Script: Navigating Your Digital Legacy

Introduction (Warm-Up)

(Teacher says): "Good morning, everyone! Today, we're going to talk about something that touches almost every part of our lives: our online presence. Before we dive in, I want you to take a moment and think. What does the term 'digital footprint' mean to you? How would you describe it? Don't worry about being perfectly correct, just share your initial thoughts."

(Allow 2-3 students to share their initial thoughts. Acknowledge and affirm their contributions.)

(Teacher says): "Excellent ideas! Many of you are already on the right track. Our digital footprint is essentially the trail of data we leave behind as we navigate the online world. Think of it like a trail of breadcrumbs, but instead of leading you back home, it's a record of where you've been and what you've done online. Let's explore this further with our slides."

(Transition to Slide Deck: Your Digital Footprint - Slide 1-3)

Exploring Digital Permanence

(Teacher says): "Now that we have a better understanding of what a digital footprint is, let's talk about its nature. Have you ever heard the saying, 'The internet never forgets?' What do you think that means in the context of your online activities?"

(Facilitate a short discussion, prompting students to consider how even deleted posts might linger.)

(Teacher says): "You've hit on a crucial point. While you might hit 'delete,' content can live on through screenshots, shares, or archives. This brings us to the idea of digital permanence. Let's look at some real-world examples of how this plays out."

(Transition to Slide Deck: Your Digital Footprint - Slides 4-7)

(Teacher says): "These examples show us that our online actions can have real consequences. Now, let's discuss privacy settings. How many of you regularly check and adjust your privacy settings on social media or other online platforms? Why is it important to do so?"

(Encourage students to share their experiences and any concerns they have about privacy.)

Managing Your Digital Legacy

(Teacher says): "Understanding digital permanence and privacy is the first step. The next is taking control of your narrative. Your digital footprint isn't just a record; it's also a part of your personal brand. What kind of story do you want your online presence to tell about you?"

(Transition to Slide Deck: Your Digital Footprint - Slides 8-10)

(Teacher says): "As you can see, there are many proactive steps we can take. I want you to turn to a partner for just two minutes and discuss: What is one strategy you heard today that you can implement this week to improve or manage your digital footprint?"

(Allow students to discuss in pairs for 2 minutes. Bring them back together for a quick share-out if time permits.)

Cool Down & Reflection

(Teacher says): "Great discussions, everyone. To wrap up our lesson today and help you reflect on what we've covered, I'm going to hand out a quick 'Digital Reflection Ticket.' Please take a few minutes to answer the questions thoughtfully. This will serve as your exit pass for today."

(Distribute Cool Down: Digital Reflection Ticket and allow students time to complete it.)

(Teacher says): "Thank you for your thoughtful responses today. Remember, your digital footprint is something you build every day, and by being mindful and intentional, you can ensure it represents you in the best possible light. Have a great day!"

Digital Reflection Ticket

Name: _____________________________

Date: _____________________________

Reflect and Respond:

1. In your own words, what is the most important thing you learned today about your digital footprint?
   
   
   
   
   
   
   
   
   
   
   
   

2. What is one specific action you will take to manage your digital footprint more responsibly starting this week?
   
   
   
   
   
   
   
   
   
   
   
   

3. Why do you think it is important for young people to be aware of their digital footprint?
   
   
   
   
   
   
   
   
   
   
   
   
   

My Social Superpowers: Teacher Script

Warm-Up: Checking In (5 minutes)

(Teacher): "Hi [Student's Name]! Welcome! I'm really glad you're here today. How are you doing? What's been on your mind lately, or anything exciting/challenging happen this week?"

(Allow student to share. Listen actively and empathetically.)

(Teacher): "Thanks for sharing. Today, we're going to talk about something really cool: your 'social superpowers'! These are special skills that can help you feel more confident and in control when you're with friends, family, or at school. We'll be focusing on how you respond in social situations and how to handle those quick reactions we sometimes have."

(Transition to Slide Deck: My Social Superpowers - Slide 1)

Understanding Impulse Control (10 minutes)

(Teacher): "Take a look at this slide. Have you ever felt like you reacted really quickly to something, and then maybe wished you had paused first?"

(Allow student to respond)

(Teacher): "That's what we call an impulse. It's a sudden urge or feeling that makes you want to act right away, without much thought. Sometimes these impulses are great, but sometimes they can lead to responses we regret later."

(Transition to Slide Deck: My Social Superpowers - Slide 2)

(Teacher): "Now, let's think about your impulses. What kinds of situations or things tend to 'trigger' you to have a quick reaction? Maybe it's when someone cuts in line, or says something you don't like, or when you get really excited? We're going to use this Worksheet: My Social Superpowers to help us think this through. Let's look at the first section."

(Guide student through Worksheet Section 1: Identifying Triggers and Body Signals. Provide prompts like: 'How does your stomach feel?', 'Do your hands get clenchy?', 'What usually happens right before you feel that way?')

(Teacher): "It's really helpful to know your triggers and how your body warns you. That's the first step to gaining control!"

(Transition to Slide Deck: My Social Superpowers - Slide 3)

Coping Skills Development (10 minutes)

(Teacher): "So, once you notice those triggers and body signals, what can you do instead of just reacting? That's where your 'coping superpowers' come in! These are tools that help you pause and choose a better response."

(Transition to Slide Deck: My Social Superpowers - Slide 4)

(Teacher): "Here are a few ideas: taking deep breaths, counting to ten, or even taking a quick mental break. Which of these sounds like something you might be willing to try? Or do you have another idea?"

(Discuss and help student select one or two skills. Refer to the Coping Skills Poster and create it together.)

(Teacher): "Great! Let's actually practice [chosen skill, e.g., deep breathing] right now. We'll do it together. Inhale slowly through your nose for a count of four, hold for four, and exhale slowly through your mouth for six. Let's try it a few times."

(Lead a brief practice session.)

(Teacher): "How did that feel? The more you practice, the easier it becomes. Now, let's fill out the next section of your Worksheet: My Social Superpowers about practicing your coping skills."

(Guide student through Worksheet Section 2: Practicing Coping Skills.)

Positive Social Interactions & Wrap-Up (5 minutes)

(Teacher): "You're doing great! Think about this: if you can pause and use your coping skills when an impulse hits, how do you think that might change your social interactions? How might people respond to you differently?"

(Allow student to share ideas. Guide them towards understanding that thoughtful responses often lead to better outcomes.)

(Transition to Slide Deck: My Social Superpowers - Slide 5)

(Teacher): "Exactly! When you manage your impulses, you can communicate more clearly, listen better, and build stronger, more positive relationships. These are truly your social superpowers!"

(Transition to Slide Deck: My Social Superpowers - Slide 6)

(Teacher): "Your final superpower task for today is to complete the last section of your Worksheet: My Social Superpowers. Think about one way you'll try to use your new skills this week. Remember, it's about trying, observing, and learning."

(Guide student through Worksheet Section 3: Planning My Superpowers.)

(Teacher): "Awesome work today, [Student's Name]! You've really thought about how you can take more control of your reactions and make your social interactions even better. Remember, I'm here to support you as you practice these skills. Let's check in next time about how it went!"

My Social Superpowers: Taking Control!

Name: ____________________________ Date: ____________________________

Part 1: My Impulse Triggers & Signals

Think about times when you've reacted quickly without thinking it all the way through. What happened just before that? How did your body feel?

1. What are 2-3 situations or things that often 'trigger' you to feel a strong impulse to react quickly (e.g., anger, frustration, excitement)?
   
   
   
   

2. How does your body usually feel when an impulse is starting to build? (e.g., heart racing, tense shoulders, hot face, fidgety hands)
   
   
   
   

Part 2: My Coping Superpowers in Action

Coping skills help you pause and choose a better response when an impulse hits. Let's pick some to practice! (Refer to your Coping Skills Poster if you've created one!)

1. Which coping skill(s) do you want to try when you feel an impulse? (e.g., deep breathing, counting, taking a break)
   
   
   
   

2. Describe how you would use this coping skill. (e.g., 'I will take 3 deep breaths and count to 5 before I say anything.')
   
   
   
   
   
   
   

Part 3: Planning My Superpowers for Positive Interactions

Now that you've identified your triggers and practiced coping skills, how will you use these 'superpowers' to have more positive social interactions this week?

1. Think of one specific situation coming up this week where you might use your new impulse control or coping skills.
   
   
   
   

2. What is one positive social interaction you want to have this week, and how will using your coping skills help you achieve it?
   
   
   
   
   
   
   

3. My Superpower Commitment: I will try to use my chosen coping skill(s) at least [number] time(s) this week. I know this will help me have more positive interactions and feel more in control!

   Signed: ____________________________ Date: ____________________________

Coping Skills Poster Activity

Objective:

To collaboratively create a visual reminder of personalized coping skills that the student can use to manage impulses and emotional responses.

Materials:

• Large sheet of paper or whiteboard
• Markers, colored pencils, or crayons
• Stickers or other decorative items (optional)

Instructions:

1. Introduce the Idea (2 minutes): Explain that a 'Coping Skills Poster' is a personal toolbox of strategies to help them calm down or think before reacting. It's something they can look at and use when they feel overwhelmed or impulsive.

2. Brainstorm & Select Skills (5 minutes):

   • Review the coping skills discussed in the lesson (e.g., deep breathing, counting to 10, taking a quick break, positive self-talk, squeezing a stress ball, thinking of a happy place).
   • Ask the student: "Which of these skills feels most helpful or appealing to you? Are there any other calm-down strategies you already use or would like to try?"
   • Help the student choose 3-5 coping skills that resonate with them.

3. Design the Poster (5 minutes):

   • Title the poster: "My Coping Superpowers" or "[Student's Name]'s Calm-Down Kit."
   • For each chosen coping skill, write it down clearly on the poster. Encourage the student to draw a small picture or symbol next to each skill to make it more memorable (e.g., a cloud for deep breathing, fingers counting for counting to 10).
   • Encourage creativity! This is their poster.

4. Discuss Placement & Practice (3 minutes):

   • Ask the student where they might keep this poster (e.g., in their room, in a binder, on their desk at home) so they can easily see it when needed.
   • Reinforce the importance of practicing these skills regularly, not just when they are upset. "The more you practice when you're calm, the easier it will be to use when you're feeling impulsive."

Outcome: A personalized and visually engaging poster that serves as a practical tool for the student to reference and utilize their coping skills.