Break Tools & Fidgets Script

Introduction (1 minute)

"Hi there! Today, we're going to become 'Tool Masters'! We'll learn all about special tools that can help us feel calm and focused when we need a little break. These tools are like your superpowers to help you have a great day at school!"

Warm-Up: Tool Review (5 minutes)

"First, let's look at some things I have here. Can you tell me what these are? (Hold up or point to a fidget toy, a break card, and a pair of headphones)."

(Pause for student response. Guide them if needed.)

"That's right! We have a fidget, a break card, and headphones. When do you think we might use a fidget? What about a break card? And headphones?"

(Listen to their responses, affirming correct answers and gently correcting misconceptions. Emphasize that these are tools to help them, not distractions.)

"Great thinking! These are all tools that can help our bodies and brains feel just right. Sometimes when we're wiggly, or feeling a little overwhelmed, or need to concentrate, these tools can be super helpful."

Activity 1: Practice Choosing the Right Tool (8 minutes)

"Now that we know what these tools are, let's practice choosing the right tool for different times. I have some 'Scenario Cards' here. I'm going to read you a situation, and I want you to tell me which tool you think would be the best choice and why. Are you ready?"

(Present the Activity: Choosing the Right Tool Scenario Cards one by one. Refer to the Answer Key: Choosing the Right Tool for guidance.)

"Scenario 1: You are working on a tricky math problem, and you feel your brain getting a little buzzy, and your fingers want to tap. What tool might help you focus?"

"Why do you think a (student's answer) would be helpful there?"

"Scenario 2: You're feeling really frustrated because your block tower keeps falling down, and you feel like you might cry. What tool could help you feel better and take a moment?"

"Why is a (student's answer) a good choice in this situation?"

"Scenario 3: The classroom is very noisy, and it's hard for you to hear the teacher read a story. What tool could help you listen better?"

"Excellent job! It's super important to think about how we're feeling and what we need before we choose a tool."

Activity 2: Fidget Tool Exploration (7 minutes)

"Okay, now for some fun! I have a 'Fidget Tool Exploration Kit' here with lots of different fidgets! (Present the Activity: Fidget Tool Exploration Kit). Your mission is to explore these fidgets. Pick them up, squish them, squeeze them, roll them – see how they feel in your hands. Notice if they help you feel calm or focused."

(Allow the student to explore the fidgets. Circulate and observe, asking open-ended questions like, "How does that one feel?" or "Does that help your hands feel busy?")

"Alright, from all the fidgets you tried, can you pick your top two favorites? The ones that make you feel the most calm or focused?"

(Once they've chosen two.)

"Awesome choices! Can you tell me why these two are your favorites? What do they do for you?"

"It's great to know which fidgets work best for your body! Everyone is different, and that's okay! We also have this Reading: My Sensory Tool Box which talks about different tools."

Sentence Starter Practice & Coping Strategy (4 minutes)

"Now, let's put it all together. When you feel like you need a break or need to use a tool, it's good to know what to say. We're going to practice with this sentence: 'When I need a break, I can ___.'"

(Write the sentence starter or have it visible. Model filling it in first.)

"For example, 'When I need a break, I can use my favorite fidget.' Or, 'When I need a break, I can ask for a break card.' What's something you can say to finish this sentence?"

"Fantastic! Knowing what to say helps you get what you need. And remember, sometimes we just need a quick coping strategy. Let's practice one together: the 'Fidget Squeeze + 10-Second Pause'. You can do this with or without a fidget."

"Ready? Squeeze your hands (or a fidget) tight, count to 10 in your head, and then slowly let go. Take a big breath as you release. Let's try it!"

(Guide them through the coping strategy once or twice.)

Conclusion (Optional, if time allows)

"You've done an amazing job today becoming a 'Tool Master'! You learned about fidgets, break cards, and headphones, and how to choose the right one. You even found your favorite fidgets and practiced a cool coping strategy. Remember, these tools are here to help you have a calm and focused day! Keep using your superpowers!"

Warm-Up: Tool Review

Take a look at these pictures of different tools. Do you know what they are and when we might use them to help us at school?

1. Fidget Toy

   • What is it?
   • When do you think it helps us?
     
     
     
     

2. Break Card

   • What is it?
   • When do you think it helps us?
     
     
     
     

3. Headphones

   • What are they?
   • When do you think they help us?
     
     
     
     

Think about what kind of feelings or situations might make us want to use these tools.

Activity: Choosing the Right Tool Scenario Cards

Cut out these cards and present them one at a time to the student. Ask them to identify the best tool for the situation and explain their reasoning.

Scenario Card 1

Situation: You are sitting at your desk, and you feel your body getting super wiggly. You want to move, but you need to stay in your seat to listen to the teacher. Your hands feel like they want to tap, tap, tap!

Which tool would help you best right now?

• A. Fidget Toy
• B. Break Card
• C. Headphones

Why did you choose that tool?

Scenario Card 2

Situation: It's group work time, and everyone is talking. The classroom feels very loud, and it's hard for you to hear what your group members are saying, or even think clearly.

Which tool would help you best right now?

• A. Fidget Toy
• B. Break Card
• C. Headphones

Why did you choose that tool?

Scenario Card 3

Situation: You've been working really hard on a challenging activity, and you feel your brain getting tired and a little frustrated. You need a few minutes to reset before you can try again.

Which tool would help you best right now?

• A. Fidget Toy
• B. Break Card
• C. Headphones

Why did you choose that tool?

Scenario Card 4

Situation: You just came in from recess, and you feel super energetic and a little hyped up. You need to settle your body before you start your quiet reading time.

Which tool would help you best right now?

• A. Fidget Toy
• B. Break Card
• C. Headphones

Why did you choose that tool?

Answer Key: Choosing the Right Tool Scenario Cards

This answer key provides suggested responses and reasoning. Encourage students to explain their choices, as their reasoning can be more important than a single correct answer.

Scenario Card 1: Wiggly Body, Tapping Hands

Best Tool: A. Fidget Toy

Reasoning: A fidget toy can give your hands something safe and quiet to do, which can help your body release energy and your brain focus without distracting others or needing to leave your seat. Headphones might block out sounds you need to hear, and a break card might not be necessary if you just need to keep your hands busy.

Scenario Card 2: Loud Classroom, Hard to Focus

Best Tool: C. Headphones

Reasoning: Headphones (especially noise-canceling ones) can help block out loud noises and create a quieter space for your ears and brain, making it easier to concentrate on your work or listen to your group. A fidget toy might keep your hands busy but won't help with the noise, and a break card might not be needed if you just need a sensory adjustment to the sound.

Scenario Card 3: Tired and Frustrated Brain, Need to Reset

Best Tool: B. Break Card

Reasoning: A break card is a way to politely ask for a short break from your work or the classroom environment. This allows you to step away, reset your brain, and come back feeling refreshed and ready to try again. A fidget might help a little, but a full break might be needed. Headphones might not address the feeling of being tired or frustrated.

Scenario Card 4: Super Energetic After Recess, Need to Settle

Best Tool: A. Fidget Toy (or potentially B. Break Card for a quick body break)

Reasoning: A fidget toy can help channel that extra energy into a calm, contained movement, allowing your body to settle down without causing disruption. Some students might also benefit from a quick physical break (using a break card) to do a few stretches or deep breaths before returning to quiet time. Headphones aren't typically for energy regulation after recess.

Activity: Fidget Tool Exploration

Name: 
Your Mission: Explore the fidget tools in front of you!

Instructions:

1. Pick up each fidget one by one.
2. Feel it in your hands, squeeze it, squish it, roll it, or spin it (if it spins!).
3. Think about how each fidget makes your body and brain feel. Does it help you feel calm? Does it help you focus? Does it give your hands something to do?

My Top Two Calming Tools

After exploring all the fidgets, choose your top two favorite tools that help you feel calm or focused the most.

My #1 Favorite Fidget Tool:

Name/Description:

Why is this your favorite? How does it help you feel?

My #2 Favorite Fidget Tool:

Name/Description:

Why is this your favorite? How does it help you feel?

Teacher Note: Encourage the student to use descriptive words when talking about how the fidgets feel and how they help.

My Sensory Tool Box

Everyone has different ways to feel calm and focused. Sometimes our bodies need a little help to feel just right. That's where our sensory tools come in! Think of them as special helpers for your brain and body.

What are Sensory Tools?

Sensory tools are things we can use with our senses (like touch, sight, and hearing) to help us feel better. They can help us when we're feeling:

• Too wiggly
• Too tired
• Too loud
• Too quiet
• Too frustrated

Kinds of Tools You Might Use:

Fidget Toys

Fidget toys are small objects you can hold and move in your hands. They can be squishy, bumpy, spiky, or smooth!

How they help: When your hands are busy with a fidget, it can help your brain focus on listening or learning. It can also help release extra energy if you feel like wiggling.

Examples: Pop-its, stress balls, spinner rings, tangle toys.

Break Cards

A break card is a special card you can use to ask for a short break. It's a quiet way to tell your teacher, "I need a moment to reset."

How they help: Taking a short break can help you calm down if you're feeling frustrated or overwhelmed. You might take a drink of water, stretch, or just sit quietly for a minute before returning to your work.

Examples: A small card with a picture of a break sign, or simply raising a hand in a specific way.

Headphones

Headphones can be worn over your ears. Some just block out sound, and others let you listen to quiet music or calming sounds.

How they help: If the classroom gets too noisy and it's hard to concentrate, headphones can make your learning space feel quieter. This helps your brain focus on your work instead of all the sounds around you.

Examples: Noise-canceling headphones, headphones for listening to quiet music during independent work.

Remember: Your sensory tool box is for you! It's about finding what helps you feel calm, focused, and ready to learn. Using your tools appropriately helps everyone have a great learning day!

Discussion: When I Need a Break

This discussion helps students articulate their needs and how they can use tools to meet those needs.

Prompt Questions:

1. "Sometimes, we feel big feelings or our bodies get a little wiggly. Can you think of a time when you felt like that at school? What happened?"
   
   
   
   
   
   
   
   
   
   
   
   

2. "When you start to feel that way, what is one thing you can do or one tool you can use to help yourself?"
   
   
   
   
   
   
   
   
   
   
   
   

3. "Why is it important to ask for a break or use a tool when you need it, instead of waiting?"
   
   
   
   
   
   
   
   
   
   
   
   

4. "Imagine a friend is having a tough time. What advice would you give them about using their break tools or fidgets?"
   
   
   
   
   
   
   
   
   
   
   
   

Sentence Starter Practice:

Let's practice saying what we need. Finish this sentence:

"When I need a break, I can __________."

• Example 1: "When I need a break, I can use my squishy fidget."
• Example 2: "When I need a break, I can ask for my break card."
• Example 3: "When I need a break, I can put on my headphones."

Your Turn!

• "When I need a break, I can..."
  
  
  
• "When I need a break, I can..."
  
  
  
• "When I need a break, I can..."
  
  
  

Game: Tool Match-Up

Objective: To correctly match a feeling/situation with the most appropriate sensory tool.

Materials:

• Activity: Choosing the Right Tool Scenario Cards (already prepared)
• Pictures or actual examples of a fidget toy, break card, and headphones.

How to Play:

1. Lay out the pictures or actual sensory tools where the student can see them clearly.
2. Take turns with the student drawing a Scenario Card.
3. Read the scenario aloud.
4. The person who drew the card (or the other player) must choose the tool they think is the best match for the situation described on the card.
5. Explain why they chose that tool.
6. If there's agreement (or a good explanation), that player gets a point! If there's disagreement, discuss why different tools might work and the benefits of each. The goal is understanding, not just winning. The teacher can use the Answer Key: Choosing the Right Tool for guidance.

Variations:

• Role-Play: Act out the scenarios briefly before choosing a tool.
• Feelings Check-in: Before starting, ask the student to identify how they are feeling, and then pick a tool they might use for that feeling.
• Create Your Own: Encourage the student to come up with their own scenarios and discuss which tool would be best.