1A. Demonstrate an awareness of his/her emotions.

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Standard Definition

Self-awareness is the ability to accurately recognize one’s emotions, thoughts, and values and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a grounded sense of confidence, optimism, and a “growth mindset.”


Developmental Indicators: 

  • Recognizes and accurately names emotions/feelings
  • Identifies and communicates an emotions/feelings
  • Describes emotions and the situations that cause them (i.e., triggers)


  • Teach students to manage their emotions using the PIE approach – processing, identifying, and expressing their emotions.
  • Have students identify from pictures how they are feeling or draw a picture.
  • Redirect negative behaviors and remind students to use words to explain what they are feeling and what  need.
  • Have students play charades by putting feeling words down on slips of paper to act out.
  • Create a check-in board where students place their name or photo next to a feeling picture. Provide alternate symbols that could represent feelings (e.g., colors, weather patterns).
  • Read stories or show picture books with themes, and ask students to discover the words or phrases used to describe emotions.
  • Provide age-appropriate vocabulary words (e.g., happy, sad, hurt, mad) for language development.


Note: All social and personal competency (SPC) standards have developmental indicators that serve as milestones for age-appropriate progress, but they are inextricably linked to academic success. Think of SPC as weaving skills together to form a rope, in which the strands represent new social and personal skills woven tightly with academic skills to make students stronger. As students learn new social, personal, and academic skills, their brains weave these strands together and use them to solve problems, work with others, formulate and express ideas, and make and learn from mistakes. The success of students is a comprehensive approach, which is a framework we call multi-tiered systems of supports. It brings together several practices, programs, and interventions in order to meet the whole student’s needs in the classroom and beyond. Each child and adult may need some, all, or even different strategies than the ones listed and this should serve as an excellent, but not exhaustive, place to begin.