Being the Best Me, In Class
Learning Objectives:
Students will define the word ATTENTION.
Students will be able to demonstrate how they would pay attention in a given situation.
Students will define the word DISTRACTION.
Students will be able to suggest behaviors that can help them pay attention when they encounter a distraction.
Students will be able to name at least one skill they have learned since starting kindergarten.
Students will explore how they got better at the skills they have learned.
Students will discuss the ideas of TRYING and PRACTICING.
Students will be able to suggest helpful thoughts to keep going when they are doing something challenging.
Students will demonstrate the ability to pay attention to complete a task.
My Self Control Remote
Learning Objectives:
Students will understand that they can use their brain to control their words and actions. Our brain is like our body's own controller.
Students will learn a number of self-control skills listed below:
Button Explanation:
Mute Button - Listening Skills: turns off our voice. When our voice is turned off, we can listen to others. Listening helps keep us safe, helps us learn, and most importantly shows respect to others.
Zapper Button - Positive Thinking Skills: zaps away the unkind or hurtful words we hear from others or ourselves and reminds us about the good things and people in our lives. Using positive self-talk helps us feel good about ourselves. When we feel good about ourselves, we can make better choices.
Pause Button - Anger Management Skills: stops our body and gives us time to cool down. We recognize how our body feels when we are upset. We pick a calm down strategy like roller coaster breathing or counting to ten. We pause to get under control before solving the problem that led to mad feelings.
Talker Button - Communication Skills: button helps us use our words to talk through a problem in a respectful way. Our tone of voice can help us solve a problem or can make the problem worse. We want our voice to sound calm and not like a monster, but not too quiet that no one listens to us.
Fast Forward Button - Decision Making Skills: helps us stop and think about what will happen after we make a choice. We think about what will happen next so we can choose actions that get us consequences we like instead of outcomes or consequences we do not like or want.
Rewind Button - Taking Responsibility for our Actions: helps us go back and fix our mistakes. When we make a mistake, we need to admit it, not blame others for our actions, apologize for the mistake, fix what we can, learn from it, and try again to make better choices.
Filter Button - Decoding Social Setting Skills: helps us recognize when it is the right time and place to let our private thoughts out of our mouth into words. When we filter, we think about whether what we want to say is appropriate for the situation and place. Our words should be true, helpful, kind and match the setting.
Power Button - Problem Solving Skills: reminds us that we can use our kind words and helpful thoughts to be a problem solver. We can see the difference between problems we can handle ourselves and problems that need adult help.
Safety Button - Recognize Safe and Unsafe Actions: helps us listen to the “oh no” feeling in our body. We do not let strangers trick us. We wear our seatbelts and protective sporting gear. We follow the touching rule. We know the adults in our life that we can trust to talk to when we feel unsafe.
Choices Button - Our Power of Control: reminds us that we are in control of our words and actions. Even if our classmate or friend makes a poor choice, we can make a positive choice. We are in charge of our own controller.
Noticing Feelings in Others and Myself
Learning Objectives:
Students will be able to name one way they can tell how someone feels.
Students will be able to identify clues to how someone is feeling.
Students will be able to give at least one reason why they think someone feels worried.
Students will understand that knowing how someone else feels can help us be a good friend.
Students will define and explain the feeling of WORRIED.
Students will identify things they can do to feel calm.
Students will be able to give at least one reason for why they think someone feels CALM.
Students will practice the strategy of saying how they feel and asking for help when needed.
Student will understand that sometimes it is hard to think clearly when we have a strong feeling and we need strategies to get CALM.
Students will define and explain the feeling of FRUSTRATED.
Students will be able to give at least one reason why they think someone feels FRUSTRATED.
Students will demonstrated at least two ways to calm down.
Empathy and Kindness
Learning Objectives:
Students will be able to define a KIND ACT.
Students will be able to describe how kind acts can help people feel good.
Students will understand that there are many different ways to be kind.
Students will be able to demonstrate two kind acts: asking, "Are you okay?" and offering their company.
Students will be able to demonstrate two kind acts: offering to help and inviting to join.
Students will be able to name the five categories of kindness and think of an example for each category.
Problem Solving Skills
Learning Objectives:
Students will define the word PROBLEM.
Students will understand that it is easiest to solve a problem when we calm down first.
Students will be able to state a problem respectfully in a given scenario.
Students will define and explain the difference between something done on purpose and an ACCIDENT.
Students will understand that problem solvers think of ideas to fix the problem and don't worry about blaming others for the problem.
Students will be able to state and demonstrate the three steps to an apology.
Students will understand that apologizing can sometimes fix the problem.
Students will be able to describe what they would want or need to solve a problem in a given scenario.
Students will be able to identify ways to make amends to solve a problem.
Students will be able to suggest at least one way to solve a problem in a given scenario.
SecondStep Curriculum