We Have Choices: Self-Management for School Success (FREE)

Teachers, join this innovative 4th and 5th grade research study on student self-management skills

This Fall 2023 opportunity includes FREE videos, lesson plans, and posters for your classroom and will help develop student self-reflective skills.

Calling all 4th and 5th grade teachers!

Helping students develop self-reflection and self-management skills will help them find success in the classroom and in the future. We Have Choices is a 9-week self-management curriculum for 4th and 5th graders consisting of quick, engaging lessons that can fit easily into the week.

Daily Self-Management includes:

Self-monitoringStudents learn to checkin with themselves.

Self-recordingStudents learn to write down how they think and act.

Self-evaluationStudents rate their thoughts and actions and look for patterns.


Students learn to connect their thoughts and actions to their classroom behavior.

Are you a 4th or 5th grade teacher?



Do you want your students to learn self-management skills?



Can you spend approximately 45 minutes per week?



We Have Choices Recruitment Video

We Have Choices comes with tools and resources to assist instructors

  • A Teacher's Guide with Lesson Plans
  • Engaging videos that teach the skills
  • My Daily Tracker student booklets
  • Eight colorful classroom posters

Weekly video lessons present an entertaining game show that demonstrates skills and engages students. My Daily Tracker student booklets support self-management routines that are easily incorporated into regular classroom activities.

My Daily Tracker

Teachers report that students love the tracker. "They actually ask to use it!"

Students learn to apply self-management strategies to these critical classroom skills:

  • Pay Attention
  • Focus on the Task
  • Ask For Help
  • Do Your Best Work
  • Get Along
  • Participate
  • Manage Feelings
  • Follow Class Expectations
Fill out my online form.

*We Have Choices is part of a research grant funded by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A190478 to Oregon Research Institute with a subaward to Iris Media. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.