Barrier Busters Session 1 Script

Purpose: Guide students through a role-play to learn three self-management strategies for overcoming barriers.

Teacher stands by the chart titled “Barriers & Strategies.”

Teacher: “Good morning, everyone! Today we are going to be Barrier Busters—that means we will learn how to beat tough spots, or barriers, that get in our way. Remember, a barrier is something that stops us from doing what we want or need to do.”

Pause for students to think.

Teacher: “I’m going to show you a barrier I’m facing right now.”

Teacher picks up one of the obstacle cards from Barrier Busters Session 1 Obstacle Cards, showing a picture of someone struggling to tie their shoe.

Teacher (with a frustrated face): “Oh no! I’m trying to tie my shoe, but I just can’t get the knot right. My fingers feel wobbly, and I want to give up!”

Look at students.

Teacher: “What could I do first to help me feel better and ready to try again?”

Wait 5–10 seconds for responses. If needed, prompt:

Teacher: “Raise your hand if you think I should do something to calm down.”

When a student suggests breathing, nod and respond:

Teacher: “Yes! Great idea. I will take a deep breath.”

Teacher inhales and exhales dramatically. Then write on the chart:

• Take a deep breath

Teacher: “Let’s all practice—breathe in… and breathe out. Nice work!”

Teacher: “Now that I feel a little calmer, I still need to tie my shoe. What’s my next step? How can I make this big task easier?”

Wait for students. If no one answers, ask:

Teacher: “Should I try to do it in one big step, or can I break it down?”

When a student says break into parts, respond:

Teacher: “Exactly! I can break the task into smaller parts.”

Write on the chart:

• Break the task into smaller parts

Teacher: “Step one: cross the laces. Step two: make a loop. Step three: wrap the lace around and pull. Let’s say those steps together.”

Lead students verbally:

Teacher and students together: “Cross laces. Make a loop. Wrap and pull.”

Teacher: “I’m almost there, but I’m still stuck on the last step. What else could I do?”

Listen for “ask for help.”

Teacher: “Yes—you could always ask for help.”

Write on the chart:

• Ask for help

Teacher: “I could ask a friend or an adult, ‘Will you help me finish tying my shoe?’”

Mime asking for help from an imaginary friend or student.

Teacher: “Let’s read our three strategies together. Ready?”

Point to each bullet as students respond.

Teacher and students together:

1. Take a deep breath
2. Break the task into smaller parts
3. Ask for help

Teacher: “Fantastic! These three steps can help us with lots of barriers, not just shoes. Next, we’ll practice with cards in pairs!”

Transition to Guided Practice.

Teacher: “Okay, everyone, it’s time to become Barrier Busters in pairs. I’ll hand out two Obstacle Cards to each pair. Talk about how you’d use our three strategies. I’ll come around to listen and cheer you on!”

End of Script

Session 1 Obstacle Cards

These cards depict simple challenges (barriers) that K–2 students might face. Print and cut apart each card. Use them in pairs during Guided Practice to talk through solutions using our three strategies.

Cards:

1. Tying Shoes
   A child looking frustrated while trying to tie a shoelace.
   
   
   
2. Opening a Snack
   A child pulling at the top of a juice box with a straw stuck inside.
   
   
   
3. Finishing a Puzzle
   A child staring at a puzzle piece that doesn’t seem to fit.
   
   
   
4. Writing a Letter
   A child holding a crayon over a piece of paper, unsure where to start.
   
   
   
5. Putting on a Jacket
   A child wiggling to get one arm into a sleeve.
   
   
   
6. Cleaning Up Toys
   A child looking overwhelmed by a pile of blocks on the floor.
   
   
   
7. Climbing the Playground Steps
   A child paused at the bottom of a slide ladder, looking nervous.
   
   
   
8. Sharing a Toy
   Two children both reaching for the same toy truck at once.
   
   
   

Session 1: I Can Overcome

Name: ________________________ Date: _______________

1. Draw a barrier you face. (A barrier is something that stops you from doing what you want.)
   
   
   
   
   
   
   

2. Draw or write one way you can overcome this barrier using our strategies.
   
   
   
   
   
   
   
   
   
   
   

3. Which strategy will you use? Circle one:

   Take a deep breath   Break the task into smaller parts   Ask for help

4. Draw how you will feel after you overcome the barrier.
   
   
   
   
   
   
   

Great job, Barrier Buster! 🎉

Barrier Busters Session 2 Script

Purpose: Guide students through a role-play to learn three emotion-management strategies for overcoming feelings that get in our way.

Teacher stands by the chart titled “Feelings & Strategies.”

Teacher: “Good morning, Barrier Busters! Today we are going to learn how to manage feelings that can stop us from doing our best. Feelings like frustration or nervousness can be our barriers. When we know how to handle them, we can keep going!”

Teacher points to chart paper.

Teacher: “First, let’s name some feelings that can get in our way. Raise your hand and tell me one feeling you’ve had when something was hard.”

Pause for 2–3 volunteers. Teacher echoes each response and lightly writes “Frustration,” “Nervousness,” or similar on chart paper.

Teacher: “Great! Today we’ll learn three strategies to help us feel calm and brave when these feelings show up.”

Teacher holds up an Emotional Obstacle Card from Barrier Busters Session 2 Emotional Obstacle Cards, showing a child frowning at a blank drawing page.

Teacher (looking worried): “Oh no! I want to draw a fun picture, but I don’t know what to draw. I feel stuck and frustrated!”

Teacher places card on the floor or chart ledge.

Teacher: “What could I do first to help me feel a little calmer?”

Wait 5–10 seconds.

Teacher: “If you think I should calm down, show me by wiggling your fingers.”

Accept responses. When a student says to take a deep breath:

Teacher: “Yes! I will take a deep breath.”

Teacher inhales and exhales slowly, modeling calm. Then writes on chart:

• Take a deep breath

Teacher: “Let’s all practice: Breathe in… (pause)… and breathe out. Wonderful!”

Teacher: “I feel a bit better, but I’m still not sure what to draw. What could I say to myself to help me believe I can do it?”

Wait for students. If needed, prompt:

Teacher: “Should I tell myself, ‘I can do this!’ or ‘I’ll never get it right!’?”

When a student volunteers positive self-talk:

Teacher: “Exactly! I can say, ‘I can do this!’”

Write on chart:

• Use positive self-talk (‘I can do this!’)

Teacher: “Everyone say it with me: ‘I can do this!’ Great job!”

Teacher: “Now I feel braver, but I’m still stuck drawing my picture. What else could I do?”

Listen for “ask for help.”

Teacher: “Yes—you could always ask for help.”

Write on chart:

• Ask for help

Teacher: “I could say to a friend, ‘Will you help me think of an idea for my drawing?’”

Mime asking a friend nearby.

Teacher faces the class.

Teacher: “Let’s read our three strategies together. Ready?”

Point to each bullet as students respond.

Teacher and students together:

1. Take a deep breath
2. Use positive self-talk (‘I can do this!’)
3. Ask for help

Teacher: “Fantastic! These strategies help with any emotional barrier.”

Transition to Guided Practice.

Teacher: “Next, we’ll work in groups of three. I’ll give each group two Emotional Obstacle Cards from Barrier Busters Session 2 Emotional Obstacle Cards. Talk together about which strategy or strategies would help the character feel better and try again. Then, let’s role-play your solution!”

Teacher: “Let’s bust those feeling barriers together!”

End of Script

Session 2 Emotional Obstacle Cards

These cards depict common emotional barriers that K–2 students might encounter. Print and cut apart each card. Use them in small groups during Guided Practice to discuss which strategies (take a deep breath, use positive self-talk, ask for help) could help the character overcome the feeling.

Cards:

1. Stage Fright (Show-and-Tell)
   A child hesitating at the front of the class, hands shaking and face looking nervous.
   
   
   
2. Sad Over Losing a Pencil
   A child sitting at a desk, head down, looking at an empty pencil spot with a frown.
   
   
   
3. Impatient Waiting
   A child tapping their foot and crossing their arms while waiting in line for a turn.
   
   
   
4. Anxious About a New Activity
   A child clutching their arms, standing beside a new game or center, looking unsure.
   
   
   
5. Frustrated by a Messy Drawing
   A child scrunching up paper and crumpling a drawing, looking annoyed.
   
   
   
6. Upset by a Wrong Answer
   A child with tearful eyes, looking at a worksheet with an “X” mark.
   
   
   
7. Jealous of a Friend’s Success
   A child watching a peer receive a sticker, feeling left out and upset.
   
   
   
8. Embarrassed After Tripping
   A child on the floor after a small trip, holding knees and looking embarrassed.
   
   
   

Session 2: My Barrier Map

Name: ________________________ Date: _______________

1. Draw an emotional barrier you’ve felt. (A feeling that stops you from doing what you want.)
   
   
   
   
   
   
   

2. Circle the feeling you felt:

   Frustration   Nervousness   Sadness   Impatient   Jealousy   Embarrassment

3. Draw or write one strategy you can use to overcome this feeling. (Use one of our strategies: Take a deep breath, Use positive self-talk (“I can do this!”), Ask for help.)
   
   
   
   
   
   
   
   
   
   
   

4. How will you feel after you use your strategy? Draw or write.
   
   
   
   
   
   
   

Great job, Barrier Buster! 🎉

Barrier Busters Session 3 Script

Purpose: Review our self-management strategies, guide students through a rotating obstacle-course practice, and celebrate their Barrier Buster successes.

Teacher stands by the chart titled “Barrier Buster Champions.”

Teacher: “Good morning, Barrier Busters! Today is our final session, and I’m so excited to see how you use your super strategies. Who can remind us of our three Barrier Buster strategies? Let’s say them together!”

Wait for students to respond. If needed, prompt with each bullet:

Teacher and students together:

1. Take a deep breath
2. Break the task into smaller steps
3. Ask for help

Teacher: “Fantastic! You’ve used these to beat so many barriers already.”

Teacher points to the chart.

Teacher: “Who would like to share one barrier they’ve overcome and which strategy helped?”

Invite 2–3 volunteers and provide positive feedback:

Teacher: “Great job, Maya! You used a deep breath when you felt nervous. Well done!”

Transition to Station Tour & Instructions.

Teacher: “Now it’s time for our Barrier Buster Obstacle Course! We have four stations set up around the room. At each station, you’ll see a card from Barrier Busters Session 3 Obstacle Course Cards. Here’s what you’ll do at each station:”

1. “Read the barrier scenario on your card.”
2. “Talk with your group: Which one of our three strategies will work best?”
3. “Act out your plan or explain it to your friends.”

Teacher holds up one card and models:

Teacher: “For example, here’s a card showing ‘A child overwhelmed by a big pile of blocks to clean up.’ My group might say, ‘Take a deep breath first,’ then ‘Break the cleanup into smaller parts—pick up five blocks at a time,’ and if we’re still stuck, we could ‘Ask for help.’ Let’s all say those steps.”

Teacher and students together: “Deep breath… small parts… ask for help!”

Teacher: “Perfect!”

Teacher: “I will point to your group and tell you which station to start at. We’ll spend 3 minutes at each station. When you hear the chime or I say ‘Switch!’, rotate clockwise to the next station.”

Teacher: “Remember to use your inside voices, share ideas, and cheer each other on. Are you ready?”

Students: “Yes!”

Teacher: “Let’s go!”

Obstacle Course Practice (Teacher circulates and uses timer):

3-minute intervals, cue “Switch!” and rotate until all groups have visited each station.

Transition to Reflection & Sharing.

Teacher: “Great work, everyone! Please come back to the carpet. Now we’ll reflect on your Barrier Buster practice.”

Hand out Barrier Busters Session 3 Reflection Worksheet.

Teacher: “On your worksheet, draw or write:

1. One barrier you practiced today
2. The strategy you used
3. How you felt after you used it”

Teacher: “Take a few minutes to work on your reflection. I’m here to help!”

After reflections begin, cue volunteers.

Teacher: “Who would like to share their barrier and strategy first?”

Invite 2–3 students to share.

Teacher: “Thank you for sharing, Liam! You said ‘I asked for help and I felt proud.’ That’s wonderful.”

Celebration & Closure.

Teacher: “You all have done an amazing job learning how to overcome barriers. I am so proud of you!”

Hand out Barrier Buster Champion stickers or badges to each student.

Teacher: “Wear your sticker proudly and remember: whenever you face a challenge, be a Barrier Buster! You can take a deep breath, break it into steps, or ask for help. Keep practicing these strategies every day. Class dismissed!”

End of Script

Session 3 Obstacle Course Cards

These cards present barrier scenarios for the stations during the rotating obstacle course. Print and cut apart each card. At each station, discuss which strategy you’ll use and act out your plan.

Cards:

1. Block Cleanup Overload
   A child staring at a large pile of blocks on the floor, hands on hips, looking overwhelmed.
   
   
2. Joining a New Game
   A child standing beside a group of friends playing a game, arms crossed, looking nervous.
   
   
3. Stuck on a Puzzle Piece
   A child frowning at a puzzle piece that won’t fit, one hand on their forehead in frustration.
   
   
4. Snack Struggle
   A child pulling at a sealed juice pouch or snack container, looking frustrated and stuck.
   
   
5. Tying Shoes Under Time
   A child with a shoe untied, glancing at a timer, feeling rushed.
   
   
6. Sharing a Favorite Toy
   Two children both reaching for the same toy truck, looking upset.
   
   

Session 3: Reflection Worksheet

Name: ________________________ Date: _______________

1. Draw or write one barrier you practiced today.
   
   
   
   
   
   
   

2. Which strategy did you use? (Circle one)

   Take a deep breath  Break the task into smaller steps  Ask for help

3. Draw or write how you felt after using your strategy.
   
   
   
   
   
   
   

Great job, Barrier Buster Champion! 🎉