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SELF-MANAGEMENT 9th-12th GRADES
Self-Management Competencies
9th-12th Grades Indicators of Self-Management
1. Understand and use strategies for managing own emotions and behaviors constructively.
● Demonstrates the ability to reframe difficult situations into opportunities that promote resilience and optimism.
● Evaluates how thoughts and emotions affect decision-making and responsible behavior.
● Understands the effect of self-monitoring (self-talk) strategies on emotions and actions/behaviors.
● Recognizes and evaluates how expressing one’s emotions might affect or
influence others.
● Identifies and practices strategies for coping with and overcoming feelings of rejection, social isolation, and other forms of stress.
2. Set, monitor, adapt, and evaluate personal goals to achieve success in school and life.
● Identifies academic goals and self- monitoring strategies.
● Sets a postsecondary goal with action steps, timeframes, and criteria for evaluating achievement.
● Demonstrates an understanding that goal setting supports life-long success.
● Sets, monitors, adapts, and evaluates goals to achieve success in school and life.
● Identifies outside resources that can help in achieving one’s goal.
● Incorporates personal management skills (i.e., time management, organization skills) on a daily basis.
SEL Academic Integrated Strategies for Self-Management
9th-12th Grades
● Post outcomes for lessons.
● Ask students to recite lesson outcomes.
● Encourage the use of school planners to stay organized.
● Using 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 in the classroom.
● Have students share a work product in which they receive constructive feedback from the teacher and their peers and develop next steps to improve.
● 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 yourself going) 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.
● Ask students to demonstrate, in a science class or in a math problem, ways to reframe the problem and compare that to ways to reframe life problems.
● Discuss with students the importance of living a healthy lifestyle to manage stress and achieve a work/life balance.
● Notice and reinforce qualities that are key to resilience (e.g., empathy, optimism, or forgiveness), and give students a chance to practice them.
● When students have a conflict with another person, help them to keep things in perspective and to remember someone else’s opinion
does not define them.
● Set up opportunities for students to role play situations in which they must manage their emotions and behaviors constructively. For example, best friends apply to the same college, and one is accepted and the other is not. How do they support each other and maintain their friendship?
● Have students set short and long-term academic, career, and personal SMART (Specific, Measurable, Attainable, Relevant, Timely) goals.
● Have students create weekly sub-goals connected to their authentic interests, monitoring progress over time, etc.
● Teach students how to self-assess progress toward their goals and how to modify their career and academic goals to include postsecondary.
● Ask students to interview people they feel could help them set and achieve future career goals.
● Have students create a timeline for the admissions process for a selected postsecondary institution.
SEL Direct Instruction Resources for Self-Management
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
Links
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
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
Links
Standard HII.SAP.1
Standard HII.SAP.2
Standard HII.SAP.3
Standard HII. SAP.4
Standard HII. SAP.5
SEL
- 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
- Coping with Anger
- Coping with Anxiety
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.
