Calm in the Chaos

Gwendolyn Greer

Tier 2

Lesson Plan

Understanding Disruption

Students will explore common causes of disruptive behavior, identify personal triggers, and prepare for developing self-regulation strategies.

Understanding what drives disruption helps students build self-awareness, reduce negative classroom incidents, and fosters a supportive learning environment.

Audience

Middle School Small Group

Time

30 minutes

Approach

Interactive discussion and self-reflection exercises

Materials

Chart Paper and Markers, - Triggers Chart, - Disruption Reflection Worksheet, and - Discussion Prompt Cards

Prep

Prepare Materials

10 minutes

Print enough copies of Disruption Reflection Worksheet for each student
Create or display Triggers Chart on chart paper at front
Print and cut apart Discussion Prompt Cards
Arrange seating to facilitate small-group conversation

Step 1

Introduction and Warm-Up

5 minutes

Greet students and explain session goals: explore why we sometimes act out and how understanding triggers helps us improve behavior.
Distribute Discussion Prompt Cards randomly.
In pairs, students choose a card and share a quick story of a time they or someone else was disruptive.

Step 2

Identifying Disruption Triggers

10 minutes

Present the Triggers Chart with example categories (emotions, environment, peer influence).
As a group, brainstorm additional triggers and record them on the chart.
Prompt students to add personal examples under each category.

Step 3

Reflection Activity

10 minutes

Hand out the Disruption Reflection Worksheet.
Students work individually to answer:
• What was a recent situation where you were disruptive?
• What emotions or events led up to it?
• Which category from the Triggers Chart does it fit?
Circulate to support and clarify.

Step 4

Group Discussion and Wrap-Up

5 minutes

Invite volunteers to share one insight from their worksheet.
Highlight common themes and praise honest reflection.
Explain how next session will build on these insights to learn coping strategies.

Lesson Plan

Developing Self-Regulation

Students will learn and practice concrete strategies to manage personal triggers, build self-regulation skills, and apply coping techniques in realistic scenarios.

Equipping students with self-regulation tools reduces impulsive disruptions, promotes a positive classroom climate, and boosts their emotional resilience.

Audience

Middle School Small Group

Time

30 minutes

Approach

Hands-on practice and guided role-play

Materials

Coping Strategy Cards, - Role-Play Scenario Cards, - Self-Regulation Action Plan Template, - Timer or Stopwatch, and - Reflection Journal Template

Prep

Prepare Materials

10 minutes

Print or prepare enough copies of Self-Regulation Action Plan Template for each student
Cut and organize Coping Strategy Cards and Role-Play Scenario Cards into sets
Gather timers or stopwatches for timed role-plays
Provide each student with a copy of the Reflection Journal Template or a blank journal
Review the key triggers recorded on the Triggers Chart from the previous session

Step 1

Warm-Up and Review

5 minutes

Reconvene small group and revisit the Triggers Chart
Invite students to share one trigger they identified last session and any new thoughts
Highlight the link between recognizing triggers and choosing coping strategies

Step 2

Introducing Coping Strategies

10 minutes

Distribute Coping Strategy Cards among students
In small clusters, have students read their cards aloud and discuss how each strategy might help manage a trigger
Collect ideas and create a master list of top strategies on chart paper

Step 3

Role-Play Practice

10 minutes

Pair students and hand each pair a Role-Play Scenario Card
In each scenario, students take turns playing the triggered student and the peer using a selected coping strategy
Use a timer to allow 2–3 minutes per role-play, then switch roles
Circulate to observe and offer feedback

Step 4

Action Plan and Wrap-Up

5 minutes

Distribute the Self-Regulation Action Plan Template
Students individually complete their plan, noting personal triggers, chosen strategies, and next steps
Have students record a quick reflection in their Reflection Journal Template
Invite one or two volunteers to share their action plan and encourage peer support

Discussion

Discussion Session 1: Exploring Disruptive Behavior

Purpose

Help students begin to understand what drives disruptive behavior, recognize common triggers, and set the stage for developing self-awareness and self-regulation.

Discussion Guidelines

Respect each person’s experience—listen without interrupting.
Speak honestly and keep comments constructive.
Use “I” statements (e.g., “I felt…,” “I noticed…”) to own your thoughts.
Support classmates by asking clarifying questions rather than judging.

Opening Question

Think of a time you saw someone (it could be you or a friend) act out or be disruptive. What was happening in that moment?
• Who was involved?
• What was the setting (classroom, hallway, etc.)?

Key Discussion Prompts

What emotions or situations do you think led to that disruptive behavior?
- Follow-up: How might you feel differently if you recognized that emotion early?

Looking at our Triggers Chart, which category (emotions, environment, peer influence, other) best fits your example? Why?
- Follow-up: Can you think of another real-life example for a different category?

How do factors like noise level, pressure from friends, or personal stress build up until someone “breaks”?
- Follow-up: What small signs might tell you a peer is about to get disruptive?

Why is it helpful to notice our own triggers before we react?
- Follow-up: How could identifying a trigger change the way you respond in class?

Wrap-Up Questions

What is one new insight you gained today about why people act out?
What is one question you still have about understanding or handling disruption?

Next Steps

Remind students they will use these insights in Session 2 when they learn and practice coping strategies.
Encourage them to jot down any triggers they notice over the next few days on their own copy of the Disruption Reflection Worksheet.

Discussion

Discussion Session 2: Reflecting on Coping Strategies

Purpose

Support students in sharing their experiences using self-regulation strategies, reflecting on successes and challenges, and refining their action plans for continued growth.

Discussion Guidelines

Listen respectfully and maintain confidentiality of personal stories.
Encourage each speaker with nods or affirmations before responding.
Use “I” statements to describe your experience (e.g., “I noticed…,” “I felt…”).
Ask supportive, open-ended questions rather than judging.

Opening Reflection

Since our last session, which coping strategy from the Coping Strategy Cards did you try when you noticed a trigger? Describe briefly what happened.

Key Discussion Prompts

Looking at your Self-Regulation Action Plan Template, what step did you complete successfully?
- Follow-up: What did you learn about yourself in that moment?

What challenges or obstacles did you face when you tried to use your chosen strategy?
- Follow-up: How might you adjust your plan next time?

Think back to our Triggers Chart. Did you notice any new triggers you hadn’t recognized before? How did that awareness help you?

How did using a coping strategy change the outcome compared to simply reacting in the moment?
- Follow-up: In what ways did it affect how you felt afterward?

What can classmates do to support each other as we practice these skills?
- Ideas might include check-ins, reminders, or pairing up to role-play.

Wrap-Up Questions

What is one specific goal you have for yourself this week related to self-regulation?
What support or resource (peer, teacher, strategy card, journal) would help you meet that goal?

Next Steps

Continue using your Reflection Journal Template to record each effort and outcome.
Update your Self-Regulation Action Plan Template with any new insights.
In our classroom, we’ll revisit the Triggers Chart and share progress at the end of the week.