Leader in Me

Students need to get their binders.

Students need to track their WIG from the day before.

Materials Needed:
Notebook paper for student T-Charts, writing utensils, board or chart paper for optional whole-group sharing. No worksheets are required for this lesson.

Preparation Steps:

• Review the definitions of perseverance, accountability, and self-regulation so language is consistent throughout the lesson.
• Perseverance: The ability to keep going and continue working toward a goal, even when something is difficult, frustrating, or takes longer than expected.
• Accountability: Taking responsibility for your actions and commitments, and following through on what you say you will do—especially with the support of others.
• Self-Regulation: The ability to manage your emotions, thoughts, and reactions so you can stay focused, calm, and make positive choices, even during challenges.

• Identify one or two personal or school-appropriate examples of perseverance you could reference if students struggle to generate ideas.
• continuing to study after failing a quiz
• returning to a difficult assignment after receiving feedback
• practicing a sport or instrument even when improvement feels slow
• rebuilding a friendship after a conflict
• attending tutoring or asking questions when content is confusing
• or continuing to work toward a goal after a schedule change or setback
• Be prepared to read scenarios aloud during the student engagement section and to model encouraging, supportive language.
• “This feels hard right now, but hard doesn’t mean impossible.”
• “Mistakes tell us what to try next.”
• “Taking a break to calm down can help you keep going.”
• “You don’t have to do this alone—who could support you?”
• “Progress matters more than perfection.”

Notes for Teachers:
This lesson intentionally shifts some responsibility to students by allowing optional collaboration with elbow partners rather than required group work. The focus is on helping students recognize barriers and practice choosing strategies rather than “pushing through” without reflection. Reinforce that perseverance includes adjusting, asking for help, and using self-regulation tools—not just working harder. Accountability Partners are referenced as a support system, not a requirement for every activity.

Introduction:
Perseverance is what helps us keep going when things feel difficult, frustrating, or slow. Leaders don’t avoid challenges—they learn how to respond to them. Habit 3 and the 4 Disciplines of Execution remind us that success comes from sticking with important goals, even when obstacles show up.

Ask:
Think about a time you wanted to quit something because it felt hard or overwhelming. What made it difficult to keep going?

Allow a few responses, then say:
“Every leader faces challenges. What matters most is how we respond when things don’t go as planned.”

Explain:
Today’s lesson will help you identify common barriers that get in the way of perseverance and practice strategies that help you keep moving forward. You’ll also think about how accountability and self-regulation support perseverance over time.

Transition:
Say:
“Let’s start by naming what perseverance really looks like—and what helps us stick with our goals when things get tough.”

Objective:
Students will define perseverance and understand why it is an important leadership skill when facing challenges.

Teacher Script / Explain

Say:
“Perseverance is what you do when things don’t go the way you hoped. Everyone experiences setbacks. What matters is how you respond when it gets hard.”

“Perseverance doesn’t mean ignoring problems or pretending everything is fine. It means recognizing obstacles and choosing to keep moving forward anyway.”

Think–Turn–Talk:

Ask students to think quietly first. Then invite them to turn to an elbow partner or neighbor.

Prompt:
“Think of a time you wanted to quit something because it felt difficult. What made it challenging?”

Partner share (30–60 seconds):
Students may share briefly with a neighbor.

Whole-Class Discussion

Invite a few volunteers to share.

Discussion prompts with teacher talking points:

• What kinds of challenges make people want to quit?
  Talking point: Challenges can be emotional (frustration), mental (confusion), or physical (tiredness).

• Does everyone experience these challenges?
  Talking point: Normalize struggle — perseverance isn’t about being perfect; it’s about response.

• Why is perseverance an important leadership skill?
  Talking point: Leaders don’t stop when things are hard; others rely on them to follow through.

Say:

“Now that we understand what perseverance is, we will take a closer look at the kinds of barriers people face and the strategies they can use to push through them.”

Objective:
Students will understand how accountability and self-regulation support perseverance when challenges arise.

Say:

“Perseverance doesn’t mean doing everything alone. Leaders use tools, strategies, and people to help them keep going.”

Explain:
“When challenges feel overwhelming, accountability and self-regulation help us stay focused instead of giving up.”

Accountability Partners & Perseverance

Ask:
“How can another person help you persevere when something feels hard?”

Invite students to think quietly first, then turn to an elbow partner.

Teacher talking points to guide discussion:

• Accountability Partners help us stay focused on our goals, even when motivation drops.

• Talking things out can reduce stress and help us see solutions we might miss alone.

• Encouragement from others reminds us that setbacks don’t define us.

Share:
“An Accountability Partner doesn’t fix problems for you. They help you reflect, refocus, and recommit.”

Self-Regulation & Perseverance

Explain:

“Sometimes the biggest barrier to perseverance isn’t the task — it’s how we feel about it.”

Ask students to think about a time they stopped trying because they felt frustrated, angry, or overwhelmed.

Teacher talking points:

• Strong emotions can make challenges feel bigger than they are.

• Self-regulation helps us pause before reacting.

• Using strategies like breathing, movement, or asking for help gives our brain time to reset.

Say:
“When we regulate our emotions, we give ourselves a better chance to persevere.”

Guided Reflection (Whole Class)

Ask:

Discussion Prompt 1

“What usually gets in the way of perseverance — the challenge itself or how we feel about it?”

Talking Points:

• Often it’s not the challenge, but the emotions tied to it, like frustration, fear, or self-doubt, that make us want to quit.
• Two people can face the same challenge and react very differently depending on their mindset and support.
• Strong feelings can make a challenge feel bigger than it actually is.
• Learning to pause and manage emotions helps us respond instead of giving up.

Discussion Prompt 2

“Which is easier for you: asking for help or using a self-regulation strategy?”

Talking Points:

• Some students find it easier to calm themselves first before asking for help.
• Others need support from someone else before they can regulate their emotions.
• Both strategies are valid and often work best when used together.
• Knowing which one works for you helps you persevere more effectively.

Transition:

Say:

“Next, you’ll get a chance to identify real barriers and real strategies for perseverance — not just in theory, but in everyday situations students face.”

Purpose:
Students apply what they’ve learned about perseverance, accountability, and self-regulation by identifying real barriers and choosing strategies to keep going.

Identify Barriers & Strategies

Ask students to work independently, with the option to check in with an elbow partner.

Directions:
Have students draw a T-Chart on notebook paper. (worksheet example shown below)
Left side: Barriers
Right side: Overcoming Barriers

Teacher prompt:

“Think about a goal, assignment, or challenge that has felt hard for you recently." Write this answer at the top of your notebook paper. (Allow 1-2 minutes for reflection and writing)

"What gets in the way of sticking with it?” These are the Barriers. You will list these on the left side of the T - chart. (Allow 2-3 minutes for consideration, reflection, and writing)

Discuss your responses with your accountability partner or your elbow partner.

"What strategies do you have to overcome those barriers?" You will list these on the left side of the T - chart. (Allow 2-3 minutes for consideration, reflection, and writing)

Discuss your responses with your accountability partner or your elbow partner.

Examples teachers may reference if students get stuck:

Barriers: frustration, feeling overwhelmed, boredom, distractions, fear of failing, lack of confidence
Strategies: taking a break, asking for help, using a self-regulation strategy, breaking the task into smaller steps, reminding yourself why it matters

Extension if you need to fill time:

Scenario Practice – Teach to Persevere

Read one scenario aloud (or post on the board). Students think quietly first, then may discuss as a whole group.

Scenarios:

• A classmate has an assignment due but feels stuck and wants to give up.

• A friend is training for a race but skips practice because they’re tired.

• Your Accountability Partner is discouraged after doing poorly on a quiz.

• A student feels overwhelmed by a long-term project and procrastinates.

• Someone is frustrated because progress feels slow.

Ask students to respond in writing:

• “What could you say to help this person persevere?”

• “Which self-regulation strategy would help most?”

• “How could accountability support them?”

Share & Reflect (Whole Group)

Invite a few volunteers to share responses.

Teacher talking points:

• Encouragement doesn’t mean ignoring challenges — it helps people face them.

• Perseverance often looks like adjusting strategies, not pushing harder.

• Leaders help others keep going by offering support, not pressure.

Closing question:
“Which strategy from today do you think you’re most likely to use when something feels difficult?”

Transition

Say:
“Perseverance is a skill we build over time. The more we notice barriers and choose strategies intentionally, the stronger we become as leaders.”

This lesson supports our schoolwide WIG that 100% of students and staff will participate in CLIMB.

By learning how perseverance, accountability, and self-regulation work together, students practice staying committed to goals even when challenges arise. These skills help students lead themselves through difficulty and continue moving forward with purpose.

C – Communicate: by asking for help, encouragement, or clarification when challenges arise.
L – Lead: by taking responsibility for personal goals and choosing to keep going instead of giving up.
I – Inspire: by modeling perseverance and showing others that effort matters, even when things are hard.

M – Motivate: by supporting peers and Accountability Partners with encouragement and constructive feedback.
B – Behavior:is demonstrated by managing emotions, staying focused, and choosing productive responses during moments of frustration.

Topics:

Relevant Topic: Is perseverance more important than talent when it comes to achieving goals?

Silly Topic: Would you rather have a Lamborghini or a Ferrari?

Connection:
These short debates encourage students to practice communication, reasoning, and influence which are important skills for leading themselves and others with confidence.

Set-Up:
Divide the class into two sides. Students may choose or be assigned.

Expectations:

– 1 minute prep time
– Each side takes turns sharing reasons (2 minutes each)
– Listen respectfully, no put-downs
– End with: “Did anyone change their opinion after hearing the other side?”

Students need to get their binders.

Students need to track their WIG from the day before.

Materials Needed
No printed worksheets are required for this lesson. Teachers will need the lesson slides displayed and enough space for students to work in small groups of 3–4 during the Student Engagement section. Optional: chart paper or board space to capture strong examples of questions, encouragement, and suggestions shared during discussion.

Preparation Steps
Before the lesson, review the perseverance scenarios used in the Student Engagement section so you can read them aloud smoothly and confidently. Be prepared to model supportive, respectful language that reflects perseverance, accountability, and self-regulation. Identify one or two school-appropriate examples of perseverance you can reference if students struggle to generate ideas, such as persisting through a difficult class, improving a grade over time, returning to a sport after an injury, or rebuilding trust after a mistake.

Notes for Teachers
This lesson is intentionally designed to move students beyond simply defining perseverance and toward practicing how it looks in real situations. Encourage students to focus on language that is supportive rather than corrective. If responses drift toward judgment or oversimplified advice, gently redirect by asking, “How would that sound to someone who is frustrated or discouraged?” Emphasize that accountability is not about pressure or perfection, but about support, consistency, and growth over time.

Introduction
Say:
“Think about a time you wanted to quit something because it felt too hard — maybe a class, a sport, or a goal you set for yourself. Most people don’t quit because they can’t do it. They quit because it feels overwhelming or they don’t feel supported.”

Connect
Explain:
“Perseverance isn’t about being perfect or never struggling. It’s about continuing to try, especially when things get difficult. Often, perseverance becomes possible when we have the right support and strategies.”

Set the Purpose
Say:
“Today we are going to explore what perseverance really looks like and how accountability helps us keep going when challenges show up. You’ll practice identifying what to say, how to encourage others, and how accountability partners can make a difference.”

Transition
Say:
“Let’s start by breaking down what perseverance means and how accountability helps us stay focused, supported, and moving forward.”

Opening prompt:

“When something gets hard, most people don’t quit because they can’t do it. They quit because they feel stuck, discouraged, or alone.”

Explain:
Perseverance is not about pushing harder every time. Sometimes it’s about using the right support at the right moment. Accountability Partners exist for that reason.

Then say:
“I’m going to read a few examples of things an Accountability Partner might say. Listen and decide which ones would actually help you persevere.”

Read several statements aloud, mixing strong and weak examples.

• “What’s one small step you could take right now?”
• “Just stop stressing—it’s not a big deal.”
• “You don’t have to finish everything today. What’s realistic?”
• “You should already know how to do this.”
• “I can see this is frustrating. Do you want help or just someone to listen?”
• “Everyone struggles sometimes. What part feels hardest right now?”
• “If you really cared, you’d try harder.”
• “Let’s break this into pieces so it doesn’t feel so overwhelming.”
• “It’s not that hard—other people figured it out.”
• “What’s worked for you in the past when things felt like this?”
• “You’re overthinking it.”
• “You’ve handled tough stuff before. What helped you then?”

Ask students to decide which statements support perseverance and which don’t.

This should be a class discussion.

Talking points, if needed:

Supportive statements acknowledge feelings and offer next steps.
Unhelpful statements minimize emotions or place blame.
Effective perseverance language focuses on progress, not pressure.

If discussion stalls, you can ask:
“Which statement from above would help you keep going?”
“Which one would make you want to shut down?”
“What makes the difference?”

Reinforce:
“The language we use matters. Strong accountability sounds encouraging, specific, and focused on next steps—not pressure or judgment.”

Closing statement:
“Today isn’t about talking more. It’s about recognizing what actually helps people keep going—and what doesn’t.”

Opening:
“Perseverance is easier when we don’t try to do everything alone. Accountability helps us stay focused, honest, and encouraged when things get hard.”

Explain:

Accountability Partners are not there to fix problems. Their role is to help us stay committed to our goals through questions, encouragement, and follow-through.

Introduce the three core ways Accountability Partners support perseverance.

Questions:
Explain that strong questions help someone think instead of shutting down. Questions should guide reflection and next steps, not assign blame. Share examples aloud such as asking what part feels hardest right now, what has worked before in a similar situation, or what one small step could be taken today.

Encouragement:
Explain that encouragement reminds someone they are capable and not alone. Encouragement should be specific and genuine. Share examples like recognizing effort even if the outcome wasn’t perfect, reminding a partner of past success, or naming strengths you’ve seen them show before.

Suggestions:
Explain that suggestions offer options, not commands. A good suggestion sounds supportive, not controlling. Examples include offering to study together, suggesting a break before trying again, or recommending a strategy that worked previously.

Pause briefly and say:
“Notice that none of these involve telling someone what they ‘should’ do. Accountability is about support, not pressure.”

Discussion:

Guide students through a short reflection to keep energy focused.
Ask them to think about one challenge they’ve faced this semester that required perseverance. Invite them to quietly consider which of the three supports—questions, encouragement, or suggestions—would have helped them the most in that moment.

Invite one or two volunteers to share which support they chose and why. Keep responses brief and modeled.

Closing:
“Perseverance grows when accountability feels safe, supportive, and focused on progress—not perfection.”

Purpose
Students actively identify and practice perseverance strategies by analyzing real-life challenges and deciding how to respond as leaders and Accountability Partners.

Setup
Post three large labels or write on the board:
Questions
Encouragement
Suggestions

Tell students that when someone struggles, perseverance is often supported through one of these three types of responses.

Activity
Divide the class into small groups of 3–4 students.

Explain:
“I will read a challenge aloud. Your group’s job is to decide what you would say to help this person persevere. You must choose whether your response is a question, encouragement, or suggestion.”

Read one scenario aloud.

Groups discuss briefly and agree on one response and which category it fits.

After 30–45 seconds, call on one group to share their response and identify the category. Then invite a different group to share a response from a different category.

Repeat with 3–4 scenarios.

Sample Scenarios:
A student studied hard but failed a test and feels like giving up.
An Accountability Partner keeps missing goals and feels embarrassed.
A classmate feels overwhelmed by a long-term assignment and keeps procrastinating.
A student is frustrated because improvement in a sport or skill feels slow.

Teacher Role During the Activity:
Affirm strong responses by naming what makes them effective.
Redirect if responses sound judgmental or unhelpful.
Keep the pace moving — this should feel quick and dynamic.

Reflection Wrap-Up:
Ask the class:
“Which type of response do you think helps most when things feel really hard — questions, encouragement, or suggestions?”

Close with:
“Perseverance grows when people don’t feel alone. The way we respond to each other matters.”

This lesson supports our schoolwide WIG that 100% of students and staff will participate in CLIMB.

When students practice perseverance, they learn that growth takes time, effort, and reflection. By using accountability partners, they also learn how leadership is supported through relationships, encouragement, and follow-through.

C – Communicate
Students practice using encouraging, respectful language to support themselves and others during challenges.

L – Lead
Perseverance shows leadership by choosing to keep going, even when progress feels slow or difficult.

I – Inspire
Encouraging others to persevere helps build confidence and motivation within the classroom community.

M – Motivate
Accountability partners help students stay focused, set small commitments, and follow through on goals.

B – Behavior
Students reflect on how their daily choices, responses to frustration, and willingness to seek support impact long-term success.

Topics:

Relevant Topic:

Would you rather give up the first time something feels hard — or struggle for a while but eventually succeed?
Silly Topic:

Would you rather have cake or ice cream everyday?

Connection: Even in debates, we practice using influence. Talking about values and talents reminds us that a mission statement blends both—it guides who we are becoming and how we impact others.

Set-Up:
Divide the class into two sides. Students may choose or be assigned.

Expectations:
– 1 minute prep time
– Each side takes turns sharing reasons (2 minutes each)
– Listen respectfully, no put-downs
– End with: “Did anyone change their opinion after hearing the other side?”