January

Responsible decision-making, one of the five core CASEL competencies that serve as the framework for social-emotional learning, is the ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. Research shows that developing this competency is integral to navigating ethical decisions, maintaining a strong internalized moral identity, engagement in initiatives that work to advance justice for all people and support a sense of social responsibility, and cultivating strong critical thinking skills and reasoning ability (CASEL, n.d.).

Responsible decision-making is made up of a range of skills that students develop over time, and that can be targeted and reinforced through direct teaching, including:

• Demonstrating curiosity and openness to new people and situations

• Learning the importance of honesty and fairness in personal relationships

• Understanding how and why personal and social problems arise and how to identify solutions

• Recognizing why safety rules exist and the importance of demonstrating safe choices

• Reflecting on one's capacity to help and why it is important to be a helper at home, at school, and in other settings; exploring the concept of citizenship and how it contributes to collective well-being

• Practicing stop, think, and act strategies and using critical thinking skills to make positive behavioral choices

• Understanding how actions lead to consequences, and how consequences can be anticipated  

Given the number and complexity of skills that underlie responsible decision-making, or the practice of encouraging students to "take responsibility" for their actions, research has shown that "primary school is the optimal age for the formation of internal dialogue as a cultural means of searching for, selecting, and making vital decisions . . . ideally, through dialogue with an adult taking into account different positions and views, or fantastic scenarios to solve difficult life situations" (Dotsenko et al., 2020). In other words, students learn how to make responsible decisions by discussing and practicing problem-solving steps (making a choice, brainstorming possible solutions, exploring consequences) and strategies with adults, such as teachers and family members. 

Responsibility is a broad concept that invites students to consider how they can take accountability for themselves in different areas of their lives: personally as it relates to school work and achieving goals, socially as it relates to social relationships and getting along with others, and globally as it relates to citizenship, community-wellbeing, and environmentalism. Research shows that engaging students in conversation and teaching opportunities that promote responsible decision-making is the most effective intervention for behavior change among students (Lewis, 2001). In particular, intervention programs that target the development of children's prosocial leadership skills and teachers' expectations of socially responsible behavior from students are associated with declines in peer victimization, aggression, bullying, and emotional problems (Leadbeater, 2016). 

For the school-wide activity to support responsibility, Mitchell students will participate in a Classroom Cleanup Challenge! Students will demonstrate responsibility this month by keeping their classrooms extra clean and tidy. Each week of the month, our wonderful custodian, Mr. Brock, will announce the cleanest classroom at Mitchell and the winning class will earn a special surprise!

Throughout the month of January, students will focus on responsibility by: