Extension Activities

Self-Management | Grades 9-12

Learning Goal 1: Demonstrates the skills to manage and express their emotions, thoughts, impulses, and stress in effective ways.

Go back: Core Ed.

Go back: Intervention Ed.

Benchmark 1: Practice strategies for recognizing and coping with complex emotions such as rejection, social isolation, and other forms of stress/distress.

Take it further — integrate!

Highlight complex emotions when they occur in literature. Have students journal to reflect on how they might deal with complex emotions if they were in a similar position.

Benchmark 2: Incorporate personal management skills on a daily basis, including work/study skills, personal resources, and time management.

Take it further — integrate!

  • Students create a daily plan for mapping out school, activities, homework, and sleep/nutrition, etc.

  • Routinely build in time at the beginning, in the middle or end of each day for students to create and reflect on their plan.

Benchmark 3: Evaluate how their behaviors influence the environment and society.

Take it further — integrate!

  • Ask students to complete individual or group reports exploring how different behaviors they engage in affect the environment and/or society.

  • Lead community service projects that address a community need, and ask students to evaluate how their actions affected the community. Possibly use math as one of the analytic tools to make evaluations.

  • Organize environmental projects, asking students to think about human activity they engage in that affects the environment such as littering. Ask them to identify a goal to improve a situation in the environment. At its completion, ask students to evaluate how their actions affected the environment. Possibly use math as one of the analytic tools to make evaluations.

Benchmark 4: Analyze if they are behaving in line with ethical values and adjust accordingly.

Take it further — integrate!

  • Teach the THINK process to help students recognize responsible social media use before posting an unkind or untrue remark about a person because they are upset. THINK: T - is it true? H - is it helpful? I - is it inspiring? N - is it necessary and K - is it kind? This activity could be part of the class norms as well.

  • Give students opportunities to journal in order to reflect on choices they have made during the day and whether their choices are aligned to their own value systems. Where students’ choices aren’t aligned to their own values, have them reflect on why and how they might shift this.

Benchmark 5: Develop strategies to overcome roadblocks (perseverance).

Take it further — integrate!

Any time students face challenges, brainstorm with them about ways to overcome those roadblocks. Be sure to encourage them to think strategically about who in their world can be helpful, and how to cultivate relationships with those individuals, so they can reach out to them when they need help.