Stop, Think, and Be Mature

75 MINUTES

personal skills: professionalism

TEACHING RESOURCES

Bell ringer worksheet one per student

Small Slips of Paper 10 per student
Tear Sheets or large pieces of butcher paper two total
Markers
HDO#1: Mature or Immature Scenarios one per student IF PowerPoint is not available
HDO #2: Maturity at Work Reading (Lexile: 1070) one per student
HDO #3: Impulse Strategy Worksheet one per student
HDO #4: Read-Aloud Reading (Lexile: 1040) one per student IF PowerPoint is not available
3 x 5 note card one per student
Writing Surface/PowerPoint

DESIRED RESULTS
Established Goals:
SkillsUSA Framework Component: Personal Skills
Component Essential Element: Professionalism, Demonstrating Maturity
Common Core Standard(s):
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.RHST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
CCSS.ELA-Literacy.RHST.9-10.6
Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.

Understandings:
Students will understand that

Essential Questions:
What is maturity?
What are characteristics and traits of
maturity?
Why is maturity important?
How can I demonstrate maturity?

A mature individual seeks wisdom before

acting, which allows them to handle
unfavorable situations in a professional
manner.
A mature individuals decisions are based
on character, not feeling.
Maturity creates a positive environment
at home, school, and work, allowing
individuals to accomplish their goals and
tasks.
Maturity is an expected skill in the
workplace, especially when excellence is
expected at work.

Students will know

Students will be able to

Characteristics of maturity
The importance of being mature
How to demonstrate maturity in the
classroom and workplace

Explain importance and list five examples

of maturity
Demonstrate maturity by following the
four steps of the Impulse Strategy
Demonstrate three examples of maturity

ASSESSMENT EVIDENCE
Performance Tasks:

Other Evidence:

Verbal responses in Flashcard Circle

Example brainstorm
Brain surge
Double entry diary
Maturity connection

TEACHING/LEARNING PLAN
Key Terms:

Differentiation:

Maturity
Impulse

Group Reading: To accommodate

students with varying reading levels, the
reading can be completed within a group.
In the group, students can volunteer if
they want to read.
Audio Book: The teacher or another
student can record the reading to play
as an audio book. The audio book can
be downloaded for other students as
needed.
Group pairings: The teacher can predetermine pairs and groups to maximize
cooperative learning.

TIME LEARNING ACTIVITIES OUTLINE:

Outline of instructional sequence taking place.

3 min

Bell Ringer:
Post the bell ringer on PowerPoint or on the writing surface. Students will respond on
their bell ringer worksheet.
Describe a time when you displayed maturity through your actions
Ask two or three students to share their response with the class.
Share a personal example of when maturity was important in the workplace.

12 min

Interest Approach:
Post the statements from HDO #1 on PowerPoint, one statement per slide or provide a
copy of the handout to each student. Read aloud the first statement. Students should give
a thumb up if they believe this statement describes someone displaying maturity and a
thumb down if they believe it is an immature action. Then discuss the scenario as a class
using the guide below. Continue through all 10 scenarios. For immature actions, discuss
a mature way to handle each situation. Answers will vary, but be sure students consider
these ideas during the discussion:
1. Texting during the meeting is immature, especially since it is about something
personal, not work related. It would be mature to respond to the text during a
break.
2. Using Facebook during work is immature, unless it is a business or work page
and part of the job description.
3. These actions are mature. A mature person can win and lose graciously.
4. These actions are mature. A mature person accepts criticism and looks for ways
to improve.
5. This was a team project. The mature response would be to explain what roles or
tasks each person completed and admit the project did not turn out as well as the
team had hoped.
6. Refusing to work with others is immature. The mature action is to pair up with
the nearest person.
7. This has two parts. Violating dress code could be immature. The managers way
of handling the issue was also immature. The violators should not have been
named in an email to the entire staff. The manager should have either sent the
email as a reminder of the dress code, omitting all names, or found time to talk to
the violators on an individual basis.

8. These actions are mature. The pair immediately notified the instructor about the
broken item while they took responsibility for the mistake. They also offered to
make it right by paying to replace the glass beaker.
9. The slamming of the book and pouting are both immature actions. A mature
response would be to follow the instructions and resume learning as normal. A
bonus would be if the student apologized to the teacher after class.
10. Skipping the meeting was immature. The officer should have admitted he/she
made a mistake by forgetting and quickly tried to correct the action.
Point out maturity is a key component of professionalism and an important skill.

1 min

Preview Objectives:
The following objectives should be posted for students to view.
Explain importance and list five examples of maturity
Demonstrate maturity by following the four steps of the Impulse Strategy
Demonstrate three examples of maturity
State the objectives and offer clarifications (if needed).

35 min

Understanding #1
Ask students to individually think about the definition of maturity. Provide 30 seconds of
think time and then share with a partner for one minute. Ask two or three pairs to share
with the class.
Write the definition on the writing surface or display on PowerPoint. Students should
capture as notes.
Maturity: How well you are able to respond to situations, control your emotions
and behave in an adult manner when dealing with others
Refer students back to the interest approach. Ask students to think about some of the
mature actions that were described. Have two or three students share with the class.
Point out - these actions were professional because individuals were controlling their
emotions and responding in a positive, professional manner.
Ask students to think about how school would be if everyone, teachers included, acted
without professionalism and maturity. Allow 15 seconds of think time. Emphasize
maturity helps create a positive learning environment.
To learn more about the importance of maturity, provide students with four minutes to
read the Maturity at Work article (HDO #2).

Utilizing the Double Entry Diary, have students divide their notepaper into two columns.
In the left column, students will write specific information from the reading. This can
include factual information, quotes, or short passages. For this article, students should
write at least three pieces of information. In the right column, using prompts below,
students will respond to each piece of information they write. Allow six minutes for this
activity. Display these prompts on writing surface or PowerPoint:

This makes me wonder

This is important because
I dont understand
I can utilize this information when because
This makes me think of because

Facilitate a discussion about the reading and stems the students selected. Then ask these
questions:
What are the benefits to a company that has mature employees?
Answers will vary, but should include: Work flow, productivity, cooperation, more
profit, good communication, less mistakes
What benefits exist for the mature employee?
Answers will vary, but should include: Promotions, higher quality work, and
increased salary
Ask students to think of a situation in the classroom or laboratory when maturity
is important in order for learning to occur. Allow 20 seconds of think time before
sharing with a partner for one minute. Ask three or four students to share with the
class. Answers will vary, but could include: cooperative learning groups, individual
presentations, and when a substitute is present. Emphasize the importance of maturity in
all aspects of life.

20 min

Understanding #2
Maturity is based on our abilities to control our emotions. Put students into groups of
four. Provide each group several small slips of paper. Students will have one and a half
minutes to silently list examples of emotions, one example per slip of paper. Their ideas
should not be shown to other students. The goal is to create lots of examples!
After brainstorming, each group will select one person to read aloud the examples
to them. Then, the group will sort the examples into two piles, positive or negative.
Allow three minutes for reading and sorting. The instructor should write positive and
negative on the writing surface, leaving space between each word.
Next, groups will record their emotion examples onto the writing surface under the
correct heading.

The instructor should read through each list as students capture at least five positive and
five negative emotions in their notes.
Next, ask students to define impulse. Think for 30 seconds individually. Then provide
one minute to share with a partner. Ask two or three students to share with the class.
Write the definition on the writing surface or display on PowerPoint. Students will
capture as notes:
Impulse: a sudden strong and unreflective urge or desire to act
Explain that a mature person controls his or her emotions and impulses. This can be
achieved by using the Impulse strategy. Write the following on the writing surface for
students to capture as notes.
1. Stop and think
2. Breathe
3. Three Responses Do not speak until you have thought of three different
responses
4. Respond
Students will practice the Impulse strategy as they complete HDO #3. They will read the
scenario, create three different responses, select the best response, and then explain why
they chose that response. Allow students five minutes to use the Impulse Strategy. Then
have students share their responses with a partner for three minutes.
Facilitate a discussion about each scenario and the responses that students chose.
Encourage students to consider the value of controlling their impulses and emotions.
Utilizing a Brain Surge from SkillsUSA Accelerate (pg. 21), ask students to think about
emotions, impulses, and the Impulse strategy. They will have 45 seconds to write and
unload their knowledge. Then ask two or three students to share with the class.

15 min

Understanding #3
Utilize the Read-Aloud strategy, to help students understand how to respond maturely in
difficult situations. This text is an excerpt from The Heros Choice: Living from the Inside
Out. Provide students each a copy of the reading or display the reading on PowerPoint.
(Note: the asterisks on HDO #4 indicate places where the instructor will stop to talk
about the reading.) The instructor should read the text, stopping at each asterisk to think
out-loud. Some asterisks provide questions that can be asked to the students. Think time
should be provided and some answers can be shared aloud with the class.

 Hal hated Charlie, everything about him, from his knowing sneer to his rolling
swagger. When he saw him enter the restaurant with Keith, he wished fervently
(very strongly) he could get away and considered getting up and walking out
of the breakfast meeting, without a word to either of his two former partners.*
(Ask students if they have ever been in this situation, seeing someone that they
would prefer to avoid? How would they act in Hals position? Would they leave?
Following the Impulse Strategy, what are three responses he could have?) But
then he garnered (gather or collect) his faculties (mental and physical powers)
and decided to accept this reality. He would choose how to respond, and his
choice would be to be cordial (pleasant) and cooperative (working together for a
common purpose). He felt a surge of strength as he realized that handling himself
in a dignified manner with both these men would be a bigger personal victory
than if he met with Keith alone.* (Ask students if they agree this is a victory? What
would have happened if Hal followed his first gut feeling and left? What would the
two men have thought of him?)
- Excerpt from The Heros Choice: Living from the Inside Out
Point out that Hal paused to gather his thoughts before he responded. This allowed him
to demonstrate great maturity and professionalism.
The students are now ready to put their knowledge into practice with real-life situations.
Provide each student a 3x5 inch note card. Students will write down a difficult situation
that would require maturity to be handled properly. For example, The SkillsUSA advisor
informs you that you missed school yesterday so you cannot go on the field trip today.
Allow students one minute to record a scenario.
Use a Flash Card Circle from SkillsUSA Accelerate (pg. 36) for students to individually
demonstrate mature responses. Students will form two circles, one inside the other.
The inner circle faces outward, the outer circle faces inward so each student ends up
facing another student. When the activity beings, Partner A will read his or her situation
card. Partner B will describe how he or she would handle the situation in a mature
way. Then Partner B will read his or her situation card and Partner A will describe a
mature response. Partners should thank each other for sharing and switch cards. (Note:
Switching cards is a modification to this strategy. It allows students to experience a
greater variety of situations.) When instructed, everyone in the inner circle moves one
place to the right. The activity is repeated with the new partner. Allow enough time for
each student to partner with at least three students.

Facilitate a class discussion to share some of the most difficult situations discussed. Ask
for a volunteer to share a challenging situation and how they responded. Record this on
the writing surface or PowerPoint. Students should capture in their notes. Then allow
students one minute to respond in their notes to the situation. Ask two or three students
to share with the class. Repeat this two or three times with different scenarios.

6 min

Review/Closure:
Display the following headings on separate tear sheets, placed on opposite classroom
walls:
We demonstrate maturity at home by:
We demonstrate maturity at school or work by:
Next, ask students to think of two ways they will demonstrate maturity this week, one
home and one at school or work. Provide students one minute to record their responses
in their notes. Then have students record them on the corresponding tear sheet. When
all students are finished, the instructor will read through the examples of maturity on
both sheets. Remind students they are going to demonstrate maturity this week. The
tear sheets will remain in the classroom to help everyone remember the importance
of maturity. As students accomplish their maturity goal, they should place a check
mark beside the example on the tear sheet. (Note: The instructor might choose to have
a maturity celebration when all examples are checked off. Feature mature foods
including: cheese, fruits, and vegetables.)

End of Year Evidence:

Read-Aloud comments from Understanding #3

Extended Learning Application:

What additional opportunities can be offered for the students to be equipped in exploring and
experiencing the framework and standard(s) being taught through career readiness?
How will students continue to practice the use of the skill or knowledge on their own?

Extended classroom activity:

Using the Role Play from SkillsUSA Accelerate (pg. 60), divide students into groups to write
scripts that showcase examples of maturity in real-life situations.
Have students keep a daily or weekly Feelings Journal. They will identify what was
happening, how they were feeling (negative or positive), how they reacted, and what they
will do next time.

SkillsUSA:
Create a bulletin board promoting maturity in technical competitions to be placed near the
classroom. A bulletin board for sports could be displayed near the gymnasium or outside the
locker room.
Work with the guidance counselor to facilitate a lesson for a middle school class about
maturity in school and at home. The lesson should encourage students to pause and think
before responding in difficult situations. The lesson should promote the benefits of a
positive learning environment.

Workplace:
Have students organize and work a concession stand for a school or community event.
Prior to serving, prepare students by reviewing the importance of customer service and
the Impulse Strategy. Prior to the event, the instructor will select three or four customers
to role-play the difficult customer (i.e. my food is cold, you gave me the wrong amount of
change, what is the nutritional content of the pizza). Observe how students respond to these
individuals. Following the event, ask the difficult customers to visit the class and discuss
the importance of maturity in all work.
Utilize Create the Ideal from SkillsUSA Accelerate (pg. 31) to have students outline a detailed
company policy regarding acceptable workplace behavior. The policy should include
rules and consequences of immature behavior including jokes, pranks, profanity, sexual
harassment, tantrums, pouting, and participating in cliques. Students should establish
some sort of points or write up system to enforce the policy. Ask a local business owner
or manager to critique the policies. The class can then create one policy to be adopted and
signed by all members of the class.

References
http://www.yourdictionary.com/emotional-maturity
http://www.careerpath360.com/index.php/maturity-at-work-as-a-tool-to-keep-moving-on-inyour-career-2841/
http://www.theheroschoice.com/2011/01/01/how-to-become-emotionally-mature/
Accelerate, Effective Strategies to Enrich Student Learning. SkillsUSA publication.

10

HDO #1
Mature or Immature Scenarios
Read each statement and decide if the action is mature (thumb up) or immature (thumb down).
1. An employee is texting a friend about tonights ballgame during the weekly department
meeting at work.
2. An employee posts a personal Facebook update during the workday.
3. Following the announcement of the results at the SkillsUSA championships, the second place
winner immediately congratulates the winner and tells them they did a great job.
4. After learning that an employee did not receive a good work evaluation, the employee asked
the manager to explain the expectations and for advice about how to improve for the next
evaluation.
5. A team project at work does not go well. When asked about the failure, the employee quickly
blames a co-worker for everything bad about the project.
6. During class, students are instructed to find a partner. The student walks past three other
students before finding a friend to partner with for the activity.
7. A manager feels an employee is violating the company dress code. To fix this, the manager
sends an e-mail to the entire staff addressing the issues and the names of those employees
caught ignoring the rules.
8. Two students are partners for a lab experiment. A mistake is made and a glass beaker is
broken. The pair immediately notifies the instructor the beaker was broken and offers to pay
to replace the broken item.
9. During class, a student speaks out of turn. The teacher quickly corrects the student and asks
them to wait their turn. The student slams their book shut and stares at the clock for the rest
of the class period.
10. One of the SkillsUSA chapter officers volunteered to ask the school principal about having a
recruitment activity on Saturday. The officer forgot so the officer skips the next meeting.

11

HDO #2
Maturity at Work Reading
(Page 1 of 2)
This reading was taken from: http://www.careerpath360.com/index.php/maturity-at-work-as-a-tool-to-keep-movingon-in-your-career-2841/ (Lexile: 1070)

Maturity at Work as a Tool to Keep Moving on in your Career

Being mature at work is beneficial for everyone. It helps a company operate smoothly by maintaining
workflow, increasing productivity and improving employee cooperation. Most importantly, it will
earn a company more money. Therefore, mature employees are valued by upper management and,
consequently, they will move up in their careers at a faster rate.
On the other hand, immature employees gossip, get behind in their work duties, cause disputes in
the office, disrupt other employees, slow workflow and generally cost a company significant money
due to their negligence. If a company has all immature employees, the company will fail.
Hence, maturity in the workplace helps a company succeed. When a company succeeds, upper
management is very pleased. They can tell the mature employees are producing higher quality and
quantity of work, making decisions to help the company prosper and helping the work environment
function smoother.
That is why mature employees are getting more promotions and doing so at quicker rates. The
following are some examples of how maturity helps a company thrive and why it would help an
employee to prosper in their career.
Maintaining workflow. Mature employees work continuously; they are always doing something that
will contribute to the organization they work for. They are at work to work, plain and simple. They
keep a consistent and steady workflow with their tasks. Workflow that continues, and does not get
backed up, is very helpful to a company. It is the reason the company is alive. Upper management
notices employees who work constantly, and they will reward them with higher pay and positions.
Increasing productivity. In addition to keeping the work moving along at a steady pace, maturity in
the office increases work production. When an immature employee is replaced by a mature one,
much more work will get done. The more productive employees are, the fewer employees are
needed, which saves the company money. This makes upper management very happy and they will
compensate these employees with bonuses and promotions.

12

HDO #2 (Page 2 of 2)
Improving employee cooperation. Mature employees communicate more effectively and have improved
temperament, leading to employee cooperation and collaboration. This benefit is on a different level
than workflow and productivity, because it has to do with human interaction, but it is also important
for helping a company succeed. For example, an office of mature employees will get along better,
have improved team functioning, and will have superior communication. This leads to less mistakes,
higher quality work, and a more pleasant work environment. These are all positive attributes that a
company desires, Upper management will appreciate and give credit to those employees who make it
happen.
Mature employees means higher company worth. Clearly, maturity in the office means a higherfunctioning and smoother-operating company. The company will make more money, just from a
mature employee replacing an immature one. It is very important to be mature at work, to gain the
respect of others and thyself, and those who are will be well-rewarded by upward movement in their
careers.

13

HDO #3
Impulse Strategy
Scenario 1: The person next to you keeps tapping the desk during an exam.
Scenario 2: You have been saving money to help pay your registration for the National Leadership
and Skills Conference. Today at the mall you find a new jacket you really want to buy.
Scenario 3: You were supposed to have Friday night off from work, but notice another employee has
switched shifts with you, without asking.
RESPONSE 1

SCENARIO
1

SCENARIO
2

SCENARIO
3

14

RESPONSE 2

RESPONSE 3

CHOSEN
RESPONSE

WHY CHOSEN

HDO #4
Read-Aloud Reading
Reading taken from: http://www.theheroschoice.com/2011/01/01/how-to-become-emotionally-mature/
(Lexile: 1040)

Hal hated Charlie, everything about him, from his knowing sneer to his rolling swagger. When he
saw him enter the restaurant with Keith, he wished fervently* he could get away and considered
getting up and walking out of the breakfast meeting, without a word to either of his two former
partners.* But then he garnered* his faculties* and decided to accept this reality. He would choose
how to respond,* and his choice would be to be cordial* and cooperative.* He felt a surge of strength
as he realized that handling himself in a dignified manner with both these men would be a bigger
personal victory than if he met with Keith alone.*
- Excerpt from The Heros Choice: Living from the Inside Out

15