What does it mean to be the best? How does a personal best become a win? This week’s SEL class discussion prompts provide opportunities for students to consider how being their best helps them to win at life and achieve positive outcomes. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I AM THE BEST

Self-awareness

• Write or say the affirmation together: I am the best.
• Fill in the blank: I am the best __________ I can be. Then describe your strengths that make you the best at this.
• What challenge might you have if you want to be the best at everything?

Self-management

• Writing prompt: When I am the best ___________ I can be, it helps others to____________.
• Compare and contrast being the best and doing your best. How are they similar and different?
• When have you had a personal best at something? (Discuss what it means to “better your best” even if you don’t win.)

Responsible decision-making

• Imagine you want to be the best diver in a swimming competition. What else would you need to be the best at? (Minimizing distractions, setting goals, practicing, pushing yourself, trying again, taking instruction and correction, listening to coach, etc.)
• Discuss: If someone is dishonest or cheats in order to be the number one, does this still make them the best?

Social awareness

• Describe what you think it means to be the best
  • friend.
  • student.
  • self.
• Fill in the blank: I have a friend who is the best at _____________.
• Fill in the blank: I want to help others become the best  _____________.

Relationship skills

• When someone else is “the best,” what are some ways you can let them know you’re proud of them? (high five, encouraging words, note, etc.)
• Describe how competing to be the best could hurt a friendship.

Next week’s SEL focus: I AM A GREAT LISTENER

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

These questions are designed to initiate conversations about what it means to believe in yourself. It provides opportunities for students to think through self-talk, assess abilities, and look for social and emotional cues. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I BELIEVE IN MYSELF

Self-awareness

• Write or say the affirmation together: I believe in myself.
• Writing prompt: What do you think is your best character strength? Give some examples of how you use this strength.
• Fill in the blank: When I believe in myself, I can ­­­___________.
• Believing in yourself means trying again if you make a mistake. Describe how it feels to try again and get better with each try.

Self-management

• We can’t always be the star. But we can still have personal wins. Give examples of how believing in your ability can help you win over discouragement, disappointment, doubt, or other negative emotions.
• Self-doubt sometimes stops us from even trying. What can you do if you’re thinking, “I can’t”? How can you turn it around and believe in yourself? What self-talk do you use?

Responsible decision-making

• Describe a decision you are proud of yourself for making when it was a difficult decision to make at the time.
• When you notice someone else struggling with a task, do you step in to help, or do you stay back and encourage them to believe in their abilities? Talk about the pros and cons of both options.

Social awareness

• When a friend doesn’t believe in themself, what do you notice about their
  actions?
  • eye contact?
  • body movements?
  • words?
  • facial expressions?

Relationship skills

• Make a list of non-appearance compliments you could give out to a friend to help them believe in themself.
• Imagine you’re working with a group, and everyone else has a different opinion of the correct answer for the assignment, but you are sure you have the correct answer. What do you do?

Next week’s SEL focus: I AM THE BEST

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

These questions and activities provide opportunities for students to notice emotional cues and limiting beliefs and identify alternate responses to learn to persist. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I HAVE PERSISTENCE IN WHAT I BELIEVE

Self-awareness

• Write or say the affirmation together: I have persistence in what I believe.
• Persistence means keeping on going when you feel like quitting. Describe how you react when you feel like quitting.
  • What thoughts do you have?
  • What emotions do you experience?
  • How does your body react?
• Now describe how you feel when you keep going even when you wanted to quit.

Self-management

• If you believe you are a capable person, you are less likely to quit. Write a paragraph or pair with a friend to discuss the following:
  • My short-term goal
  • Acknowledge my feelings (scared, nervous, excited, eager, etc.)
  • Why I believe I can do it.
  • A positive statement about what success will look like.
• List some positive beliefs that we can work on to replace limiting beliefs:
  • Example: I believe I can improve.
  • Example: I believe I am competent.

Responsible decision-making

• How do you know when you should persist with something and when you should change direction or try a new goal?
• Discuss in a group or with partners some examples of short-term goals, and how each will take persistence.
• Choose one of these statements to complete:
  • I believe mistakes help me learn to persist because….
  • I believe mistakes are not helpful for persistence because…

Social awareness

• Act it out: work in small groups to create a skit that demonstrates persistence in what you believe.
• Turn each of these statements around to a positive:
  • Example: I can’t do this… (yet, but I will learn).
  • It’s too hard…
  • I don’t know how…
  • I need help…
  • I don’t get it…
  • I made a mistake…
  • I want to quit.

Relationship skills

• Discuss: what is the difference between a fixed and a growth mindset?
• Play a short game in small groups. Then come back and discuss:
  • Where did you catch yourself having a fixed mindset during the game?
  • Did you want to quit? Why?
  • How did you overcome a challenge and persist?
  • Were there any arguments during the game? How did you resolve them?

Next week’s SEL focus: I BELIEVE IN MYSELF

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

These questions are designed to initiate conversations about what it means to be limitless. It provides an opportunity for students to think through how they might apply limits to themselves and others through mindset or social and emotional cues. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I AM LIMITLESS

Self-awareness

• Write or say the affirmation together: I am limitless.
• Being limitless has a lot to do with our beliefs. Let’s discuss how belief connects with reaching a goal.
• Describe a time when a positive belief helped you to reach a goal. What happened?
  • Describe a time when your belief about whether or not you could succeed limited your ability to reach a goal.
  • What emotions do you experience when you believe you are limitless? Describe how it feels.

Self-management

• When was the last time you remember feeling as if you had no limits?
• When you begin to believe you are limitless, what do you do to boss back the thoughts that try to creep in about limitations? (discuss techniques)
• When the words “I can’t” come into your mind, what can you do?

Responsible decision-making

• What have you done before that could motivate you to new success? How did it feel to reach that accomplishment?
• When you have a little setback, what helps you to get back on track and move forward? Consider how even failure can help us to become limitless.

Social awareness

• Who usually cheers you on and tells you they believe you can reach your goals?
• Gratitude journal exercise: What opportunities are you thankful to have that other students who live in different communities or who have a different home situation might not have?

Relationship skills

• Writing exercise: Think of someone who limits themselves and doesn’t believe in their abilities. Write an encouraging letter to them about why you believe they are limitless.
• Role play: Partner with someone else to practice encouraging someone else. Take turns being the friend and the encourager.
  • Pretend the friend is nervous about playing an instrument in front of an audience because they are afraid of making a mistake or forgetting the song. Say something to your friend that encourages them to boss back their limiting beliefs and helps them understand that mistakes are ok too.
  • Pretend the friend wants to be part of a soccer team, but they are afraid no one likes them or they won’t be good enough. Say something that encourages them to boss back their limiting beliefs and helps them have self-confidence.

Next week’s SEL focus: I HAVE PERSISTENCE IN WHAT I BELIEVE

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

These questions are designed to initiate conversations about what it means to be a winner—thinking outside of the box on the concept. Discussion provides opportunities for students to think through emotions and actions. The discussion provides a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I AM A WINNER

Self-awareness

• Write or say the affirmation together: I am a winner!
• What feelings/emotions do you experience when you win something?
• We can’t always win at everything. Describe how it feels to come in second place or even last.

Self-management

• What kind of self-talk does a winner use?
• If you try super hard and you don’t win, how can you calm your emotions and control your reactions?
• Describe how doing your best is winning even if you don’t take first place or receive a prize.

Responsible decision-making

• Why is cheating or not playing by the rules in order to win not really winning?
• Let’s imagine you’re running a race and winning by an inch. Your opponent is about to pass you, but they trip, fall, and get hurt. What do you do?

Social awareness

• When you win, you deserve to celebrate! But it’s good to be aware of others. Discuss how someone else might feel if they didn’t win but you did.
• List some of the ways you can be a winner when it comes to being a good friend.
• List some of the ways you can be a winner when it comes to showing kindness to others.

Relationship skills

• What are some helpful things to say to someone else after they win? (Good game, you did a great job, way to go, you gave me a good challenge)
• What are some helpful things to do when someone else wins even if you’re disappointed you didn’t? (high five, shake hands, walk away if you need a moment to calm your emotions)
• Discuss how if you say or do the things above, it can help you to be a winner in relationships.

Next week’s SEL focus: I AM A LIMITLESS

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.

These questions are designed to initiate conversations about having a calm and relaxed mindset. They provide opportunities for students to think through what it means to be calm and peaceful and how to be self-aware about creating that calm in their own sphere. The discussion provides a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students. 

SEL Discussion Resource: I AM CALM, RELAXED AND PEACEFUL

Self-awareness

• Write or say the affirmation together: I am calm, relaxed, and peaceful
• Describe the state of your physical body when you are calm and relaxed. Consider your breathing, mental focus, muscles, digestive system, sleep, facial expression, heartbeat, and more.  
• When you are relaxed and peaceful, what emotions do you experience?
• What feelings do you experience when you are the opposite of calm, relaxed, and peaceful?

Self-management

• When you want to calm yourself down, what are some expressions you can include in your self-talk in addition to “I am calm, relaxed, and peaceful”?
• Explain why self-talk matters. What does it do in your brain?

Responsible decision-making

Sometimes we need to challenge our thoughts. We might be worked up about something without thinking it through. Give an example of a way you could boss back these negative thoughts to calm your mind:

• I quit. This is too hard.
• I’m going to fail for sure.
• No one will hang out with me anyway.
• Even if I study, this is hopeless.

Social awareness

• When a friend is becoming upset, what do you observe in their actions, their facial expressions, and their words that gives you a clue to how they are feeling?
• What can you do to help someone calm down while still validating their feelings and not ignoring how they feel. (Example: discuss how the phrased “calm down” or “stop thinking that way” aren’t helpful.)

Relationship skills

• When you have a difference of opinion with friends, how can you have a peaceful discussion where everyone is heard and appreciated for their differences?
• Discuss why listening is important for understanding how others can feel differently from us in the same situation. How does listening help you to be calm, relaxed, and peaceful?
• Describe how it feels to resolve a conflict peacefully.

Next week’s SEL focus: I AM A WINNER

To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

• Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
• Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.