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Relationship Skills Competencies
9th-12th Grades Indicators of Relationship Skills
1. Use positive communication and social skills to interact effectively with others.
● Demonstrates strategies for collaborating with peers, adults, and others in the community to support and move group efforts forward.
● Offers and accepts constructive feedback in order to help others and improve self.
● Strives to maintain an objective, non- judgmental tone during disagreements.
● Uses assertive communication to have needs met without negatively impacting others.
● Empowers, encourages, and affirms themselves and others through their interactions.
2. Develop and maintain positive relationships.
● Practices strategies for maintaining positive relationships such as:
○ pursuing shared interests and activities
○ spending time together
○ giving and receiving help
○ practicing forgiveness
● Defines social media and social networking and describe its impact on one’s life, reputation,
and relationships.
● Practices strategies to use appropriately and constructively in social and other media.
● Actively participates in a healthy support network of valued relationships.
● Independently seeks out mentors that support personal development and future goals.
● Develops understanding of relationships within the context of networking for college and career interests.
3. Demonstrate an ability to prevent, manage, and/or resolve interpersonal conflicts in constructive ways.
● Uses listening and speaking skills that help in preventing and resolving conflicts.
● Uses skills and strategies needed to manage intimidation, avoid and escape violence, and maintain personal safety.
● Accesses conflict resolution and problem-solving resources (e.g., security, trusted adults, peer mediators, counselors) when available to facilitate resolution of conflict situations.
● Demonstrates an ability to co-exist in civility in the face of unresolved conflict.
● Evaluates and reflects on one’s role in a conflict and utilizes this information to improve.
SEL Academic Integrated Strategies for Relationship Skills
9th-12th Grades
●Seat students in heterogeneous teams (not random, not student-selected, not homogenous).
●Have teams create a team name or team cheer.
●Provide sentence starters for students to use in a class discussion.
●Create and practice group jobs so students learn to work effectively in groups.
●Have one-on-one interviews with students.
●Have students write alternative endings to stories through changing the behavior of one character.
●Conduct class meetings in which students are given the opportunity to support each other and validate their emotions.
●Have students perform different roles in cooperative learning groups (i.e., leader, recorder, reporter, timekeeper) to develop and practice communication skills.
●Cooperative Learning Structures that build partners and teams:
○ Think-Pair-Share or Turn & Talk
○ Numbered Heads Together
○ Round Robin
○ Round Table
○ Talking chips
○ Small group roles: task leader, materials monitor, timekeeper, reader, etc.
SEL Direct Instruction Resources for Relationship Skills
Curriculum Resources
9th-12th Grades
Strand 1: Health Foundations and Protective Factors of Healthy Self
Standard HII.HF.1
Standard HII.HF.2
Standard HII.HF.3
Standard HII.HF.4
Standard HII.HF.5
Strand 2: Mental and Emotional Health
Standard HII.MEH.1
Standard HII.MEH.2
Standard HII.MEH.3
Standard HII.MEH.4
Standard HII.MEH.5
Strand 3: Safety and Disease Prevention
Links
Standard HII.SDP.1
Standard HII.SDP.2
Standard HII.SDP.3
Standard HII.SDP.4
Standard HII.SDP.5
Standard HII.SDP.6
Strand 4: Substance Abuse Prevention
Standard HII.SAP.1
Standard HII.SAP.2
Standard HII.SAP.3
Standard HII. SAP.4
Standard HII. SAP.5
SEL
- “I” Messages
- My Support Network
- Evaluating Relationships
- Active Listening
- Respectful Disagreements
- Becoming an Active Listener
- Setting Up Teams for Success
- Introduction to Growth Mindset
- Pre-Assessment
- Asking Questions
- Persistence
- Thinking Flexibility
- Metacognition
- Taking Responsible Risks
- Project-based Learning Activity (Growth Mindset)
- Post-Assessment
- Critical Thinking Skills
- Setting Challenging Goals Balancing Obligations
- Time Management Skills
- Organizing with Multiple Sources
- Communicating My Needs
- Project Based Learning Activity (Learning Strategies)
- Unit Assessment
- Post-Assessment
- Communication
Health Lessons
9th Grade
- Assertiveness
- Resolving Conflicts
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.
- 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.
