Facilitator’s Coaching Script

Welcome & Warm-Up (5 minutes)

Teacher: “Good afternoon, everyone! Welcome back to our Behavior Booster group.”

Teacher: “Today we’ll practice self-regulation skills together. Before we begin, let’s remind ourselves of our group norms: respect, listening, and sharing.”

Teacher: “Who can tell me one of our norms and why it’s important?”

Wait for response.

Teacher: “Thank you! Remember, when we follow these norms, everyone feels safe to share.”

Teacher: “Let’s do a quick ice-breaker. I’d like each of you to name one feeling you’ve had this week. I’ll start: I felt excited when I finished my book last night. Now it’s your turn.”



Use emotion cards for students who need support.
For ELL students, offer the sentence frame: “I feel __ when __.”

Teacher (Advanced): “If you’d like, add one coping strategy you used when you felt that way.”

Mini-Lesson: Self-Regulation Roadmap (10 minutes)

Teacher: “Today we’re learning the Self-Regulation Roadmap. This tool helps us manage our thoughts, feelings, and actions.”

Teacher: “On Slide 1 of the Self-Regulation Roadmap Slide Deck, you see four steps: Notice, Name, Choose, Do. Let’s explore each one.”

Step 1: Notice

Teacher: “Notice means pausing to pay attention to what’s happening inside you. Think about signals in your body or mind—like a racing heart or a worry.”
Teacher: “What is one signal you notice when you feel upset or distracted?”
Record answers on the board.

Step 2: Name

Teacher: “Now that we notice, we give it a name. We say, ‘I am feeling ___.’”
Teacher: “What word would you use if you felt nervous or frustrated?”
Echo student responses: “Great, ‘anxious’ is a clear label.”

Step 3: Choose

Teacher: “Next, we choose a strategy to help us feel better or refocus. Examples: take three deep breaths, count to five silently, or ask for a short break.”
Teacher: “What’s a healthy strategy you could choose?”
Build a list on the board.

Step 4: Do

Teacher: “Finally, we do the strategy we chose and notice the result.”
Teacher: “If I notice my hands shaking during a test, I can choose to take three deep breaths. Then I observe how I feel afterward.”

Differentiation:

• Advanced: Link each step to a school task (e.g., noticing distraction during reading).
• Support: Hand out a printed roadmap.
• ELL: Pair students for brief discussion in their first language.

Guided Goal-Setting Activity (10 minutes)

Teacher: “Now, I want you to pick one step of the roadmap you’d like to practice this week.”
Teacher: “Open your Goal-Setting Journal to the SMART Goals page.”

Teacher (modeling): “Here’s my example SMART goal:
• Specific: I will notice when my mind wanders in class by putting my hand on my desk.
• Measurable: I will do this at least three times per day.
• Achievable: I can check off each time I notice and record it.
• Relevant: It helps me focus.
• Time-bound: I will practice this each school day this week.”

Teacher: “Now it’s your turn. Write down your goal. Think:
• What exactly will you notice, name, choose, or do?
• How will you know you’ve succeeded?
• When will you practice it?”



Circulate, offer feedback, and mark progress on the Self-Regulation Progress Rubric.

Differentiation:

• Advanced: Set two SMART goals or add “What barrier might you face?”
• Support: Use fill-in-the-blank goal templates.
• ELL: Provide bilingual word banks and visuals.

Reflection & Wrap-Up (5 minutes)

Teacher: “You all did great work setting SMART goals! Who would like to share their goal or one strategy they plan to use?”
Allow 2–3 volunteers.

Teacher: “Thank you for sharing. That’s a clear, achievable goal.”
Teacher: “Remember, each session we’ll track your efforts on the rubric and celebrate progress.”

Teacher: “Next time, we’ll look at how to celebrate our success and adjust goals if needed. Have a wonderful day practicing your strategy!”

Differentiation:

• Advanced: Ask volunteers how they would teach their strategy to a peer.
• Support: Accept drawings or bullet points instead of full sentences.
• ELL: Encourage spoken responses supported by visuals.

Goal-Setting Journal

1. Weekly Reflection

Select one step from the Self-Regulation Roadmap that you practiced this week. Describe how you used it and how it helped you manage your thoughts, feelings, or actions.

2. Celebrating Success

Think of a moment this week when you felt proud of using your self-regulation strategy. What happened? How did you notice your progress?

3. Overcoming Challenges

Recall a time when applying your chosen step was difficult. What barrier did you face? What did you try, and what could you do differently next time?

4. Setting a New SMART Goal for Next Week

Use the template below to plan your goal:

• Specific: What exactly will you do?
  
  
  
  
  
  
• Measurable: How will you track your progress?
  
  
  
  
  
  
• Achievable: Why is this goal realistic for you?
  
  
  
  
  
  
• Relevant: How does this goal help you in school or home?
  
  
  
  
  
  
• Time-bound: When will you start and finish?
  
  
  
  
  
  

5. Action Steps

List 2–3 specific actions you will take each day to reach your goal.

6. Accountability & Support

Who can help you stay on track? What question or reminder will they use when they check in with you?

Self-Regulation Progress Rubric