Emotion Chart Worksheet

Name: ____________________________ Date: ____________________________

Instructions: For each row, draw a face that shows the emotion, write the name of the emotion, and then describe a time you felt that feeling.

1. Draw the face:

Emotion Name: ____________________________




When I felt it:

2. Draw the face:

Emotion Name: ____________________________




When I felt it:

3. Draw the face:

Emotion Name: ____________________________




When I felt it:

Emotion Role-Play Cards

Cut along the lines. Each card describes a short situation. Students draw a card, read it aloud, and act out how they would feel in that moment. Classmates guess the emotion and name it.

Card 1: You dropped your ice cream cone on the ground.

Card 2: Your friend shared their snack with you.

Card 3: You got a new book for your birthday.

Card 4: Someone took the crayon you were using without asking.

Card 5: You saw a big bug crawling on your desk.

Card 6: You scored the winning point in a game.

Card 7: It started raining on the day of your outdoor recess.

Card 8: You gave your teacher a picture you drew.

Card 9: A classmate told you a funny joke.

Card 10: You couldn’t find your backpack in the morning.

Card 11: You helped tie a friend’s shoe lace.

Card 12: You had to wait a long time for your turn to speak.

Balloon Breathing Worksheet

Name: ____________________________ Date: ____________________________

Instructions: Place your hands on your belly and take slow, deep breaths like you’re filling and emptying a balloon. Follow the steps below.

1. Draw your belly when you inhale (fill the balloon):

2. Draw your belly when you exhale (empty the balloon):

3. How did you feel before the breathing exercise? (Write one word or draw a face):

4. How did you feel after the breathing exercise? (Write one word or draw a face):

Breathing Exercise Cards

Cut along the lines. Each card describes a breathing exercise. Students draw a card, read it aloud, and lead the group in that exercise.

Card 1: Balloon Breathing
Place one hand on your belly and one on your chest. Inhale slowly through your nose, filling your belly like a balloon. Exhale through your mouth, letting the balloon deflate. Repeat three times.

Card 2: Rainbow Breathing
Pretend you’re tracing a rainbow overhead with one hand. Inhale as you trace the arc up from one side to the top. Exhale as you trace down the other side. Keep tracing big, slow rainbows until your breath feels calm.

Card 3: Bunny Breathing
Take three quick “sniff-sniff-sniff” breaths in through your nose, just like a bunny. Then take one long, slow breath out through your mouth. Repeat this sniff-sniff-sniff and slow exhale sequence three times.

Teamwork Reflection Worksheet

Name: ____________________________ Date: ____________________________

Instructions: Think about the teamwork challenge you just completed. Answer the questions below to reflect on how you and your group used the 3 C’s (Communication, Cooperation, Care).

1. What group challenge did you do today? Describe it in your own words:
   
   
   
   
   
   
   

2. Which of the 3 C’s did you use? (Circle or check all that apply)

• Communication - Cooperation - Care
  
  
  
  

3. Give an example of how you used Communication:
   
   
   
   
   
   
   

4. Give an example of how you used Cooperation:
   
   
   
   
   
   
   

5. Give an example of how you used Care:
   
   
   
   
   
   
   

6. How did working as a team make you feel? (Write a word or draw a face):
   
   
   
   
   
   
   
   
   
   

7. What is one teamwork goal you have for next time?
   
   
   
   
   
   
   

Cooperation Game Cards

Cut along the lines. Each card describes a group challenge. Students draw a card, read it aloud, and lead the group in that activity. Encourage use of communication, cooperation, and care.

Card 1: Pass the Ball Silently
Stand in a circle and pass a soft ball around without talking. Keep the ball moving until everyone has had a turn.

Card 2: Hula Hoop Circle
Hold hands in a circle. Without letting go, pass a hula hoop all the way around the circle—step through the hoop one by one.

Card 3: Quiet Line-Up
Without speaking, line up in order of your birthdays (month first). Use gestures and teamwork to get in the right order.

Card 4: Mirror Movements
Pair up. One partner makes slow movements (arms, legs, head) and the other mirrors exactly—no talking allowed.

Card 5: Block Tower Talk
In small teams, build a tower with blocks. Each student may only say one word per turn when giving instructions.

Card 6: Silent Shapes
As a group, use your bodies to form a shape (circle, square, triangle) without talking. Hold the shape for five seconds.

Card 7: Team Drawing
On a large sheet of paper, each student adds one part to a picture in turn. No talking—use gestures or draw guides.

Card 8: Pass the Clap
Stand in a circle. One student claps once to their neighbor, who claps to the next—see how fast you can go around without mistakes.

Impulse Control Worksheet

Name: ____________________________ Date: ____________________________

Instructions: Use the Stop–Think–Choose steps to help you pause and make good decisions. Draw and write about each step below.

1. STOP

Draw what Stop looks like to you:













What does “Stop” mean?

2. THINK

Draw what it looks like to Think before you act:













What could happen if you act without thinking?

3. CHOOSE

Draw what Choose means to you:













What is a positive choice you can make?

4. Think of a time you felt like acting without thinking. Describe or draw what happened and how you used Stop–Think–Choose:

5. My impulse-control goal for today:

Stop-and-Think Cards

Cut along the lines. Each card describes a situation where you might feel like acting without thinking. Draw a card, read it aloud, then follow the Stop–Think–Choose steps:

1. Stop: Pause your body
2. Think: Consider what might happen next
3. Choose: Decide a positive action

Card 1: You know the answer to the teacher’s question and feel like shouting it out before anyone else.

Card 2: Your friend is playing with a toy you want. You feel like grabbing it from their hands.

Card 3: Someone accidentally bumps into you in line, and you feel like pushing them back.

Card 4: You dropped your snack on the floor and want to pick it up and eat it quickly without telling the teacher.

Card 5: You got a drawing back that you didn’t like and want to crumple and throw it away.

Card 6: During partner work, you finish first and want to walk away instead of waiting patiently.

Card 7: You feel like interrupting your classmates while they are speaking or sharing.

Card 8: You want to leave the circle during group time because you feel bored.

Card 9: Another student takes the block you were reaching for and you feel like snatching it back.

Card 10: You can’t wait to line up for recess and feel like cutting in front of your classmates.


Reminder: After reading your card, say: “Stop… Think… Choose…” and then act out or share the positive choice you made.

Kindness Scenarios Cards

Cut along the lines. Each card describes a situation where you can show kindness. Students draw a card, read it aloud, and act out a kind response.

Card 1: Your friend drops all their crayons on the floor.

Card 2: A classmate looks sad at lunch and is sitting alone.

Card 3: A new student is standing by themselves at recess.

Card 4: Someone spills their art supplies on the table.

Card 5: You notice a classmate forgot to bring a snack.

Card 6: The teacher is carrying a stack of heavy books.

Card 7: A friend is struggling to tie their shoelaces.

Card 8: A classmate drops their papers while lining up.

Card 9: You see another student being teased quietly by a peer.

Card 10: Someone finishes their work early and looks bored.

Kindness Reflection Worksheet

Name: ____________________________ Date: ____________________________

Instructions: Think about the kind act you practiced or saw today. Answer the questions below to reflect on the situation and how kindness affects you and others.

1. Which scenario card did you have? Describe the situation in your own words:
   
   
   
   
   
   
   
   
   

2. What kind action did you choose or see? Describe or draw what you did:
   
   
   
   
   
   
   
   
   

3. How did being kind make you feel? (Write one word or draw a face):
   
   
   
   
   
   
   

4. How do you think your kindness made the other person feel? (Write one word or draw a face):
   
   
   
   
   
   
   

5. Why is kindness important? Explain in your own words:
   
   
   
   
   
   
   

6. My kindness goal for tomorrow:
   
   
   
   
   

Behavior Strategies Review Board

Materials Needed:

• A large chart or bulletin board divided into six labeled sections: “Session 1” through “Session 6.”
• A deck of strategy cards (one card for each key tool learned in Sessions 1–6).
• A basket or container for the shuffled cards.

Setup:

1. On chart paper or a bulletin board, draw six boxes in two rows of three. Label each box:
   • Session 1
   • Session 2
   • Session 3
   • Session 4
   • Session 5
   • Session 6
2. Place all strategy cards face down in the basket.

How to Use:

1. Gather students around the board.
2. One student draws a card from the basket.
3. The student reads the strategy name aloud (e.g., “Balloon Breathing,” “Stop–Think–Choose,” “Pass the Ball Silently”).
4. The student explains which session the strategy came from and how it works.
5. The student places the card in the matching session’s box on the board.
6. Continue around the circle until all cards have been placed and every strategy has been reviewed.

Follow-up Discussion:

• After all cards are on the board, review each session box by asking:
  • “Which strategy from this session do you use most often?”
  • “How has this tool helped you in class?”
• Encourage students to point to the board and share examples.

Extension:

• Leave the board displayed for the week as a visual reminder.
• Invite students to add sticky notes under each session box with personal examples of when they used a strategy.

🎉 Certificate of Achievement 🎉

This certifies that

______________________________

has successfully completed the

Behavior Boosters Program

on this day:

______________________________

In recognition of outstanding behavior and skill in:

Presented with pride by:

______________________________ (Teacher Signature)

Date:

Keep using your new tools every day to make our classroom a positive place!