To find what you need quickly, sort the practices by age level and duration.
![Strategies for parents and caregivers that teach their children how to practice to help them achieve their goals](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Take-Home_Skill_Deliberate_Practice_for_Students_1340x720-495x270.jpg)
Take-Home Skill: Deliberate Practice for Students
Strategies for parents and caregivers that teach their children how to practice to help them achieve their goals
![A process for helping students generate purposeful projects or endeavors](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Purpose_Compass_1340x720-495x270.jpg)
Purpose Compass
A process for helping students generate purposeful projects or endeavors
![In a group meeting, students share their feelings while also building their feelings vocabulary and emotion knowledge.](https://ggie.berkeley.edu/wp-content/uploads/2020/01/Feelings_Circle_SEL_Kernels_1340x720-495x270.jpg)
Feelings Circle: An SEL Kernels Practice for Kindergarten
In a group meeting, students share their feelings while also building their feelings vocabulary and emotion knowledge.
![Students listen to a song or piece of music and observe their responses.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Listening_to_music_mindfully_1340x720-495x270.jpg)
Listening to Music Mindfully
Students listen to a song or piece of music and observe their responses.
![Members of the classroom or meeting stand and respectfully acknowledge each person in the group.](https://ggie.berkeley.edu/wp-content/uploads/2020/06/I_See_You_Everyone_Matters_1340x720-495x270.jpg)
I See You. Everyone Matters.
Acknowledge the faces of everyone in your classroom or meeting to deepen a sense of group connection.
![Students track their breathing as they trace up and down the fingers of one hand.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Finger-Tracing-and-Breathing-1340x720-495x270.jpg)
Finger Tracing: Mindful Breathing for Students
Students track their breathing as they trace up and down the fingers of one hand.
![Students extend kindness to themselves and others.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Loving-Kindness-Buddy-Wishes-1340x720-495x270.jpg)
Loving-Kindness Buddy Wishes
Students extend kindness to themselves and others.
![In this circle activity, students practice mindful speaking and mindful listening.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Flow-and-Tell-1340x720-495x270.jpg)
Flow and Tell
In this circle activity, students practice mindful speaking and mindful listening.
![Students observe their breath while relaxing and tensing their bodies, and then practice shaking and freezing their bodies.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Shake-It-Off-1340x720-495x270.jpg)
Shake It Off
Students observe their breath while relaxing and tensing their bodies, and then practice shaking and freezing their bodies.
![Students learn to observe and accept emotions and body sensations.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Guest-House-Poem-and-Body-Scan-1340x720-495x270.jpg)
“The Guest House” Poem and Body Scan for Teens
Students learn to observe and accept emotions and body sensations.
![Students learn to notice body sensations and release sources of physical tension.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Mindful-Movement-for-Teens-1340x720-495x270.jpg)
Mindful Movement for Teens
Students learn to notice body sensations and release sources of physical tension.
![Students briefly check-in with themselves and focus their attention on their breath.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/SOBER-Breathing-Space-for-Teens-1340x720-495x270.jpg)
SOBER Breathing Space for Teens
Students briefly check-in with themselves and focus their attention on their breath.
![Students think about a time when they felt close to someone in order to foster a sense of belonging and well-being.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Feeling-Connected-for-Students-1340x720-495x270.jpg)
Feeling Connected for Students
Students think about a time when they felt close to someone in order to foster a sense of belonging and well-being.
![Think about a time when you felt close to another colleague to foster a personal sense of belonging at school.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Feeling-Connected-for-Adults-1340x720-495x270.jpg)
Feeling Connected for Adults
Think about a time when you felt close to another colleague to foster a personal sense of belonging at school.
![Delivering groceries to an elderly neighbor is an example of a prosocial action.](https://ggie.berkeley.edu/wp-content/uploads/2019/09/Encouraging-Prosocial-Actions-in-Students-1410x820-495x270.jpg)
Encouraging Prosocial Actions in Students
Students engage in prosocial (kind, helpful) actions for ten days and reflect on the impact of their actions on themselves and others.
![Students experience drawing as a strategy that can help shift unpleasant emotions to calmer, more pleasant ones.](https://ggie.berkeley.edu/wp-content/uploads/2019/08/Drawing_as_a_Way_to_Manage_Emotions_1340x720-495x270.jpg)
Drawing as a Way to Manage Emotions
Students experience drawing as a strategy that can help shift unpleasant emotions to calmer, more pleasant ones.
![Teachers reflect on and discuss the various dimensions and impact of their identities on their relationships with students and their families.](https://ggie.berkeley.edu/wp-content/uploads/2019/08/Dimensions_of_Difference_and_Similarity_Reflecition_1340x720-495x270.jpg)
Dimensions of Difference and Similarity Reflection
Teachers reflect on and discuss the various dimensions and impact of their identities on their relationships with students and their families.
![Use drama as a way to motivate students to stick with boring or difficult tasks.](https://ggie.berkeley.edu/wp-content/uploads/2019/08/Building-Perseverence-Through-Role-Play-1340x720-495x270.jpg)
Building Perseverance Through Role-Play
Use drama as a way to motivate students to stick with boring or difficult tasks.