1C. Demonstrate an awareness of his/her strengths and limitations.

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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: 

  • Identifies likes and dislikes
  • Describes things one does well or the knowledge they have
  • Describes an activity/task in which one may need help in order to improve


  • Provide opportunities for students to learn about a variety of topics to identify likes and dislikes.
  • Do a “show and tell” presentation for students about a hobby or a skill. Identify a job where having that skill would be beneficial.
  • Respond positively and respectfully to each child’s strengths and limitations.
  • Have students put on a mini talent show to showcase interests and strengths for families and other classes.


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.