Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
As we start this term together, we want to take a moment to think about our own strength and open ourselves up to others' strengths. Let's start with you and then think about how we can use these strengths to make connections. After we watch the video and write our thoughts, we will stand in a circle where we can all see one another.
Making Connections
What I like about myself is . . . An unusual thing about myself is ...
“I See You; Everyone Matters” may be used to deepen our sense of connection. This is a simple practice of looking into the faces, and when possible, the eyes of everyone in the room, around the circle. If we are willing, we offer one another a smile, but at a minimum, we respectfully offer our gentle attending gaze. Think about your strengths and make yourself aware that others have strengths, too. Avoid looking for weaknesses. Try to be as accepting as possible.
Challenge:
1. Start a list of things you like about yourself. Add something to it every day.
2. Look around and think of one thing nice about each person in the room.
Resources: SEL Greater Good in Education: https://ggie.berkeley.edu/practice/i-see-you-everyone-matters/#tab__2 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Last week we spent time thinking about our own strengths and trying to be open to others. This week, we will spend time on self-awareness and identifying the emotions we feel. By identifying our emotions, we begin the process of managing them in a healthy way.
Identifying Emotions
I feel happy when . . . I feel angry when . . . I feel sad when . . .
Here is a story about Reggie: "Reggie has to wake up at 6am. He has to get his younger siblings dressed and fix them breakfast. Then, he has to walk them to school before catching his own bus to school. His teachers say that he seems unmotivated and lazy." What kinds of emotions do you think Reggie feels? How would you feel? How do you know what you are feeling?
Challenge: Each morning, write down how you think you will feel that day. Each evening, write down the different emotions you felt throughout the day.
Resource: Based upon Panorama Lesson (6-Minute SEL: Self-Awareness https://playbook.panoramaed.com/moves/613 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
When we think about emotions, we say our “heart” is involved. We don't always think about the brain. Today we'll learn how the brain is the center of our emotions and how that impacts how we think, feel and behave.
Understanding the Brain
What emotions are you feeling right now?
In simple terms, the brain is divided into 3 parts. The Neocortex controls thinking and learning. The LImbic is the emotional center. The brainstem is responsible for the instinctive responses such a Fight/Flight/Freeze. What part of the brain do you need to be in for school? So if we're in the Limbic part or the Brainstem, we are not in a position to learn. To get into the Neocortex, we often need to practice what we call "up-shifting". Here is one way.
Challenge: Practice the 5 Senses Exercise each day, so that when you need it, it is easy for your to use.
Based upon Panorama Lesson (Chime Time https://playbook.panoramaed.com/moves/623 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
September
Week 1: Personal Values
Week 2: Organization and Time Management
Week 3: Motivation
Week 4: Stress Management
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Our emotions play a significant part in who we are and what we think is important. Our values are the things we think are important in life. Let’s talk about personal values..
Personal Values
What is important to you?
Look at the list I am passing out now. Read the statements and as they relate to you, please put: a 1 if it is exactly like you, a 2 if is is somewhat like you, and a 3 if it is not like you at all. Once you have finished, think about the questions below. In a few minutes, we'll discuss our answers.What values are important to you? Why?
Challenge: Choose one of the values that is important to you. Each day do one activity that relates to that value.
Resource: (SEL Greater Good in Education https://ggie.berkeley.edu/practice/exploring-your-personal-values/#tab__2 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
This week we are going to move into the area of self management. You understand more about yourself, so now it is time to think about how to manage your life better.
Organization/Time Management
Are you an organized person? Give details.
Organization is scientifically proven to reduce stress, improve sleep, improve relationships, increase productivity, and generate more energy and time. Read this article and complete the worksheets. https://hilo.hawaii.edu/studentaffairs/maap/documents/OrganizationalSkills-SP17ORI.pdf
Challenge: Choose one organizational skill you have learned and start using it this week.
Based upon Panorama Lesson (Track Your Progress https://playbook.panoramaed.com/moves/45)
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Today we are talking about something that can be very difficult to find and very easy to lose. Motivation
Motivation
What are your extrinsic motivators? What are your intrinsic motivators?
Think about how you "reward" yourself. What is one thing you have done for yourself recently that made you feel better about yourself? Don't think about what others said or did, think only about how you made yourself feel. Did you use an extrinsic or intrinsic motivator?
Challenge: Choose one small daily goal this week (Maybe a goal from last week) and "reward" yourself each time you accomplish it. So if the goal is to get your homework done each day before dinner, what is your reward? Time on the phone, video games, outside time?
Based upon Panorama Lesson (Self Recognition: https://playbook.panoramaed.com/moves/819)
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
One of the biggest things in our lives that we need to learn how to manage is stress. Organization and motivation help with that, but sometimes we need something extra.
Stress Management
When you hear the word "mindfulness", what do you think?
Breathing seems like a pretty simple thing, but mindful breathing takes practice. We're going to try 2 breathing techniques designed to help you manage stress. 1. Tactical Breathing is also known as Box Breathing. 2. Focused Breathing
Challenge: Choose one of the breathing techniques we tried or google other options. Pick one that works for you. Practice it every morning and every evening, whether you need it or not, to get in the habit.
Based upon Panorama Lesson (Box Breathing https://playbook.panoramaed.com/moves/824 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
One way to boost happiness is through gratitude.Today I want you to reflect on someone who has positively impacted you. Have you ever wanted to share with someone how they positively impacted you? Have you wanted to share your gratitude but don't know how?
Gratitude
Describe how that person impacted you. What kinds of things did they do to make you feel grateful to them?
Ask the classroom if they know what gratitude is. Give students a chance to share what they think the definition of gratitude. Merriam-Webster defines gratitude as the state of being grateful; thankfulness. Now ask the classroom to think of a time they were grateful for a person and wanted to share their gratitude with them.
Challenge: Using what you wrote about that person, write them a letter expressing your gratitude. Then call them and read it to them or mail it or email it.
Resource:Based upon Greater Good In Education (Gratitude Letter for students): https://ggie.berkeley.edu/practice/gratitude-letter-for-students/
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Do you know what the word empathy means? For lack of a more complicated explanation, let’s say it is “walking in someone else’s shoes” or looking at things from “someone else’s perspective.” So why is empathy important?
Empathy
What does empathy look like?
What would your life be like without: 1. Internet; 2. Social Media; 3. Transportation; 4. Health; 5. Shelter; 6. Books; 7. Family; 8. Friends; 9. School; 10. Medicine; 11. Freedom. Think of what it is like for people who really do not have these things.
Challenge: Choose someone in your life that you have been having a hard time getting along with. Each day ask yourself these questions: What could be going on with that person that I do not see? How is that person feeling? What can I do or say to help? Then act in an empathetic way.
Resource: Based upon Panorama Lesson (My Life Without It: https://playbook.panoramaed.com/moves/831 )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Last week we looked at empathy and how it impacts us. This week we're going to take a look at kindness and compassion and how they can change the world.
Kindness
What do kindness and compassion look like?
Discuss what students think it means to be kind and compassionate. Activity: Think about someone you know who is having a problem. Write a short letter to that person in which you are kind and compassionate with them. What can you say to make them feel loved and supported?
Challenge: 1. Share that letter with the person your wrote to, either by giving it to them or reading it to them. 2. Do some random acts of kindness this week.
Based upon Panorama Lesson (Compassionate Letter Writing: https://playbook.panoramaed.com/moves/808)
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Have you ever had a disagreement with someone only later to find out that it was simply a miscommunication? Communicating appropriately has a huge impact on our moods, our relationships and our behaviors.
Communication
What does it mean to be a good listener?
We're going to practice the listening part of communication. Pair up. Choose who will speak first. The speaker will have 2 minutes to share a problem they have.. (Share only what is comfortable.) The listener will not say word, will only take notes. Then the listener will have 2 minutes to share what they heard. Reverse roles and repeat. What was that like?
Challenge: Spend time this week noticing how people communicate. Pay attention to tone, body language, eye contact, words used, etc. What stands out to you as good communication? What didn't work?
Resource: Based upon Panorama Lesson (The Power of Empathic Listening: https://playbook.panoramaed.com/moves/836)
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Week 1: Resisting Negative Peer Pressure (Look at worksheets)
Week 2: First Impressions
Week 3:Consequences
Week 4: Goal-Setting
November
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Human beings are social animals, and our relationships have a huge impact on our emotions, to the point where we sometimes let what others think become more important than our own values. Has that ever happened to you?
Resisting Negative Peer Pressure
Write or draw about a time you felt like you were being peer pressured.
Email or print and pass out article The Science of Decision Making and Peer Pressure Pass out worksheet What Should You Say Take 5-6 minutes to read article. Take 5 minutes to complete worksheet. Discuss as you go along.
Challenge: When faced with any kind of peer pressure use the risks vs benefits diagram until it becomes second nature. Ask yourself what are the risks and what are the benefits? Which one outweighs?
Resource: Based upon Scholastic Lesson (What Should You Say? http://headsup.scholastic.com/sites/default/files/NIDA14-INS2-worksheet.pdf)
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Look at this picture. What can you tell me about this person? Do you know it means to make a snap judgment?
First Impressions
Think about a negative first impression you had and write about it.
Print worksheet First Impression Worksheet. 1) Put participants into pair and have them exchange their names. 2) Explain that you are going to ask participants to guess their partner's personal preferences.3) Give participants time write each answer and when the list is finished, have them share.Wrap up: Conclude by making the point that in any personal interactions first impressions are often misleading.
Challenge: Pay attention to your “first impressions” this week and if you can, ask a question to see if you were correct.
Based on worksheet First impression Icebreak
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
Last week we talked about first impressions and making decisions. This week we're going to talk about how we can look at the potential consequences of our actions to make better decisions
Consequences
List a few choices you've made that you feel good about.
After video, have students work on this worksheet. Discuss as a class. :Connecting choices and consequences
Challenge: Think about all the choices you have and the fact that no matter what, there will be consequences. Even deciding what to wear has consequences. Pay attention to the little and big consequences of your actions this week.
Based upon https://truthbetoldquotes.com/activities-teaching-resources/activities-lessons-health-sel/activities-choice-consequences.html Connecting choices and consequences
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
We have spent an entire semester looking at ourselves and others. Now is the time to bring all that information together and set some goals. Since this is close to the end of the semester let's think about what we want to do better next semester. We'll start with a video about goal setting.
Goal-Setting
What are 2-3 goals you want to accomplish by the end of the school year?
1) How is a goal different from a wish? 2) Why is setting a goal important? 3) Pick one of your goals to start working on this week. Discuss with the group if possible.
Challenge: Post your goal where you will see it every morning. Make a checkmark next to it each day when you have taken a step towards meeting that goal.
Resource: Based upon Panorama Lesson (Setting Goals: Goal Setting )
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Write/Draw About It
Class Discussion/Activity
Links to Resources & Practice
High School
Weekly/Daily Skill Builder
Week 1: Stress Relief
Finals Week
Decemeber
Samples--use a variety of checkins to welcome students to class and get a feel for the “temperature” of the classroom.
There is no formal lesson this week. Let’s just use this week to practice some of the techniques we have learned to relax.
Stress Relief
https://www.youtube.com/watch?v=c1Ndym-IsQg
https://www.youtube.com/watch?v=tEmt1Znux58
https://www.youtube.com/watch?v=Yq328JCcHAY
Check in/Warm Up
SEL Skill/Focus
SEL Topic
Muscle Relaxation
Breathing Practice
Humor and Stress Relief
High School
Weekly/Daily Skill Builder