Student Services / Self Management Pre K-6

SELF-MANAGEMENT PRE-K-6th GRADES

Self-Management Competencies

Pre-K - 2^ndGrades

Indicators of Self-Management

3^rd- 6^thGrades

Indicators of Self-Management

1. Set, monitor, adapt, and evaluate his/her goals to achieve success in school and life.

● Identifies a short-term goal (wish, dream).

● Describes something they have accomplished.

● Designs strategies for achieving goals.

● Sets personal and/or learning goals.

● Describes steps to achieving goals.

● Completes a chart or graphic organizer that shows how one can complete a specific goal.

● Monitors & reflects on progress towards achieving personal/learning goals.

● Describes how one can overcome obstacles to goal achievement for personal and academic growth.

● Explains the steps to achieve a long-term personal or academic goal.

● Describes multiple strategies to achieve a personal/learning goal.

● Recognizes or recalls accurate statements about overcoming obstacles to meet goals.

● Recognizes strategies and generates steps to achieving long-term goals for personal and academic growth.

2. Understand and use strategies for managing his/her emotions and behaviors constructively.

● Describes ways to control impulsive behavior and ways to calm down.

● Expresses strong emotions in appropriate ways.

● Demonstrates control of impulsive behaviors.

● Applies and independently uses self-calming techniques.

● Describes and uses self-calming strategies (deep breathing, self-talk, or picture cues).

● Reflects on the effectiveness of self-monitoring to deal with strong or uncomfortable emotions and how that affects others.

● Modifies one’s behavior in response to another’s reaction.

● Demonstrates self-monitoring strategies to deal with strong or uncomfortable emotions.

● Articulates how one’s behavior affects others.

● Demonstrates strategies to calm when responding to another’s reaction.

SEL Academic Integrated Strategies for Self-Management

Pre-K 2nd Grades

3rd - 6th Grades

● As a teacher, consistently model effective self-management in an age-appropriate way for students (e.g., “I’m feeling a little frustrated, so I’m going to stop and take a breath before I decide what to do next.”) Lower your volume, lower your tone, square your posture to the students, tell the student you understand, give space to students who are emotionally escalated, express hope for the student.

● Give students authentic feedback for self-management (e.g., “I saw the way you waited your turn just now.” “I know you were excited, but I saw you cross your arms so that you would keep your hands to yourself, and I saw you take a breath. I’m proud of you, and you should be proud of yourself.”).

● Help students learn to manage emotions through adult modeling, including describing your own feelings, using a calm, neutral tone of voice in the classroom, practicing mindfulness, and other self-calming techniques.

● Establish a separate space in the classroom for individual self-management (e.g., a peace corner).

● Routinely encourage students to save a desired activity or experience (e.g., playing with a friend) until they have completed tasks or duties (e.g., until they have finished their homework).

● Routinely develop and complete short-term classroom goals (e.g., getting settled after the bell rings).

● Teach students a lesson on procedures for class transitions and create class goals for improving the time it takes to complete them.

● Teach students decision-making skills to build self-confidence and self-control by providing a variety of choices throughout the day.

● Set aside a time for students to describe and celebrate a goal they have accomplished.

● Reward students for meeting goal(s) using phrases that boost student curiosity, competence, autonomy, and connection to learning. Avoid extrinsic rewards.

● Teach strategies to deal with difficult thoughts and emotions such as using distractions (e.g., counting all the red items in the room or solving trivia questions) to “change the channel” in their brains (Minahan & Rappaport, 2012).

● Routinely practice self-control techniques to meet the demands of situations (e.g., taking a deep breath, counting to 10, self-talk, etc.).

● Have students practice using fill-in-the-blank “I” messages to identify relationships between thoughts, emotions, and actions (e.g., When you , I feel . What I would like for you to do is ).

● Routinely provide authentic praise to students when you observe them managing themselves appropriately.

● As a teacher, consistently model effective self-management in an age-appropriate way for students (“I’m feeling a little frustrated, so I’m going to stop and take a breath before I decide what to do next,” lower your volume, lower your tone, square your posture to the students, tell the student you understand, give space to students who are emotionally escalated, express hope for the student).

● Teach students that emotions are okay. However, recognize that how we respond to emotions may not be okay (e.g., It is okay to be mad, but it is not okay to hit someone when you are mad).

● Establish a separate space in the classroom for individual self-management (e.g., peace corner, reading corner).

● Have students set daily or weekly short-and long-term social and/or academic goals(s), and have students list the steps and skills necessary to achieve their goal(s).

● Have students make charts and visual reminders so they can track progress on daily and weekly goal(s).

● Reward students for meeting goal(s) using phrases that boost student curiosity, competence, autonomy, and connection to learning. Avoid extrinsic rewards.

● Routinely work with the class to establish and complete class projects (e.g., a group project on a poem or story – set goals, break the goal down into weekly sub goals, lay out steps for achieving weekly goals, monitor progress toward achieving goals, celebrate achievements).

Healthy Lifestyles SEL Teaching Activities for Self-Management

● Routinely practice self-management techniques as a regular part of the school day (e.g., start class with a deep breathing exercise).

● Teach self-management techniques such as belly breathing, yoga positions, counting to ten, self-talk, relaxation exercises, or mental rehearsal to help students develop concrete techniques for managing stress or anxiety.

● Teach students how to replace “hot thoughts” with “cool thoughts.” Hot thoughts are immediate/impulsive. Cool thoughts come after taking a deep breath and waiting a moment to calm down.

● Routinely practice self-management techniques as a regular part of the school day (e.g., start class with a deep breathing exercise).

● Teach students how to replace “hot thoughts” with “cool thoughts.” Hot thoughts are immediate/impulsive. Cool thoughts come after taking a deep breath and waiting a moment to calm down.

Humanities SEL Teaching Activities for Self-Management

● Lead a discussion that encourages students to reflect on barriers they may encounter when completing an assignment (e.g., finding a computer) and help them think about ways they can overcome them, including how to approach others for help (e.g., asking the teacher for help).

● Lead discussions about positive ways we can express our feelings (e.g., talking to an adult or friend, putting our feelings into words, drawing a picture of how we feel, showing our feelings through dance).

● Have students participate in a step-by-step art or baking project and celebrate successful completion.

● Routinely ask students who might be able to help them in various situations. Offer to help when needed.

● Give students support and/or authentic feedback for expressing emotions appropriately (e.g., “I know you’re angry at her, right now [e.g., for interrupting you]. What are some calm ways you could tell her what you are upset about?” or “I know you were feeling sad about what happened recently. I was proud of you for drawing a picture of how you were feeling and what you were doing to feel more peaceful. I’m here if you want to talk to me about it.”).

● Teach students a self-discipline lesson on how to use certain equipment (such as computers or iPads) and other resources appropriately.

● Teach a lesson to establish rules for how equipment should be put away.

● Have students read “Simon’s Hook” or a similar story and discuss ways the character was taught to deal with the triggers that made him angry.

● Help students increase their dictionary of feeling words through books, role-play, and modeling that includes various settings (i.e., classroom and work environments).

● Have students write a list of short-term wishes and/or dreams as they relate to school, sports, etc., and have them prioritize the list.

● Have students participate in a step-by-step art or baking project and celebrate successful completion.

● Routinely ask students, “Who might be able to help you?” in various situations. Offer to help when needed.

● Have students research and summarize the education path required to achieve a specific career goal.

● Teach students a self-discipline lesson on how to use certain equipment (such as computers or iPads) and other resources appropriately.

● Teach a lesson to establish rules for how equipment should be put away.

SEL Direct Instruction Resources for Self-Management

Curriculum Resources

Pre-K

1st

2nd

3rd

4th

5th

6th

Harmony SEL

Unit 1:

Being My Best Self

1.4: Freeze Those Ziggles

1.5 How We Change

1.4: Turning It Up and Turning It Down

1.5: Things That Change

1.4: Strong and Mild Emotions

1.5: Think Like a Caterpillar

1.4: Feeling the Calm

1.5: Change Happens

1.4: It's Time to Cool Off

1.5: Have a Growth Mindset

1.4: Noticing and Regulating Emotions

1.5: Caterpillar Thoughts

1.4: Lost Your Cool? Get Calm

1.5: To Change Like a Caterpillar

1.4: Keeping Control

1.5: Thinking Like a Caterpillar

Unit 2:

Valuing Each Other

2.5 Let's Be Fair

2.5 Making Things Fair

2.5 Let's Make it Fair

2.5 Standing Up to Others

2.5 Roles Around Bullying Behaviors

2.5 Standing Up to Bullying Behaviors

2.5 Battling Bullying Behavior

2.5 Standing Up For Ourselves and Others

Unit 3:

Communicating With Each Other

3.4: Say It Loud

3.4: Speaking Up

3.4: Saying It Kindly

3.4: Speak Up, Speak Kindly

3.4: Speak Up, and Speak Out

3.4: Speak Up and Speak For

3.4: Speaking Up for Yourself and Others

3.5: Teamwork in Action

3.4: Speaking Out

3.5: Collaboration Counts

Unit 4:

Learning From Each Other

4.2: Identifying and Communicating About Problems

4.3: Solving Problems Together

4.2: Communicate to Solve Problems

4.3: Solving Problems

4.4: Compromising With Others

4.2: Communicating to Problem Solve

4.3: Solving Problems Fairly

4.4: Compromising to Solve Problems

4.2: Communicate About Problems

4.3: Finding a Solution

4.4: Ways to Compromise

4.2: Identifying and Communication About Problems

4.3: Talk It Out

4.4: Working Things Out

4.2: Stop, Think, and Cool Off

4.3: Talk It Out and Clear it Up

4.4: Let's STEP It Up

4.2:Name That Conflict Style

4.3: STEP It Up! To Resolve Conflict

4.4: Practice Makes Perfect

4.2: What's That Conflict Style?

4.3: Smooth Solutions for Conflict

4.4: Working Through Conflict

Utah Core Health Standards

Strand 1:

Health Foundations and Protective Factors of Healthy Self

Standard K.HF.1

Standard K.HF.2

Standard K.HF.3

Links

Standard 1.HF.1

Standard 1.HF.2

Standard 1.HF.3

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