Introduction
Every day, we are faced with numerous choices and decisions. Some are simple, like choosing what to eat for breakfast, while others are more complex. Being one’s own decision maker means taking responsibility for choices and their outcomes, both positive and negative. This blog post will explore the concept of being a decision maker and offer an engaging no-prep activity to help students develop this essential skill. We will also provide discussion questions and related skills to further support students in their social-emotional learning journey.
No-Prep Activity: The Decision-Making Tree
This activity requires no preparation or materials from the educator and is designed to help students explore the process of decision making. Follow these simple steps:
- Ask students to think of a recent decision they made, either big or small.
- Have them draw a tree on a piece of paper, with the trunk representing the decision they made.
- Ask students to draw branches extending from the trunk, with each branch representing a possible outcome of their decision.
- For each outcome, have students draw smaller branches representing the consequences of that outcome.
- Encourage students to reflect on the decision-making process and how they can apply these insights to future decisions.
Discussion Questions
- How did you feel while making the decision you chose for the activity? Were you confident, unsure, or somewhere in between?
- What strategies can you use to avoid peer pressure when making decisions?
- How can you become a better predictor of the outcomes of your decisions?
- What is the importance of learning from our choices, even when they lead to negative outcomes?
- How can you apply the lessons learned from this activity to other areas of your life?
Related Skills
Developing decision-making skills is just one part of a student’s social-emotional learning journey. Other relevant skills that complement decision making include:
- Problem-solving: Learning how to identify and analyze problems, and then developing and implementing solutions.
- Goal-setting: Establishing achievable, realistic, and measurable goals for oneself, both short-term and long-term.
- Self-awareness: Understanding one’s own emotions, strengths, weaknesses, and values to make informed decisions.
- Communication: Effectively expressing oneself and understanding others to navigate social situations and relationships.
Next Steps
Now that you have a better understanding of how to help students become their own decision makers, it’s time to put these skills into practice. To access free sample materials for this skill and others, sign up at Everyday Speech. These resources will provide you with the tools you need to support your students’ social-emotional learning journey and empower them to make thoughtful, responsible choices in their daily lives.
