Role-Play Scenarios Handout

Below are four realistic classroom scenarios. In your small group, rotate through the roles of Student, Teacher, and Observer. After each round, debrief: What did the teacher do well? What could be adjusted?

Scenario 1: Reading Aloud Worries

Context: A 4th grader, Maya, hesitates when it’s her turn to read aloud. Her face becomes flushed and she looks toward the door, ready to flee.

• Student Role: Express Maya’s racing thoughts (“What if I stumble over the words?”). Show body language (fidgeting, shifting eyes).
• Teacher Role: Gently encourage Maya, decide whether to offer an alternative strategy (e.g., reading a shorter passage first) or a private check-in.
• Observer Role: Note the teacher’s verbal tone, pacing, and use of supportive language.

Scenario 2: Test Preparation Panic

Context: Jamal, a 6th grader, approaches you before a big math quiz saying, “I studied all weekend but I’m so scared I’ll forget everything.” He’s gripping his pencil tightly, shoulders hunched.

• Student Role: Voice worries aloud, ask repetitive questions (e.g., “Will they ask fractions again?”).
• Teacher Role: Validate his concern, model a calming strategy (deep breathing or a “brain break”), and plan a quick pre-test check-in routine.
• Observer Role: Record how the teacher balances empathy with practical reassurance.

Scenario 3: New Student Separation Anxiety

Context: Sophia, new to 5th grade, arrived late today and clutches her backpack straps. At recess, she stands alone and avoids eye contact.

• Student Role: Exhibit quietness and reluctance to join peers.
• Teacher Role: Approach Sophia, offer a structured peer-buddy activity or brief check-in question (“What’s one thing you like about recess?”).
• Observer Role: Observe how the teacher invites engagement without pressure.

Scenario 4: Group Work Overwhelm

Context: During a small-group science project, Luis becomes silent when his teammates ask for his input. He taps his notebook anxiously and stares at the floor.

• Student Role: Show anxiety through mumbling, shrugging, or nervous laughter.
• Teacher Role: Use a quick anxiety check-in prompt, redirect by assigning Luis a low-stakes role (e.g., drawing diagrams) and praise his effort.
• Observer Role: Note how the teacher adjusts roles to match the student’s comfort zone.

After you complete all four scenarios, regroup for a full-class debrief:

1. Which strategies felt most natural?
   
   
   
2. What challenges arose when trying to implement these approaches?
   
   
   
3. How might you adapt a scenario’s strategy for your own classroom context?
   
   
   
   
   
   

Feel free to jot notes in your Reflection Journal Template linked here: Reflection Journal Template.

Deep Breathing Exercise Guide

Purpose

Help students settle their minds and bodies by using simple, structured breathing techniques. Regular practice can reduce anxiety, improve focus, and create a calm classroom climate.

Materials Needed

• Quiet space or corner of the classroom
• Timer or stopwatch (phone, timer app, or classroom timer)
• Optional: visual cue (bell chime, breathing ball, breathing poster)

Step-by-Step Instructions

1. Introduce the Why (2 minutes)

   • Explain that controlled breathing sends a message to our bodies that
     it’s safe to relax.
   • Share a quick fact: “Deep breathing can lower the heart rate and calm
     the mind in under a minute.”

2. Demonstrate Posture & Hand Placement (1 minute)

   • Stand or sit upright—shoulders relaxed, both feet on the floor.
   • Place one hand on the chest, one on the belly to feel the breath.

3. Lead 3-Step Breathing (3 minutes)

   • Inhale: Breathe in slowly through the nose for 4 seconds, feeling
     the belly rise.
   • Hold: Pause and hold the breath for 2 seconds.
   • Exhale: Release the breath gently through the mouth for 6 seconds,
     feeling the belly fall.
   • Repeat this cycle 4–5 times while you count aloud or use a visual cue.

4. Practice a “Mindful Moment” Pause (1 minute)

   • After the 3-step cycle, encourage students to pause for 30 seconds and
     observe how they feel.
   • Prompt them: “Notice any changes in your thoughts or body.”

5. Guided Routines & Cues (ongoing)

   • Decide on a daily cue: start of class, after recess, before tests.
   • Use a consistent signal: a calming chime, a bell, or a breathing poster.
   • Keep each practice to 1–2 minutes so it remains a quick reset.

Tips for Teachers

• Model It Fully: Practice the sequence yourself with clear, calm voice.
• Normalize the Practice: Emphasize that everyone struggles sometimes—
  deep breathing is a tool for all.
• Build Ownership: Invite students to name the breaths (e.g., “Calm Breaths,”
  “Power Breaths”).
• Track Progress: Keep a simple chart of daily practice to celebrate consistency.

Reflection & Planning

1. When will you schedule your first class‐wide breathing break?

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2. What cue will you use to signal the breathing exercise?

3. How might you involve student leaders in guiding the breaths?

Notes & Observations:

Reflection Journal Template

Use this journal to reflect on observed student anxiety, plan targeted strategies, and anticipate challenges. Write as honestly and thoroughly as possible.

1. Observing Anxiety in Your Classroom

Think of a recent moment when you noticed a student experiencing anxiety. Describe the situation, the student’s behavior or physical signs, and how you initially responded. What did you learn from this observation?

2. Planning New Strategies

Select up to three strategies from today’s session (Deep Breathing Exercise Guide, Role-Play Scenarios Handout, etc.) that you will implement in your classroom. For each strategy, complete the following:

1. Strategy Name: ___________________________________________
   • Implementation Timeline (when?): _________________________
   • Resources/Supports Needed: ______________________________
   • Success Indicator (how will you know it’s working?): ________
     
     
     
     
     
     
     
2. Strategy Name: ___________________________________________
   • Implementation Timeline (when?): _________________________
   • Resources/Supports Needed: ______________________________
   • Success Indicator (how will you know it’s working?): ________
     
     
     
     
     
     
     
3. Strategy Name (optional): __________________________________
   • Implementation Timeline (when?): _________________________
   • Resources/Supports Needed: ______________________________
   • Success Indicator (how will you know it’s working?): ________
     
     
     
     
     
     
     

3. Identifying Challenges & Solutions

Anticipate potential barriers to implementing these strategies (time constraints, student resistance, lack of resources). For each barrier, propose at least one solution or adaptation.

Barrier 1: _________________________________________________

• Proposed Solution: _________________________________________
  
  
  
  
  
  
  

Barrier 2: _________________________________________________

• Proposed Solution: _________________________________________
  
  
  
  
  
  
  

Barrier 3 (optional): _______________________________________

• Proposed Solution: _________________________________________
  
  
  
  
  
  
  

4. Looking Ahead

What is one small change you will commit to making this week to support anxious students? How will you track your progress and celebrate success?















Return to this journal regularly to note observations, adjust your action plan, and celebrate growth.

Exit Ticket

Take a Post-It note and respond to the prompts below. When time is up, stick your note on the board.

1. One key insight I’ll implement in my classroom:




2. One lingering question or concern I still have: