SEL Learning Goal 2: Self-Management

Module for Grades 7-9

Subgoal 2B: Demonstrate the ability to motivate, persevere, and see oneself as capable.

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Definitions: Self-motivation, perseverance

Review: What is Social Emotional Learning?

According the new definition by CASEL, SEL is…

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“Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”- CASEL

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Self- Management SEL Wheel

Focus of Module 2: Self- Management

Slide Pic from: CASEL

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Tenets of the SEL Self-Management Learning Goal

Demonstrate and Practice from CASEL:

• Resilience in the face of obstacles
• Regulating one’s emotions
• Compassion for self and others
• Perseverance
• Pause between stimulus and response
• Healthy Boundaries
• Setting and Monitoring Personal and Academic Goals

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Source: CASEL

SEL Learning Goal 2: Self-Management

MVSD Benchmark Skills: Grades 7-9

Sub-goal 2B: Understand the ability to motivate, persevere, and see oneself as capable.

Definitions: Self-motivation, perseverance

• I can utilize strategies for persevering through challenges and setbacks.
• I can use a growth mindset to reframe a challenge or set back into a positive opportunity with assistance.

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Academic and Personal Self- Management Strategies

for Grades 7-9: Subgoal 2B: Understand the ability to motivate, persevere, and see oneself as capable. Activities in BOLD RED come from the MVSD SEL Curriculum Guide- Practice COVID Protocols during this time.

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What can I do to prepare for a potential challenge during this long-term project?

Learn to have some GRIT! Let’s take a closer look at GRIT Pie Prezi Slides.

• Go through each of these individual slides in this GRIT PIE Prezi.
• Teach students the Grit Pie Process- Name the potential challenge and have them focus on the “Because of Me” and “Temporary Thoughts” in the pie slices.
• This can help build optimism, make a positive change, and prepare for a potential challenge.

See details on the next slide.

Info for this slide: Prezi Link:

https://prezi.com/x6coghe3zlit/grit-pie/?utm_campaign=share&utm_medium=copy

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What can I do to prepare for a potential challenge during this long-term project?

The pie represents the potential obstacle- each slice of the pie represents a potential cause for the problem. Looking at potential causes in a realistic way can lead to positive solutions.

GRIT Pie Slide 17

Temporary Thoughts vs. Permanent Thoughts

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Prezi Link:

https://prezi.com/x6coghe3zlit/grit-pie/?utm_campaign=share&utm_medium=copy

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Overcoming Barriers Worksheet

Before starting a long term project, support your student/s in filling out this Overcoming Barriers Worksheet. This can help them identify potential obstacles they may face when completing a long-term project or achieving a long-term goal.

Click on the link to access the worksheet: Goals.pub (worksheetplace.com)

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Addressing Academic and/or Personal Potential Challenges Worksheet

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A strategy to support students with perceived or anticipated challenges:

Peer Counseling

It is all about LISTENING! Let’s watch these students engage in this strategy to support one another, learn how to empathize, listen, how to make suggestions and ask helpful questions. They participate in lessons that teach social justice concepts such as making judgements and assumptions and others.

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Although this video shows high school students, it can be modified and used with junior high students as well.from: Edutopia: Students Tackle Life’s Challenges Together - Bing video

How do you know when it’s time to abandon a project?

Content Area: Writing a Story

Here are some questions to ask yourself and then discuss with a partner to determine when it makes sense to abandon a project (writing a story):* Note: These questions can be universal and applied to any project or effort.

• Do you care about the story, the characters? Are you emotionally attached to it?
• Do you find an excuse to find something else to do other than write?
• Is there a fear you have about writing it, like being rejected and not having people like your story?
• *If you aren’t into your writing and could care less if the characters achieve their goals or fail, then it is a good idea to abandon the project- if you are interested in it, then readers won’t be either.

Link: How To Know When To Abandon A Writing Project - Writer's Life.org

Before you have to abandon a project or an effort, consider these strategies for successful project management...

Talk with a partner about these important planning project suggestions that can be adapted for any type of project:

• Finalize Project Details: Before starting the project, create a detailed plan, set a goal and make sure to outline clear steps to achieving the goal. - Share this with your partner and discuss it.
• Set expectations for yourself or if it a team project, for the team: who will be responsible for which part? Are they doing their part? Is everyone on the same page? Are people getting their parts done on time?

From: 8 Successful Project Management Strategies�æ (king.edu)

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Successful Project Management Tips continued...

• Set “milestones” or check points for the project so you can see if expectations are being met for each phase (the article suggests these phases: initiation, planning, execution, and closure)
• If it’s a team project, are there clear communications set up? How often will the team meet?
• Think about the challenges that this project might bring?
• Remember to evaluate and reflect (yourself with another person or with your group) on the completion of the project? Was the goal achieved? Did the team all contribute the way the team agreed they would?

From: 8 Successful Project Management Strategies�æ (king.edu)

Planning for a Long-Term Project and Possible Challenges that May Come Up-

Watch the brief video on Teaching Students How to Plan to get some tips.

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Link: How can students plan their projects? | Thoughtful Learning K-12

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Planning Sheet Template (from the video) Resource from:

How can students plan their projects? | Thoughtful Learning K-12 used for slides 13-15

Plan for: ______________________________________

Goal: ________________________________________________________________

Objectives: Who? ________________________________________________________

What? _______________________________________________________

Where? ______________________________________________________

When? _____________________________________________________

Why? _______________________________________________________

How? _______________________________________________________

Planning Sheet Template continued (from the video)

Tasks:

Start ………………………………………………………………………………… Time:

1. _______________________________________________________ ___________
2. _______________________________________________________ ___________
3. _______________________________________________________ ___________
4. _______________________________________________________ ___________
5. _______________________________________________________ ___________
6. _______________________________________________________ ___________

Finish ……………………………………………………………………………… ___________

Team: ______________________________________________________________________

Added STEP: What is the plan for any possible challenges or obstacles that may happen?

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Team brainstorm on possible challenges that may arise and a possible plan or solution if it does:

Possible Challenge: Possible Solution:

_________________________________ ____________________________

_________________________________ ____________________________

_________________________________ ____________________________

_________________________________ ____________________________

(This step is not in the video template but ia an important part of the planning process and addresses SEL Benchmark Skills 2B for Grades 7-9))

Planning Sheet Template continued (from the video)

Tools: Equipment: _______________________________________________________________

Materials: ________________________________________________________________

Information: _______________________________________________________________

_______________________________________________________________

Resources: ________________________________________________________________

________________________________________________________________

Reflection after project is done: What worked well? What would the team do differently next time? ________________________________________________________________________________________

________________________________________________________________________________________

(not included in video’s template but another very important step)

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It’s All About Celebrating the Process Not the End Product!

Have you ever wondered what goes on inside a chrysalis? Watch this video to see the process metamorphosis when a caterpillar transforms into a butterfly. Show students this video and talk about why it is important to celebrate the process of how they completed a project or an accomplishment - the hard work that got them to the end result.

• Support the student in creating a project celebration timeline.
• Have student record a celebration as each step in the process in completed. How did it make them feel and why? How did they grow, get better, and learn?

Link: It's About the Process, Not Just the Result - Creative Resources (threadless.com)

My Project Successes Timeline

Reflect on and celebrate small successes you are making along the way to completing your project:

Share and celebrate a success after starting your project: ___________________

__________________________________________________________________

Share and celebrate a success in the middle of your project: _________________

__________________________________________________________________

Share and celebrate a success at the end of your project: ____________________

__________________________________________________________________

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How can constructive feedback motivate me to improve my assignment, project, or performance? Steps Adapted from: 4 Steps to Using Feedback to Improve Your Performance - Emerging Nurse Leader (emergingrnleader.com)

Ideas to help support students as they discuss HOW constructive feedback motivated them to improve. These steps for using constructive feedback to motivate and improve work products./performance can be modified and used with students:

STEP 1: Student selects a work product and develops a plan to improve: What is one behavior or action that you can do that will lead you to improve? (Be specific)

STEP 2: Ask for help or support from a trusted adult. He/she can observe if needed or share ideas for small adjustments to your project or assignment that you may need to make.

STEP 3: Practice.

STEP 4: Reflect on the outcomes- the behaviors you changed or the changes you made to a product, assignment, project, etc.

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Constructive Feedback Worksheet: How the feedback I received will motivate me to improve my performance( assignment, writing product, project, etc.)

Name of the product/assignment/project: ___________________________________________

Constructive Feedback I received about it: __________________________________________

____________________________________________________________________________

How this feedback helped me : ___________________________________________________

Here’s my plan for how I will use the feedback to improve my performance, grade, writing assignment, etc..

• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________

I shared this plan with: _________________________________________________________

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Strategy: Support the student in setting an individual goal and identifying two obstacles that might get in the way of reaching the goal.

• Support the student in setting an individual goal- Start with 1 Personal Best Goal: student will set a specific, realistic goal for themselves.
• Support students in creating and using a Learning Log ( make a grid or a table) so they can keep track of their accomplishments and what they still need to work on in a given week. (Ideas listed above from: How Teachers can Help Students Set and Achieve Personal Goals (planbook.com) )
• Ask the student what character strengths he/she has that can help them overcome potential obstacles that might get in the way of achieving the goal.

Character strengths I have that can help me overcome barriers to reaching my goal are:

• ______________________________________________________________________
• ______________________________________________________________________

Personal Goal Setting in Action: Sown to Grow

• Sown to Grow is a goal setting and reflection tool created by Angela Watson that promotes a growth mindset. It helps students build learning skills through monitoring their own progress and reflecting on which learning strategies work best.
• Students practice these three steps to help shift them into a Growth Mindset from a Fixed Mindset:

Set goals for themselves.

Track their performance.

Reflect on the strategies they used and new ones they want to try.

For more details on how Sown to Grow works: Helping students set goals and reflect on progress with Sown to Grow (thecornerstoneforteachers.com)

Add in: Plan how might you overcome an obstacle or challenge you run into.

Class Activity: I Am Capable

Support students in creating an art piece, collage, or product that reflects their personal motivation and symbolizes how capable they are.

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Reflections on Subgoal 2B: Understand the ability to motivate, persevere, and see oneself as capable.

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What is one new learning, strategy, tool, comments, or a resource that you have taken away from the section of Learning Goal 2: Self-Management Grades 7-9 and how you might use it in your support of the students you work with. _____________________

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What’s next?

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We will continue with SEL Learning Goal 2: Self-Management

Next up...Subgoal 2B: Focus Grades 10-12

This module will focus on strategies that can be used with students in grades 10-12.