Self Awareness

  1. The second half of Social Justice and the Bully, this is an in depth study of the social constructs of bullying using Council to explore what we know about the derivation of social injustice and th

  2. Open the class with the MLK quote, “ None of us are free till all of us are free.”   The game, the discussion, and the council are designed to open a dialogue around social justice and explore some of the the archetypes we find in oppression and bullying.

  3. This activity has the students identify "Hurtful Language" through brainstorming and writing the hurtful terms on a board.

  4. For younger students, it can be best to offer some engaging experiences of council before doing too much explaining.  Students in primary and middle grades often have fewer layers of defenses to remove – they’re naturally closer to speaking and listening from the heart. 

Social and Emotional Competencies
In a broad sense, simply practicing council, whatever the activity or prompt, automatically facilitates the development of at least the first four of the five social emotional competencies as identified by the Collaborative for Academic and Social Emotional Learning (see -http://casel.org/basics/skills.php).   However, the lesson plans in this category are specifically targeted to one or more of them.
Self-awareness—accurately assessing one’s feelings, interests, values, and strengths; maintaining a well-grounded sense of self-confidence
Self-management—regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles; setting and monitoring progress toward personal and academic goals; expressing emotions appropriately
Social awareness—being able to take the perspective of and empathize with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources
Relationship skills—establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict; seeking help when needed
Responsible decision-making—making decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions; applying decision-making skills to academic and social situations; contributing to the well-being of one’s school and community

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