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    SELF-MANAGEMENT 7th-8th GRADES

    Self-Management Competencies

    7th- 8th Grades Indicators of Self-Management 

    1. Understand and use strategies for managing own emotions and behaviors constructively.

    ●        Maintains confidence during stress, emotional responses, or changing emotions.

    ●        Recognizes the affective behavioral responses to thoughts, emotions, and actions.

    ●        Reflects on possible consequences, both positive and negative, before expressing an emotion or behavior.

    2. Set, monitor, adapt, and evaluate personal goals to achieve success in school and life.

    ●        Designs action plans for achieving short-term and long-term goals and establishing timelines.

    ●        Identifies and utilizes potential resources for achieving goals (e.g., home, school, and community support).

    ●        Sets a positive character goal.

    ●        Establishes criteria for evaluating personal and academic success.

    ●        Demonstrates goal-setting skills related to potential career paths.

    SEL Academic Integrated Strategies for Self-Management

    7th-8th Grades

    ●        Post outcomes for lessons.

    ●        Ask students to recite lesson outcomes.

    ●        Use a “Do Now” lesson starter each morning or class period.

    ●        Provide students opportunities to reflect on their learning and make goals for the future.

    ●        Practice mindfulness moments and brain breaks in the classroom.

    ●        Discuss hypothetical stressful situations students may encounter and ways to manage them.

    ●        Teach students to use the cognitive “brake” using the acronym SOLD (S=Stop what you are doing. O=Observe how you are doing. L=Look at whether your feeling matches what is going on. D=Decide how you will behave.).

    ●        Use literary characters to discuss with students strategies that the characters used to handle their stressors.

    ●        Have students develop a graphic organizer that compares and contrasts ways to express feelings.

    ●        Have students brainstorm ways to motivate themselves. Use linear diagrams to represent their targets (e.g., mood thermometers or progress lines). During a lesson, talk about how you motivate yourself—to keep yourselfgoing—when you might want to give up. Students can also be taught to self-assess progress toward their learning goals, a powerful strategy that promotes academic growth and should be an instructional routine in classrooms.

    ●        Have students learn and practice refusal skills in various contexts.

    ●        Incorporate stress management techniques in the classroom (e.g., deep breathing, stretching, yoga movements, and affirmations), and identify appropriate settings for each of these strategies.

    ●        Have students set academic and personal SMART (Specific, Measurable, Attainable, Relevant, Timely) goals that are short and long term.

    ●        Have students create an action plan for each SMART goal that lists what resources (i.e., home, school, and community) they would utilize.

    ●        Have students reflect on the progress of each goal, why the goal was important, and what they would do differently.

    ●        Via peer-to-peer interviews, have students set a character goal on a virtue that is most important to them.

    ●        Create a visual timeline to show students how much of a person’s life is spent working, going to school, spending time with family, sleeping, and having personal time.

    ●        Assist students in creating a high school plan that includes transition to postsecondary and the workforce.

    ●        Use biographies to discuss how people persevered through hard times to turn their lives around or reach a goal.

     

    SEL Direct Instruction Resources for Self-Management

    Curriculum Resources

    7th-8th Grades

    Utah Core Health Standards

     

     

    Strand 1: Health Foundations and Protective Factors of Healthy Self
    • Links                                                         
    • Lesson Plans
    • Standard HI.HF.1
    • Lesson Plans
    • Standard HI.HF.2

     

    Strand 2: Mental and Emotional Health

     

    Strand 3: Safety and Disease Prevention
    • Links
    • Standard HI.SDP.1
    • Standard HI.SDP.2

     

     

     

     

    Strand 4: Substance Abuse Prevention

     

     

    MindUp

     

     

     

     

     

    Unit 1: Getting Focused

     
    • L1: How Our Brains Work
    • L2: Mindful Awareness
    • L3: Focused Awareness: The Core Practice

    Unit 2: Sharpening Your Senses
    • L4: Mindful Listening
    • L5: Mindful Seeing
    • L6: Mindful Smelling
    • L7: Mindful Tasting
    • L8: Mindful Movement 1
    • L9: Mindful Movement 2

    Unit 3: It’s All About Attitude

     
    • L10: Perspective Taking
    • L11: Choosing Optimism
    • L12: Appreciating Happy Experiences

    Unit 4: Taking Action Mindfully
    • L13: Expressing Gratitude
    • L14: Performing Acts of Kindness
    • L15: Taking Mindful Action in the World

     

    Botvin Life

    Skills

     

    Health

    Lessons

    7th Grade

     

     

     
    • Coping with Anger
    • Coping with Anxiety

     

     Nearpod

     

    SEL

    7th Grade

    8th Grade

     

    Pure Edge, Inc.

     

     

     

     

    Pure Edge Brain Breaks

    Training Manual

    Pure Edge Brain Breaks Training Manual

    Strategies for educators and learners to support social, emotional, and academic development through mindful movement and rest.

    ● Arrival: Engaging in a Mindful Minute offers learners a chance to check in with themselves at the start of the day.

    ● Large Group/Circle Time: Simple breathing exercises will visually hold attention in the large group setting.

    ● Small Group: Small group offers time to give feedback and answer questions.

    ● Refocus Between Lessons: Bring in a little movement and breathing as a brain break to re-energize learners.

    ● Before Testing: Use mindful breathing exercises to help learners focus and relieve testing-related stress.

    ● Lining Up: Help learners stay calm during the transition to and from the classroom.

    ● Recess: Refocus and calm down after recess.

    ● Create a Calming Center: Have a Breathing Ball available for learners to access in a quiet area.

    ● Departure: A gratitude activity is a great way to start off or wrap up the day.

     

    Learning to Breathe
    • B-Body: Listen, your body is trying to tell you something.
    • R- Reflections and Thoughts: Thoughts are just thoughts.
    • E- Emotions: Surf the Waves of your emotions.
    • A- Attention: Attention to body, thoughts, and feelings is good stress reduction.
    • T- Tenderness: Take it as it is. Learn to be kind to yourself.
    • H- Healthy Habits of Mind: Finding ways to practice mindfulness in your life reduces stress and increases inner strength.
    • E- Empowerment: Gain the inner edge.