Self-management skills are essential components of social and emotional learning. Adults who practice and model self-management skills are more effectively able to support students in developing these skills. Self-management is the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. It also includes the ability to set and work toward personal and academic goals.
To earn this 0.25 credit badge you will submit one type of evidence from the list below to demonstrate your effective use of self-management skills. You will also complete a short written or video reflective analysis. Click Earn This Badge to learn more!
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Self-management includes all of the following:
• Impulse control
• Stress management
• Organizational skills
Self-Management: The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
Mr. James is a high school CTE teacher. At the beginning of the semester, he gets an entirely new line-up of students in his business classes. He knows that for his students to be successful in both his class and in life, his students must have effective self-management skills, so he always begins the semester with this.
First, he has his students use the S.M.A.R.T. goal framework to identify and plan two goals for the semester—an academic goal and a personal goal. He makes sure to set time aside during the course of the semester to revisit these S.M.A.R.T. goals so students can monitor their progress.
He also knows that his students will encounter challenges in meeting these goals, and that they must have resilience and perseverance skills to overcome them. He guides them to anticipate possible barriers to meeting their goals, and “game-plan” ways to overcome them. Again, he schedules brief periods throughout the semester for students to talk in small groups about the challenges they have faced, and the steps they have taken to persevere through.
Student Performance Data: Submit a spreadsheet in which you track your progress toward a goal over a multi-week period. The spreadsheet should include daily entries detailing progress made and challenges encountered. Include a written explanation of your goal, what the data represent, and how you overcame challenges in meeting your goal. Your submitted data and explanation should demonstrate your effective and consistent use of self-management skills.
Testimonial: Submit a testimonial from a colleague or administrator in which he or she describes a period in your professional life in which you persevered through significant challenges to achieve a goal. This statement should detail the actions you took and the strategies you deployed to overcome challenges and maintain your motivation. This testimonial may be submitted in written or video form, and should demonstrate your effective and persistent use of self-management skills.
App (mobile or computer): Submit data from a goal-tracking app over a multi-week period. (See Resources for goal-tracking app examples.) This data should track your progress as you set a goal, persevere in working toward it, and ultimately meet the goal. Include a written explanation of your goal, what the data represent, and how you overcame challenges in meeting your goal. Your submitted data and explanation should demonstrate your effective and consistent use of self-management skills.
Other: Submit a log of your mindfulness practice over the course of at least a 2 week period. You may use data from a mindfulness app (see Resources section), use a spreadsheet, or any other method to track your data. Data fields should include:
Pre- and post-emotional state
This data should demonstrate your effective and consistent use of self-management skills.
Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent use of self-management skills.
Candidates are required to make evidence submission(s).
Criterion 1: Evidence demonstrates the educator’s ability to set goals and plan for their completion.
Criterion 2: Evidence demonstrates the educator’s ability to persevere through challenges.
Criterion 3: Evidence demonstrates the educator’s ability to manage emotions to maintain motivation over a sustained period.
Describe your process for identifying goals and planning for their completion.
Explain your strategies for dealing with and overcoming challenges you encounter when working toward a goal or objective.
What are your strengths in the goal-setting and achievement process? What are your weaknesses? What steps can you take to become even more effective at setting and achieving goals?
Criterion 1: Reflection demonstrates the educator’s ability to set goals and plan for their completion.
Criterion 2: Reflection demonstrates the educator’s ability to persevere through challenges.
Criterion 3: Reflection demonstrates the educator’s ability to manage emotions to maintain motivation over a sustained period.
Brian Tracy's 12 Step Method to Setting Goals https://www.youtube.com/watch?v=cqJJ98cTLzc Webinar describing a 12 step method of goal-setting used throughout the world, including China, India and Europe to help individuals become more successful and fulfilled throughout life.
CASEL: Core SEL Competencies https://casel.org/core-competencies/ Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.
Goals: How to Get Everything You Want--Faster Than You Ever Thought Possible. Tracy, Brian. (2010). Oakland, CA: Berrett-Koehler Publishers, Inc. Find it on Amazon.com This book provides a detailed, systematic approach to successful goal-setting by helping the reader understand the importance of identifying values, beliefs, and their connection to future aspirations. It also describes how reviewing goals daily and visualizing goals are important and how persistence and resiliency play a critical part in achieving one's goals.
Locke, E. A., Latham, & P, G. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science, 265-268. http://cmaleadershipconsultants.com/wp-content/uploads/2015/02/New-directions-in-goal-setting.pdf Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, and goal sources.
Setting Goals that Matter. Kris, Samantha. TED Talk. July 6, 2018 https://www.youtube.com/watch?v=lkqOZgVLC88 Samantha Kris, an international success coach, author, and speaker, presents a plan on how to develop personal goals to help people reach their full potential.
The Self Motivation Handbook: Do What Needs to be Done, Even When You Don't Feel Like Doing It. Cathcart, Jim. (2016). Melbourne, FL: Motivational Press, Inc. Find it on Amazon.com The importance of resiliency and personal responsibility are highlighted throughout this book as two key components of goal-setting and realizing personal potential.
What Do You Really Want? How to Set a Goal and Go for It! Bachel, Beverly K. (2001). Minneapolis, MN: Free Spirit Publishing Inc. Find it on Amazon.com A well-written book especially designed for adolescents that provides a roadmap to goal setting by presenting a systematic approach in identifying personal goals and how to achieve them. The book also includes valuable activities and reproducible pages that can be used in the classroom.