when someone responds with “You’ll be fine” or “It’s not that big of a deal.” Today’s video compares sympathy and empathy. Both can sound supportive, but they don’t feel the same. As you watch, pay attention to body language, tone, and emotional shift. Notice which response actually changes how the person feels.

Model:

Did that help, or did it just sound polite? What did you notice about the person’s reaction? What changed? Was it the words, the tone, the shared experience?

Clarify the difference: Sympathy stands outside and looks at the problem. Empathy steps inside and shares the emotional space. One observes. The other connects.

Questions for Students:

• Why does empathy often feel more powerful than sympathy?

• Why do people default to sympathy instead of empathy? What makes empathy harder?

• How does empathy build trust in friendships?

• Can you show empathy even if you haven’t had the same exact experience?

  
  

Closing:

Sympathy says “That’s unfortunate.” Empathy says “I see you.” Real connection grows when people feel understood, not minimized. Learning to respond with empathy is part of growing up and strengthening relationships.

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.

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.

Students will analyze personal emotional triggers and evaluate strategies to manage their responses.

Intro:

Sometimes our reactions feel automatic—like we didn’t even have time to think. That’s often because of emotional triggers. Today, we’ll break down what triggers are and how we can manage them instead of reacting without thinking.

Model / Think Aloud:

Pause when triggers are explained.

Say:
“The video shows that triggers are tied to strong emotions and sometimes past experiences. That’s why reactions can feel immediate.”

Pause during strategy section:
They mention noticing physical signs like tension or a fast heartbeat. For me, when I feel my tone changing or my body getting tense, that’s a signal I’ve been triggered.

Personal example:
If I feel disrespected, my first instinct might be to respond quickly—but I’ve learned to pause before reacting.

Discussion Questions:

• What are emotional triggers, and why are they powerful?

• What physical or mental signs tell you that you’ve been triggered?

• Why do different people have different triggers?

• What is one of your personal triggers?

• What strategy from the video could help you manage it?

Activity / Practice:

Trigger Plan:
Students complete:

• My Trigger → How I Feel → What I Usually Do → What I Will Try Instead

Example:

• “Being ignored” → “Angry” → “Snap back” → “Pause and ask a question calmly”

Scenario Practice:
In small groups, students act out a triggering situation and practice responding differently.

Conclusion:

Triggers don’t control you—you can learn to recognize them and choose your response. The more aware you are, the more control you have.

Students will analyze personal frustration triggers and evaluate strategies to regulate their emotional responses.

Intro:

Frustration is a normal emotion, especially when things feel out of control, unfair, or difficult. The difference between reacting and responding is what defines self-management.

Model / Think Aloud:

Pause when frustration is discussed.

Say:
The video shows that frustration can build quickly and lead to reactions we might regret.

Pause during strategy discussion:
They mention techniques like pausing, breathing, and thinking differently about the situation. That’s about creating space before reacting.

Personal example:
When I feel frustrated, I notice my body gets tense or my tone changes. That’s my signal to slow down before I respond.

Discussion Questions:

• What situations typically cause frustration for people your age?

• What are your personal warning signs that you’re getting frustrated?

• Why can frustration sometimes lead to poor decisions?

• Which strategy from the video could realistically work for you?

• How can you remind yourself to use that strategy in the moment?

Activity / Practice:

Frustration Action Plan:
Students complete:

• Trigger → Reaction → Better Response

Example:

• “Group work not going well” → “Shut down” → “Speak up calmly or take a pause”

Scenario Practice:
Students work in groups to act out real-life frustrating situations (school, social, sports) and apply strategies.

Conclusion:

Frustration is not the problem—how we respond is. When you learn to pause, think, and choose your response, you take control.

Students will analyze peer pressure situations and apply strategies to maintain boundaries and make responsible decisions.

Intro:

As you get older, peer pressure becomes more complex. It can be direct or subtle, but it always involves influence. Today, we’ll focus on how to recognize it and respond in a way that aligns with your values.

Model / Think Aloud:

Pause during a peer pressure moment.

Say:
This situation shows how pressure can come from wanting to fit in. The decision isn’t always easy.

Pause during a response:
They used a strategy like setting a boundary or confidently saying no. That shows self-control and awareness.

Personal example:
There are moments where it’s easier to go along with others, but making your own decision builds confidence and respect.

Discussion Questions:

• What types of peer pressure were shown in the video?

• Why is it sometimes hard to say no?

• What are effective ways to handle peer pressure?

• How can you stay confident in your decisions?

• What values guide your choices?

Activity / Practice:

Boundary Plan:
Students complete:

• Situation → Pressure → My Response

Example:

• “Friends encouraging bad behavior” → “Pressure to fit in” → “Say no and remove myself”

Role Play:
Students act out realistic scenarios (social, academic, online) and practice responses.

Conclusion:

Peer pressure doesn’t define you—your choices do. When you stay true to yourself, you build confidence, respect, and strong decision-making skills.

Students will evaluate conflict situations and apply strategies such as communication, perspective-taking, and compromise.

Intro:

Conflict is unavoidable, especially in relationships. What matters is how you respond. Strong relationship skills mean handling conflict with respect, control, and purpose.

Model / Think Aloud:

Pause during a conflict example.

Say:
This shows how quickly conflict can escalate if emotions take over.

Pause during strategy explanation:
They are showing steps like staying calm, communicating clearly, and listening. These are key to resolving conflict.

Pause at resolution:
The solution worked because both people were willing to communicate and find common ground.

Personal example:
In conflict, it’s easy to focus on being right. But solving the problem is more important than winning.

Discussion Questions:

• What caused the conflict in the video?

• What strategies helped resolve it?

• Why is listening important during conflict?

• How can emotions make conflict worse?

• What is one strategy you can use in your life?

Activity / Practice:

Conflict Reflection:
Students complete:

• Situation → My Reaction → Better Response

Group Scenario Practice:
Students work in groups to act out realistic conflicts (friends, group work, misunderstandings) and apply strategies.

Conclusion:

Handling conflict well is a skill. When you stay calm, communicate clearly, and listen, you strengthen your relationships instead of damaging them.

Students will analyze how perspective and empathy influence relationships and decision-making.

Intro:

Perspective and empathy are powerful skills. They allow us to understand others beyond our own experiences. Today, we’ll look at how seeing through someone else’s lens can change how we think and act.

Model / Think Aloud:

Pause during emotional moment.

Say:
This shows how someone’s experience shapes how they feel. We may not fully understand it, but we can still try to relate.

Pause during explanation:
They’re explaining that empathy is not just feeling for someone, but trying to understand them.

Teacher example:
If someone reacts strongly, instead of judging, I can ask, ‘What might they be going through?

Discussion Questions:

• What is the difference between sympathy and empathy?

• What situations in the video stood out to you?

• Why is empathy important in relationships?

• How can perspective-taking reduce conflict?

• What is one way you can practice empathy this week?

Activity / Practice:

Empathy Reflection:
Students complete:

• Situation → My Perspective → Other Person’s Perspective → New Understanding

Scenario Analysis:
Students analyze real-life situations (friend conflict, misunderstanding, social situations) and discuss how perspective changes the outcome.

Conclusion:

Understanding different perspectives helps us make better decisions, build stronger relationships, and respond with empathy instead of judgment.

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 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 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’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.

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’s lesson is about responsible decision making. At your age, decisions start to matter in bigger ways. Your choices affect your grades, your friendships, your reputation, your confidence, your opportunities, and the way people experience you.

The end of the year is a good time to pause and ask:

“Who am I becoming?”

Not just, “What grade am I going to?”
Not just, “What am I doing this summer?”
But, “What kind of person am I becoming based on the choices I keep making?”

Every habit is shaping something. The way you handle conflict, the way you speak to people, the way you manage work, the way you respond to correction, the way you treat people when no one is watching, all of that is becoming part of who you are.

Before the Video

Ask students to silently think about this question:

“What is one choice students make now that can affect them later?”

Allow a few students to share.

Then say:

“As you watch, think about how the message connects to decisions, habits, and becoming the kind of person you want to be.”

Watch the Video

Teacher Prompt:

“Pay attention to one line, example, or idea that connects to your future choices.”

Model

Teacher says:

“A student might say, ‘I want people to trust me, but I keep lying when I get caught.’ That student has to understand that trust is built through repeated choices.”

Another example:

“A student might say, ‘I want better grades, but I keep waiting until the last minute.’ Responsible decision making means being honest about the gap between what you want and what you keep choosing.”

Another example:

“A student may want to be seen as mature, but every time they are corrected, they argue, joke, or shut down. Responsible decision making means asking, ‘Is my reaction helping me become the person I want to be?’”

Student Activity: The Next Version of Me

Students complete a private reflection.

The Next Version of Me

One thing I want people to notice about me next year is ___.

One habit that will help me become that person is ___.

One choice I need to make more often is ___.

One choice I need to stop making is ___.

One relationship I want to handle with more maturity is ___.

One responsibility I need to take more seriously is ___.

One mindset I want to carry into summer and next year is ___.

Optional Partner Share

Students may share only one sentence with a partner:

“One choice I want to make more often is ___.”

The partner responds:

“That choice can help you become better.”

Discussion Questions

1. What does responsible decision making look like in middle school?

2. How do small choices become habits?

3. How can your habits affect your reputation?

4. What is the difference between wanting something and choosing actions that help you get it?

5. What is one decision students your age need to take more seriously?

6. How can summer be a time to build better habits instead of losing progress?

   
   

Optional Activity: Keep, Stop, Start

Students divide their paper into three sections.

Keep: One choice or habit I should keep because it helps me
Stop: One choice or habit I should stop because it gets in my way
Start: One choice or habit I should start because it will help me grow

Examples:

Keep asking for help
Stop procrastinating
Start organizing assignments
Keep encouraging others
Stop reacting quickly
Start thinking before responding

Conclusion

Responsible decision making is not about being perfect. It is about being honest enough to look at your choices and mature enough to make changes.

As you move toward summer and the next school year, remember:

Your choices are shaping your habits.
Your habits are shaping your character.
Your character is shaping who you are becoming.

So before the year ends, ask yourself:

“What choice can I make now that my future self will thank me for?”

Today we are focusing on relationship skills. Relationship skills are not just about having friends. They are about how you communicate, how you handle conflict, how you treat people when emotions are high, and how you repair harm when something goes wrong.

As the school year ends, it is worth asking:

“What will people remember about me?”

Will they remember that I encouraged people?
Will they remember that I created drama?
Will they remember that I helped others feel included?
Will they remember that I made people feel small?
Will they remember that I owned my mistakes?

Kindness leaves a legacy. So does disrespect. So does gossip. So does accountability. The way we treat people creates a ripple effect.

Before the Video

Ask students to silently think about this question:

“What is one way a person’s actions can affect the mood or culture of a whole group?”

Allow a few students to share.

Then say:

“As you watch, think about how one act of kindness can influence more than one person.”

Watch the Video

Teacher Prompt:

“Look for the ripple effect. Notice how one good action can lead to another.”

The video highlights the idea that one act of kindness can create a chain reaction, similar to falling dominoes.

Model

Teacher says:

“Imagine someone starts gossiping about a classmate. That choice does not just affect one person. It can spread, change how people treat that person, and damage trust.”

“Now imagine someone says, ‘We do not need to talk about them like that,’ or changes the subject. That choice can stop harm from spreading.”

Another example:

“If you apologize sincerely to someone before the year ends, that can change how the relationship closes. It may not fix everything immediately, but it shows maturity.”

Student Activity: My Relationship Legacy

Students complete a private reflection.

My Relationship Legacy

One way I helped someone this year was ___.

One relationship I handled well was ___.

One relationship I could have handled better was ___.

One kind word, apology, or thank you I still need to give is ___.

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

One choice I can make today to leave a positive legacy is ___.

Optional Partner Share

Students may share only one sentence:

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

Partner responds:

“That is a strong legacy to leave.”

Discussion Questions

1. What does it mean for kindness to have a ripple effect?

2. How can disrespect also create a ripple effect?

3. Why is accountability important in relationships?

4. What is one way students your age can repair harm before the year ends?

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

6. How can one student positively influence the culture of a class or school?

   
   

Optional Activity: Ripple Effect Map

Students write one positive action in the center of a page.

Example:

“I apologize when I hurt someone.”

Then they draw arrows showing possible effects:

The person feels respected.
Trust begins to rebuild.
Drama decreases.
Other people see maturity.
The classroom feels calmer.

Conclusion

Relationships are shaped by repeated choices. Every word, reaction, apology, joke, post, message, and act of kindness can leave a mark.

As the year ends, think about the legacy you are leaving behind.

You do not have to be perfect. But you can choose to be more thoughtful, more respectful, more accountable, and more kind.

Ask yourself:

What will people remember about how I treated them?

Today’s lesson is about social awareness. Social awareness is the ability to notice other people, understand their perspectives, and recognize how their support, effort, and feelings matter.

At the end of the year, it is easy to focus on being done. But a mature person also pauses to recognize who helped them get through the year.

Maybe it was a teacher who kept pushing you.
Maybe it was a parent or guardian who stayed on you about your grades.
Maybe it was a friend who listened.
Maybe it was a coach, counselor, sibling, classmate, or staff member.
Maybe it was someone who corrected you, and even though you did not like it at the time, it helped you grow.

Gratitude is not childish. Gratitude shows maturity. It means you are aware enough to know you did not grow by yourself.

Before the Video

Ask students to silently think about this question:

“Who helped me become better this year, even if I did not always notice it at the time?”

Allow a few students to share if they are comfortable.

Then say:

“As you watch the video, think about what it means to recognize the people who support us.”

Watch the Video

Teacher Prompt:

“Look for a moment that connects to appreciation, support, encouragement, or recognizing others.”

Model

Teacher says:

“A student might say, ‘My teacher was always on me about turning in work, and it annoyed me.’ But with social awareness, that student might realize, ‘They were trying to help me build responsibility.’”

Another example:

“A student might say, ‘My mom kept asking about my grades.’ At first, that may feel frustrating. But gratitude helps us recognize that support can sometimes look like reminders, accountability, and high expectations.”

Another example:

“A classmate may have helped you by making you laugh, explaining an assignment, including you, or checking on you. Gratitude means recognizing that their kindness mattered.”

Student Activity: The Gratitude I Did Not Say Yet

Students complete a private reflection.

The Gratitude I Did Not Say Yet

One person who helped me this year was ___.

They helped me by ___.

At the time, I may have felt ___.

Now I realize ___.

One thing I want to thank them for is ___.

Because of their support, I was able to ___.

Students may choose whether to turn this into an actual note, email, text, or spoken thank you.

Optional Partner Share

Students may share one sentence with a partner:

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

The partner responds:

“That support mattered.”

Discussion Questions

1. What does gratitude have to do with maturity?

2. Why do we sometimes fail to notice the people who help us?

3. How can correction or accountability be a form of support?

4. What is the difference between a general thank you and a meaningful thank you?

5. Who deserves appreciation from you before the year ends?

6. How can showing gratitude strengthen relationships?

   
   

Optional Activity: Appreciation With Specificity

Write these sentence starters on the board:

“Thank you for helping me when ___.”

“I appreciate that you ___.”

“You may not know this, but ___ mattered to me.”

“Because of your support, I ___.”

“One thing I will remember is ___.”

Students choose one and write a short message to someone who helped them this year.

Conclusion

Gratitude helps us see beyond ourselves. It reminds us that our growth was supported by other people’s time, patience, correction, kindness, encouragement, and care.

Before the school year ends, do not leave important appreciation unsaid.

Think about one person who helped you grow this year and ask yourself:

“Have I thanked them in a way that lets them know their support mattered?”

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:)

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 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.