1B. Demonstrate an awareness of his/her personal qualities and interests.

 Expanded Standard header image

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: 

  • Describes personal likes and dislikes
  • Recognizes personal qualities and interests
  • Identifies an interest as it relates to personal experiences
  • Identifies and describes preferences

Strategies: 

  • Using picture books, ask students to identify likes and dislikes of each character.
  • Create and use character puppets to exemplify the quality of a character from a story or a historical event.
  • Ask students to create an “All about Me Report” or “This is Your Life” storybook using pictures and language to describe themselves and their families.
  • Use graphing to chart student preferences and identify unique characteristics (i.e., what is your favorite ice cream flavor?)
  • Play a bingo game in which students find classmates with similar characteristics or likes and dislikes.
  • Have students draw a Venn diagram comparing/contrasting two people.
  • Have a career day for which students dress up as a career that they are interested in and share what they like about that career.
  • Invite adults in different career fields to speak to your class about why they chose their career.

 

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.