Social and Emotional Learning Target Areas



MHS Social and Emotional Learning Target Areas

|Self-Efficacy: Having a positive view of |Conscientiousness: Guided by or in accordance with the |Sociability: Being aware of the motives and feelings |Intellect: Cognitive strengths that entail the |

|one’s skills and abilities. |dictates of conscience; principled. Being thorough and |of other people and oneself; knowing what to do to fit |acquisition and use of knowledge |

| |diligent in completing one’s tasks |into different social situations; knowing what makes | |

| | |other people tick | |

|Persistence: Finishing what one starts; |Self-reflection & Self-evaluation: Ability to exercise |Benevolence & Helpfulness: Giving back to the |Critical Thinking: Thinking things through and |

|persisting in a course of action in spite |introspection and the willingness to learn more about |community; sharing of gifts, time and charitable acts; |examining them from all sides; not jumping to |

|of obstacles; “getting it out the door”; |their fundamental nature, purpose and essence; assessing |doing favors and good deeds for others; helping them; |conclusions; being able to change one’s mind in light|

|taking pleasure in completing tasks |one’s progress and adjusting to accomplish goal |taking care of them |of evidence; weighing all evidence fairly |

|Resilience: Responding well to adversity;|Organization: Structuring one’s activities and tasks in a|Teamwork: Working well as a member of a group or team;|Creativity: Thinking of novel and productive ways to|

|ability to recover from or adjust to |manageable format; Developing organizational and study |being loyal to the group; doing one’s share; |conceptualize and do things; includes artistic |

|changes and transitions |skills. |collaborating toward a common goal |achievement but is not limited to it |

|Focus: Ability to selectively concentrate |Goal Setting: Ability to set appropriate goals for one |Humility/Modesty: Letting one’s accomplishments speak |Curiosity: Taking an interest in ongoing experience |

|on one aspect of one’s environment, while |self; creating a plan to achieve one’s objectives |for themselves; not seeking the spotlight; not |for its own sake; finding subjects and topics |

|ignoring distractors, and less significant| |regarding oneself as more special than one is |fascinating; exploring and discovering |

|issues | | | |

|Confidence: Self-assurance in one’s |Time Management: Organizing one’s time in a way that |Compassion/Forgiveness: Forgiving those who have done |Love of Learning: Mastering new skills, topics, and |

|ability to succeed; state of mind marked |enables students to accomplish their goals and complete |wrong; accepting the shortcomings of others; giving |bodies of knowledge, whether on one’s own or |

|by an easy coolness and freedom from |assigned tasks; maximizing available time in one’s |people a second chance; not being vengeful. Being |formally; obviously related to the strength of |

|uncertainty and timidity; faith in oneself|schedule |sympathetic to, and conscious of, others distress and |curiosity but goes beyond it to describe the tendency|

|without displaying conceit or arrogance | |having a desire to alleviate it. |to add systematically to what one knows |

|Coping Mechanisms: Methods that students |Motivation: Approaching life with excitement and energy; |Humor: Liking to laugh and joke; bringing smiles to |Wisdom: Being able to provide wise counsel to others;|

|use to deal with stress, anxiety and |not doing things halfway or halfheartedly; living life as |other people; seeing the lighter side |having ways of looking at the world that make sense |

|adversity |an adventure; feeling alive and activated | |to oneself and to other people |

|Valor: Not shrinking from threat, |Honesty: Speaking the truth but more broadly presenting |Responsibility to Others: Promoting healthy community |  |

|challenge, difficulty, or pain; speaking |oneself in a genuine way and acting in a sincere way; |life; treating all people the same according to notions| |

|up for what is right even if there is |being without pretense; taking responsibility for one’s |of fairness and justice; not letting personal feelings | |

|opposition; acting on convictions even if |feelings and actions |bias decisions about others; giving everyone a fair | |

|unpopular; includes physical bravery but | |chance | |

|is not limited to it. | | | |

|Locus of Control: The extent to which |Prudence/Self-Control: Being careful about one’s choices;|Leadership: Encouraging a group of which one is a |  |

|students believe that they can control |not taking undue risks; not saying or doing things that |member to get things done and at the same maintain time| |

|events that affect them; believing that a |might later be regretted; regulating what one feels and |good relations within the group; organizing group | |

|good future is something that can be |does; being disciplined; controlling one’s appetites and |activities and seeing that they happen | |

|brought about |emotions | | |

|  |  |Gratitude: Being aware of and thankful for the good |  |

| | |things that happen; taking time to express thanks | |

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