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Ready for Real Life Instruction and Education · Real-World Life Skills Program
Ready for Real Life
Instruction and Education
For Grades 9-12 through Adult Interest · Individuals, Couples, Families, Educators · Private Classes, Group Workshops, and Online Mentoring
16 Weeks · 2 sessions / week
Class size 20–25 students
Aligns with Utah CASEL & CCA Core Standards
Research-backed SEL + Transfer Design
Submitted August 2025
5
Modules
Course Offer
16-Week Semester
Why Join
View Offer
Founders
Michael + Mekenzi
Meet the Founders
Founder
Michael R. Terry
Public Service Leadership · Curriculum Design · Community
Presentation
Founder
Mekenzi G. Terry
Coach · Director · Mother of Five · Community Builder
Why This Course Exists
The Gap & The Response
The Unaddressed Gap
Academic achievement dominates curricula. Students navigate
complex social, digital, and emotional landscapes with few
tools. Soft skills are assumed — not taught. This course makes
them explicit and measurable.
Built from Real Experience
Nearly 20 years of law enforcement, crisis response, and youth
mentorship — including SRO at Blue Peak High School and teaching
Lions Quest to every 6th grader in Tooele City — shaped every
module in this course.
The Design Standard
Transfer, not coverage. Students leave able to apply concepts
independently to unfamiliar, high-stakes situations. Every
lesson, framework, and assessment is designed backward from that
single outcome.
Anchoring Concepts
Four Core Pillars
01
Respectful Communication
Tone, body language, active listening, I-statements, and repair
moves across every context — school, workplace, community, and
digital.
Eye contact & nonverbal cues
Conflict repair steps
Authority & feedback response
02
Emotional Regulation
Identifying triggers, managing stress, and applying the
Pause–Label–Reframe–Respond routine as a performance skill — not
a therapy tool.
Escalation vs. de-escalation
Peer pressure & belonging
Mindfulness & grounding
03
Decision-Making Under Pressure
Pause–Options–Consequences–Choose: a structured four-step
framework applied across scenarios with competing priorities and
real stakes.
Consequence mapping
Short vs. long-term thinking
Digital permanence
04
Accountability & Repair
Own it, fix it, follow through. How accountability builds trust
and long-term opportunity — and why repair after a mistake is a
strength.
Integrity & follow-through
Personal growth targets
Self-assessment cycles
Unit Inquiry
Compelling Questions
How do my everyday choices shape how others trust me — and the opportunities I get?
What does respect look like when no one is watching?
Why do strong emotions make good decisions harder — and what can I do about it in the moment?
How should my behavior change depending on context: friend group, classroom, workplace, or online?
Content Strands
Five Modules
Module 01
Modern Manners
Eye contact & greetings
Cell phone etiquette
Gratitude practices
Context-appropriate behavior
Module 02
Emotional Intelligence
Self-awareness & triggers
Stress & anxiety tools
Mindfulness basics
Regulation routines
Module 03
Conflict Navigation
Disagreement without disrespect
Apologies & repair
Boundaries
Peer mediation
Module 04
Digital Citizenship
Online tone & posting
Digital permanence
Reputation management
Privacy & boundaries
Module 05
Personal Growth
Goal setting
Self-assessment
Integrity & follow-through
Capstone project
Curriculum Structure · Bruner (1960)
Spiral Design
Introduce
Reinforce
Apply
Transfer
Increasing Complexity →
Weeks 1–2: Direct InstructionCore concepts
introduced through mini-lessons, case studies, graphic
organizers, and instructor modeling. Shared vocabulary built
across the class.
Week 3: Simulation & Role-PlayStudents
apply learned skills in structured practice. Scenario prompts
build fluency before independent application is expected.
Week 4: Collaborative Challenge & ReflectionTeam-based tasks reinforce understanding. Reflection journals
connect experience to concept and set goals for the next
four-week cycle.
All Four Pillars Revisited Every CycleRespect,
regulation, decision-making, and accountability reappear in
every module at increasing levels of complexity — exactly as
Bruner's spiral model intended.
Unit Storyboard · Stern et al. (2021)
How the Unit Flows
Days 1–4
Acquire
Build shared vocabulary around all four anchoring concepts.
Concept mapping
Guided questioning
Short video dilemmas
Graphic organizers
Days 5–7
Connect
Examine the relationship between emotions, choices, and
consequences.
Cause-effect charts
Paired case studies
Discussion protocols
Reflection journals
Days 8–10
Similar Transfer
Apply concepts to familiar school and peer scenarios.
Role-play & scenario cards
Decision frameworks
Peer feedback tools
Days 11–13
Dissimilar Transfer
Apply independently to workplace, community, and digital
contexts never practiced in class.
Workplace case studies
Digital dilemmas
Reflective justification
Days 14–15
Student Action
Culminating performance task with a real-world audience.
Novel scenario response
Justified decision + repair plan
Authentic audience feedback
Student-Facing Thinking Tools
The Two Frameworks
🧘
Regulation Routine
Self-regulation under stress — used before decision-making
P
Pause.
Stop the automatic reaction. Create space before
responding.
L
Label.
Name the emotion. What am I actually feeling right
now?
R
Reframe.
Shift perspective. What is actually happening vs. what I
assumed?
R
Respond.
Choose deliberately — aligned with values and
context.
⚖️
Decision-Making Framework
Structured choice-making under pressure and competing
priorities
P
Pause.
Regulate first. Good decisions require cognitive
space.
O
Options.
Identify multiple possible responses. What are my real
choices?
C
Consequences.
Evaluate short and long-term outcomes. Who is affected
and how?
C
Choose.
Select a response and justify it. Be able to explain the
reasoning.
Learning Standards & Objectives
What Students Will Be Able to Do
1
Recognize and actively use respectful communication approaches
across school, community, workplace, and digital contexts.
Introduced: Module 1 · Reinforced: Module 3
2
Use a decision-making framework
(Pause–Options–Consequences–Choose) to analyze scenarios and
justify choices with evidence and likely consequences.
Introduced: Module 2 · Reinforced: Module 3
3
Apply self-regulation strategies (Pause–Label–Reframe–Respond)
during conflict or stress, using the routine as a performance
skill, not a therapeutic one.
Introduced: Module 2 · Reinforced: Module 2
4
Navigate digital and in-person etiquette with attention to
permanence, reputation, and audience — in school, community, and
online settings.
Introduced: Module 4 · Reinforced: Module 4
5
Explain how accountability — owning a mistake, repairing it, and
following through — builds trust and long-term opportunity.
Introduced: Module 5 · Reinforced: Module 5
6
Establish personal growth targets, monitor progress through
self-assessment, and independently transfer all skills to an
unfamiliar, high-stakes scenario.
Introduced: Module 5 · Reinforced: Module 5
Real-World Application
Where Students Transfer
School & Community
Respectful language, follow-through, and conflict repair in
everyday peer and adult interactions across campus and community
settings.
Workplace Readiness
Professionalism, feedback response, teamwork norms, and
decision-making in simulated job and team settings mirroring
post-secondary realities.
Digital & Social Media
Digital citizenship, tone, privacy, and reputation management —
with intentional focus on the permanence of online choices.
High-Stress Moments
Self-regulation and de-escalation when emotions run high or
social pressure is present — trained as a performance
competency.
Skills Beyond Standards · Stern et al. (2021) & Lang (2021)
Modern Literacies Developed
Critical Thinking
Structured decision framework to evaluate options, consequences,
and long-term outcomes in any context.
Communication
Respectful tone, active listening moves, and audience-aware
responses in face-to-face and written formats.
Collaboration
Group norms, roles, task distribution, disagreement routines,
and feedback cycles — with guided reflection built in.
Digital Citizenship
Evaluating online behavior, sources, and permanence; aligning
online choices with real-world goals and reputation.
16-Week Pacing Calendar
Week-by-Week Schedule
Week 1
Course Introduction · Expectations · Icebreakers
Week 2
Respectful Communication: Active listening, sentence stems
Week 3
Role-Play: Disagreements & Listening Skills
Week 4
Manners Challenge + Group Discussion ★
Week 5
EQ & Emotional Regulation: Triggers, grounding
Week 6
Peer Interviews: How We Cope
Week 7
Team Challenge: Managing Stress
Week 8
Guest Speaker: First Responder on Composure ★
Week 9
Modern Etiquette: Digital, public, school settings
Week 10
Scenario Simulations: Online Conversations
Week 11
Role-Play & Manners in Motion Challenge
Week 12
Conflict Resolution: Boundaries, apologies ★
Week 13
Simulation: Group Conflicts & Peer Mediation
Week 14
Self-Evaluation & Goal Setting
Week 15
Capstone Project Work Week
Week 16
Capstone Presentations & Course Reflections ★
Assessment Framework · Tyler (1949) & Dewey (1938)
How Learning Is Measured
Assessment
Type
Purpose & Use
Targets
Weekly Reflection Journals
Formative
Five guided prompts each week: what was practiced, how it
transferred outside class, what to do differently, what others
modeled, and a goal for next week. Tracks metacognitive growth
across the semester.
LT 3, 5, 6
Concept Sorting & Exit Reflections
Formative
Determines whether students can accurately define and
distinguish anchoring concepts. Informs pacing and re-teaching
decisions before moving forward.
LT 1
Scenario Analysis & Role-Play Rubrics
Formative
Observes whether students apply regulation and decision
frameworks during structured practice. Peer observation
checklists used for conflict resolution scenarios.
LT 2, 3
Pre/Post Self-Efficacy Surveys
Formative
CASEL-based competency surveys at course start and end.
Quantifies growth in confidence, regulation, and interpersonal
skills. Teacher and guest speaker feedback included.
LT 1–6
"How I Handle It" Capstone
Summative
Students present a real or simulated scenario and walk through
how they applied course strategies. Evaluated on clarity,
strategy application, reflection, delivery, and visual support
materials.
LT 1–6
Novel Scenario Performance Task
Summative
Unfamiliar, high-pressure scenario mixing school, digital, and
community contexts. Students produce a justified decision,
evidence of regulation, and an accountability or repair plan for
a real-world audience.
LT 1–6
Summative Rubric
Capstone: "How I Handle It"
| Criteria | Exceeds (10) | Meets (8) | Needs Improvement (5) |
|---|---|---|---|
| Clarity of Scenario | Clear, relatable, thoughtfully chosen with real-world grounding | Relevant and understandable | Unclear or vague scenario |
| Application of Strategies | Demonstrates mastery of course tools with nuanced, layered application | Applies most tools correctly | Few or incorrect applications |
| Self-Reflection | Insightful and honest reflection showing genuine growth awareness | Basic self-reflection shown | Minimal or shallow insight |
| Delivery | Confident, clear, and engaging throughout the presentation | Clear but with minor issues | Unclear or difficult to follow |
| Visual/Support Materials | Effective, well-prepared visuals that enhance the presentation | Basic visuals included | Missing or ineffective visuals |
Summative Performance Task · Part 2
The Novel Scenario
Unfamiliar. High-Stakes. Real-World Complexity.
Students encounter a situation they have never practiced — one that deliberately mixes school expectations, digital communication, and community behavior. It adds pressure, gives partial information, and forces competing priorities. No clean answers, no practiced script. Students must draw on everything they have learned and demonstrate independent transfer to prove the learning is real.
The authentic audience includes school administrators, community leaders, or workplace supervisors. Students observe the impact of their choices by evaluating how decisions affect trust, reputation, and opportunity — exactly the feedback loop the real world provides.
Weekly Formative Practice · Dewey (1938)
Reflection Journal Prompts
What was one skill or idea you practiced this week?
How did it go when you applied it outside the classroom?
What would you do differently next time?
How did someone else demonstrate good manners or emotional
control this week?
What is one goal you want to set for next week?
Theoretical Foundations
The Research Behind the Design
Objectives-Based Design
All course goals are intentional, measurable, and aligned with
student needs. Backward design from capstone to daily
objectives.
Spiral Curriculum
Core concepts revisited with increasing complexity across all
five modules. Layered understanding builds over time.
Experience & Education
Real-world role-play and simulations ground learning. Reflection
journals connect experience to concept to future application.
Reinforcement in Practice
Peer feedback, instructor recognition, and Manners in Motion
challenges reinforce positive skill application across the
semester.
Curriculum Planning Model
CMP links context, goals, implementation, and evaluation into a
coherent whole with continuous improvement built in.
SEL Competencies
Self-management, interpersonal communication, responsible
decision-making, and digital citizenship aligned to Utah CCA
Core Standards.
Learning That Transfers
Anchoring concepts, compelling questions, and dissimilar
transfer tasks drive unit structure. Coverage is never the goal.
Small Teaching & Grit
Brief, frequent retrieval and reflection cycles build durable
habits. Grit and character development underpin every module.
Implementation Plan
How to Make It Work
Scheduling Options
Daily elective (45–60 min)
A/B block (90 min every other day)
Advisory enrichment block (pilot)
Class size: 20–25 students
Flexible seating + open space for simulations
Instructional Strategies
Role-play & scenario simulation
Team challenges & practice rounds
Guest speakers: first responders, employers, community leaders
Peer interviews & guided journaling
Weekly Manners in Motion challenge
Materials & Staff Prep
Student journals or digital reflection logs
Scenario prompt cards & Manners Challenge Cards
Projector/whiteboard for modeling & instructional video
One-day teacher workshop on SEL & group dynamics
Resource folder: scope, sequence, objectives, rubrics
Evaluation Aligned to Goals · Wiles & Bondi (2015)
Goals Mapped to Evaluation Methods
Goal 1: Respectful Communication
Peer role-play and sentence-stem performance rubrics across
school, community, workplace, and digital contexts.
Goal 2: Managing Stress & Triggers
Weekly guided journaling tracking regulation routine application
— plus the final capstone presentation component.
Goal 3: Modern Etiquette
Performance tasks and Manners in Motion challenge observations
with structured rubrics.
Goal 4: Conflict Resolution
Peer observation checklists during scenario simulations.
Students evaluate each other using structured observation tools.
Goal 5: Self-Assessment & Growth
Pre/post CASEL self-efficacy surveys and teacher-student
conferences measuring growth in confidence and accountability.
Business Documentation
State Sales Tax License
Available for quick verification without distracting from the program materials.
