Self Management Grade 8 – Lesson 2
Objectives:
- Students can describe the concept of self-regulation and provide examples of its application.
- Students will recognize the adverse outcomes of attempting too many tasks or thoughts simultaneously.
Introduction:
In this lesson, we delve into the fascinating world of self-regulation—an essential skill that empowers us to take control of our actions, thoughts, and responses. Self-regulation is like having your own personal navigation system that guides you through life’s challenges while helping you stay on track toward achieving your goals.
At its core, self-regulation is an intrapersonal competency, meaning it involves the ability to manage ourselves from within. Just like a skilled conductor orchestrates a symphony, self-regulation allows us to harmonize our behaviors, thoughts, and emotions, enabling us to navigate tasks, decisions, and interactions effectively.
Developing strong self-regulation skills provides us with a toolkit to navigate various situations with finesse and efficiency. Whether it’s acing an exam, excelling in sports, or achieving personal growth milestones, self-regulation acts as a guiding compass that enhances our ability to reach our aspirations.
Think of self-regulation as a powerful tool that helps us steer our actions and reactions in ways that align with our goals. This skill supports us in staying organized, managing our time wisely, and maintaining focus even when faced with distractions. Through practice and perseverance, we can refine our self-regulation skills to boost our learning, improve grades, excel in sports, nurture our well-being, and thrive in various aspects of life.
Activity 1: Defining and Identifying Self-Regulation
Present the following definition and scenarios for discussion:
Self-regulation: A proactive, self-directed process aimed at achieving goals, acquiring skills, and completing tasks.
Consider the following scenarios and assess whether they meet the criteria of self-regulation:
- You realize that you forgot to study for your test, so you cram five minutes before it starts.
- No, this lacks the proactive and process elements of self-regulation.
- Your mom sets a timer and tells you to work on your homework until the timer goes off.
- No, this is missing the self-directed aspect of self-regulation.
- You write down all of the homework that you need to complete and check it off your list as you finish it.
- Yes, this exhibits proactive, self-directed behavior, and represents a process for task completion.
Exploring Self-Regulation Situations:
Consider the scenarios below and identify the behaviors, thoughts, or actions that students should regulate for each situation. List these on the board.
Explain that even seemingly straightforward tasks require a degree of self-regulation, involving a series of actions and considerations.
Scenario 1:
A classmate in English fails to submit the writing assignment on time. What aspects might the student need to self-regulate? In other words, if the objective is to submit a high-quality assignment punctually, what should this classmate address?
Students may initially suggest “submitting on time,” but encourage them to delve deeper into specific steps or tasks required for goal achievement. Examples could involve understanding the assignment and its deadline, breaking the task into manageable segments for gradual completion, assessing performance against grading criteria, revising for enhancement, allocating dedicated homework time in a conducive writing setting, and ensuring the assignment is brought to school on the due date.
Scenario 2:
Your friend receives a school disciplinary notice for habitual tardiness to class. What areas might the student need to self-regulate? In other words, if the goal is to consistently arrive on time, what factors should your friend consider?
Examples may encompass comprehending the duration of passing periods and tasks that can be accomplished within that timeframe (time management – estimating time needed for activities such as walking to the next class, engaging in conversations with peers, retrieving belongings from lockers, using restroom facilities, etc.).
Activity 2: Focus Showdown – Singletasking vs. Multitasking
The objective of this activity is to illustrate the differences between singletasking and multitasking and highlight the impact on performance and attention.
Materials:
- Timer or stopwatch
- Small objects (such as small balls or blocks)
- Space for movement
Set the Stage:
- Gather the students in a comfortable area where they have some space to move around.
- Explain that you will be conducting an interactive activity to explore the concepts of singletasking and multitasking.
Introduce Singletasking:
- Explain the concept of singletasking: focusing on a single task without any distractions or interruptions.
- Provide an example, such as reading a book, solving a puzzle, or writing a paragraph.
- Emphasize that during singletasking, all attention and effort are directed toward completing one task at a time.
Engage in Singletasking:
- Choose a simple task, such as bouncing a small ball or stacking blocks.
- Instruct all students to participate in the chosen task for a designated time, say 30 seconds.
- Start the timer and have everyone focus solely on the task at hand.
Reflect on Singletasking:
- After the time is up, ask the students to share their observations and experiences during the singletasking activity.
- Encourage them to discuss factors like concentration, accuracy, and feelings of engagement.
Introduce Multitasking:
- Explain the concept of multitasking: attempting to juggle and complete multiple tasks simultaneously.
- Provide an example, such as texting while watching TV, listening to music while doing homework, or talking on the phone while cooking.
Engage in Multitasking:
- Distribute small objects (balls, blocks, etc.) to the students.
- Instruct them to simultaneously perform two tasks: bouncing the object in one hand while clapping their hands together.
- Start the timer and have everyone attempt the multitasking activity for 30 seconds.
Reflect on Multitasking:
- Stop the timer and ask the students to share their experiences during the multitasking activity.
- Encourage them to discuss their ability to focus, the accuracy of their actions, and any challenges they encountered.
Group Discussion:
- Lead a group discussion comparing the experiences of singletasking and multitasking.
- Prompt students to share their thoughts on which activity allowed them to perform better and why.
- Discuss the potential drawbacks of multitasking, such as reduced focus, decreased accuracy, and increased mental load.
Key Takeaways:
- Summarize the importance of focusing on one task at a time for optimal performance and attention.
- Emphasize that while multitasking may seem efficient, it often leads to poorer outcomes and can contribute to feelings of stress and overwhelm.
Add a layer of complexity:
Engage volunteers in the following multitasking activity using tennis balls, progressively adding tasks.
Narrate the following instructions, waiting a few seconds between each.
- Tap your right foot and keep it going.
- Using your left hand, keep throwing the ball into the air and catching it as you tap your right foot.
- Start bending to the front and to the back as you tap your right foot and throw the ball in the air with your left hand. Keep everything going at once.
- Swing your right arm in circles next to you. Keep bending to the front and to the back as you tap your right foot and throw the ball in the air with your left hand. Keep everything going at once.
- Now begin to count backward from 100 by twos as you swing your right arm in circles next to you, bending to the front and to the back as you tap your right foot and throw the ball in the air with your left hand. Keep everything going at once.
Repeat the exercise if students want to keep trying. Or, see if they can do just two or three of the tasks at the same time.
Reflection and Closure:
- Ask students to reflect on times when they’ve attempted multitasking and how it affected their performance and experience.
- Conclude by reinforcing the value of singletasking in enhancing productivity, efficiency, and overall well-being.
This activity allows students to experience firsthand the challenges and differences between singletasking and multitasking. It also serves as a valuable lesson in prioritizing focus and concentration to achieve better results in their tasks.
Closing:
Mindlessness arises from divided attention or a lack of focus, leading to “careless mistakes.” Acknowledge that while it may be challenging to consistently self-regulate, reflecting on mindless instances can foster mindfulness.
Discuss:
- Feasibility of perpetual self-regulation.
- Possibility of completely avoiding mindless actions.
Lesson adapted from: Mindful Choices Middle & High School; College and Career Competency Framework