Teacher Script: Stay Cool!

Introduction & Hook (5 minutes)

"Good morning/afternoon, everyone! Thanks for being here. Before we dive into today's topic, I want to do a quick check-in. In one word, how are you feeling right now? Just one word. Think about it for a moment, and when you're ready, you can share it out with the group. No need to explain, just the word."

(Allow students to share. Acknowledge their feelings.)

"Thank you for sharing. It's totally normal to feel a range of emotions throughout the day. Sometimes, these feelings can make it hard to focus, follow directions, or even feel good about ourselves, especially when we're facing tough situations like big tests or a lot of homework."

"Today, we're going to learn some powerful strategies to help us stay 'cool, calm, and collected' – even when our emotions are running high or when we feel overwhelmed. These are tools you can use here at school, at home, or anywhere you need to find your calm and focus. Our goal is to work on skills that help you meet your personal goals, whether it's staying on task in class, managing test anxiety, or handling those tricky mood swings. Let's look at what we'll be covering today." (Transition to Cool, Calm, Collected Slides, Slide 2)

Understanding Our Emotions & Focus (7 minutes)

"To understand how to manage our feelings, let's use an analogy. Imagine you have a 'stress bucket' inside you. (Transition to Cool, Calm, Collected Slides, Slide 3) Every time something stressful happens – maybe you're worried about a test, someone says something annoying, or you have a ton of chores at home – a drop of 'stress' goes into your bucket."

"What do you think happens when your stress bucket gets too full? What happens when it overflows?"

(Allow students to share ideas: getting angry, crying, zoning out, not being able to focus, breaking rules, etc.)

"Exactly. When our bucket overflows, it becomes really hard to think clearly, stay on task, or even be kind to ourselves and others. Today, we're going to learn some ways to 'empty' that bucket, or at least keep it from overflowing."

Breathe It Out: Deep Breathing

"One of the fastest and most effective ways to calm ourselves down is through deep breathing. It's like an instant reset button for your body and mind. (Transition to Cool, Calm, Collected Slides, Slide 4)"

"Let's try it together. Find a comfortable position. We're going to inhale slowly through our nose for 4 counts, hold our breath for 4 counts, and then exhale slowly through our mouth for 6 counts. Ready? Let's go."

(Lead students through 3-5 rounds of deep breathing.)

"How does that feel? Notice any changes in your body or mind? This is a tool you can use anytime, anywhere – before a test, when you feel frustrated, or when you just need a moment to collect yourself."

Your Inner Coach: Positive Self-Talk

"Now, let's talk about something else super important: the way you talk to yourself. (Transition to Cool, Calm, Collected Slides, Slide 5) We all have an inner voice, and sometimes that voice can be a bit of a bully, telling us negative things like 'I'm going to fail' or 'This is too hard.' That's called negative self-talk."

"But we can train that inner voice to be our own personal coach, cheering us on and helping us stay positive. That's positive self-talk. Instead of 'I'm going to mess up this test,' you could say, 'I can do this. I've studied and I'm prepared.' Instead of 'I'll never understand this,' you could say, 'I'll try my best and ask for help if I need it.'"

"Think about it: which voice helps you more? The bully or the coach? Positive self-talk helps us stay calm, focused, and believe in our abilities."

(Transition to Cool, Calm, Collected Slides, Slide 6) "What's a positive phrase you can use when you feel anxious before a test? Or frustrated with a challenging task? Or even just overwhelmed by everything going on with school and home life? Take a moment to think of one, and if you're comfortable, share it with the group."

(Allow a few students to share their phrases. Encourage them to remember or write down their phrases.)

Strategy Practice: Worksheet & Role-Play (10 minutes)

"Now that we've talked about these strategies, it's time to put them into practice! (Transition to Cool, Calm, Collected Slides, Slide 7) I'm going to hand out a worksheet called My Cool-Down Toolkit Worksheet. This will help you think about your own 'stress bucket' and the tools you can use to manage it."

(Distribute worksheets.)

"Let's look at the first few questions together. Think about what fills your stress bucket. What are some things that make you feel anxious, frustrated, or unfocused? Write those down. Then, think about how you can use deep breathing or positive self-talk in those situations."

(Give students a few minutes to work on their worksheets. Circulate and provide support.)

"Alright, let's move to some role-playing! This is a great way to practice these skills in a safe environment. I have some Role-Play Scenarios Cards. I'll divide you into pairs or small groups. Each group will get a card with a scenario. One person will act as the student in the scenario, and the others can observe or offer support. Your job is to act out the situation and try to use the deep breathing and positive self-talk strategies we just learned."

(Divide students into groups, distribute scenario cards. Explain Cool, Calm, Collected Slides, Slide 8 guidelines for role-play. Set a timer for 5-7 minutes for role-play.)

"Okay, groups, let's come back together. What worked well during your role-play? What felt challenging? Was it easy or hard to remember to use your strategies?"

(Facilitate a brief discussion, highlighting successful strategies and offering gentle suggestions for improvement.)

Wrap-up & Commitment (8 minutes)

"Fantastic work today, everyone! You've just learned and practiced some incredibly valuable tools for your 'cool-down toolkit.' (Transition to Cool, Calm, Collected Slides, Slide 9) Remember these key things:

• Recognize when your stress bucket is filling up.
• Use deep breathing to calm your body and mind.
• Talk to yourself kindly with positive self-talk.

"Your challenge for this week is to try one of these strategies – either deep breathing or positive self-talk – the next time you feel overwhelmed, anxious, or unfocused. See how it makes a difference."

"Before you go, please make sure your name is on your My Cool-Down Toolkit Worksheet and hand it to me. I'll review them and give you some feedback. Remember, you've got this! You have the power to manage your emotions and stay focused. Great job today!"

My Cool-Down Toolkit

Name: ____________________________ Date: ______________

Part 1: My Stress Bucket

1. What are 3 things that tend to fill up your

Role-Play Scenarios Cards

Cut these cards out and distribute one to each group or pair for role-playing.

Scenario 1: Test Anxiety

You have a big math test coming up, and you feel your stomach clench just thinking about it. You start to think, "I'm going to fail, I always mess up on tests." You feel your heart racing as the teacher hands out the test.

Your Challenge: How do you use deep breathing and positive self-talk to calm down and approach the test?

Scenario 2: Classroom Distraction

You are in English class, and the teacher is explaining an important concept. You keep getting distracted by a conversation happening outside the window, and you notice your mind wandering. You're falling behind in taking notes.

Your Challenge: How do you use your strategies to refocus and get back on task without disrupting the class?

Scenario 3: Frustration with Homework

You're at home trying to complete a difficult science project. You've been working on it for a while, and nothing seems to be going right. You feel yourself getting really frustrated and want to just give up. You might even feel like yelling or throwing your pencil.

Your Challenge: How do you use deep breathing and positive self-talk to manage your frustration and keep working productively?

Scenario 4: Social Conflict

During lunch, two of your friends are arguing loudly, and you're caught in the middle. You feel uncomfortable and anxious, and you're worried they might start arguing with you next. Your mood starts to drop.

Your Challenge: How can you use your strategies to stay calm, manage your emotions, and decide how to respond in this challenging social situation?

Scenario 5: Overwhelmed by Responsibilities

You have a lot on your plate: school assignments, chores at home, and a sports practice after school. You feel completely overwhelmed and find yourself snapping at family members. You're starting to feel moody and withdrawn.

Your Challenge: How do you use positive self-talk and deep breathing to break down your tasks, manage your emotions, and approach your responsibilities with a calmer mindset?

My Cool-Down Toolkit Answer Key

Note to Teacher: This answer key provides example responses. Student answers will vary and should be assessed based on their thoughtful engagement with the concepts and application to their personal experiences.

Part 1: My Stress Bucket

1. What are 3 things that tend to fill up your "stress bucket" and make you feel overwhelmed, anxious, or unfocused?

   • Example Answers:
     • Having a big test in a subject I find hard (like math).
     • When my friends are arguing or there's conflict at school.
     • Having too much homework and chores at home all at once.
     • When I feel like I'm not understanding something in class.
     • Feeling pressured to do well.

2. How do these things make your body feel? (e.g., tight shoulders, fast heart, headache)

   • Example Answers:
     • My stomach feels tight and I get butterflies.
     • My heart beats really fast.
     • I clench my jaw or my shoulders get tense.
     • I might feel restless or have trouble sitting still.
     • Sometimes I get a headache or feel tired.

3. How do these things make you want to act? (e.g., yell, give up, zone out, withdraw)

   • Example Answers:
     • I want to give up on my work or avoid doing it.
     • I might get irritable or snap at people.
     • I zone out and can't focus on what the teacher is saying.
     • I want to hide or be by myself.
     • I might fidget a lot or talk out of turn.

Part 2: My Cool-Down Strategies

1. Deep Breathing: Describe in your own words how deep breathing helps you calm down.

   • Example Answer: Deep breathing helps me slow down my heart rate and makes my body feel more relaxed. It helps me clear my head so I can think better instead of just reacting to my feelings.

2. Positive Self-Talk: Write down 2-3 positive phrases you can say to yourself when you feel your "stress bucket" getting full.

   • Example Answers:
     • "I can do this. I will take it one step at a time."
     • "It's okay to feel stressed, but I can handle it."
     • "I am prepared, and I will do my best."
     • "Take a deep breath. I can figure this out."
     • "This feeling will pass. I am strong."

3. My Commitment: Which strategy (deep breathing or positive self-talk) will you try to use this week when you feel overwhelmed or unfocused? Describe a specific situation where you will use it.

   • Example Answer: I will try to use deep breathing before my math test on Friday. When the teacher hands it out and I feel my stomach tighten, I will take three slow, deep breaths before I even look at the first question.
   • Example Answer: I will use positive self-talk when I'm doing my homework and get stuck. Instead of saying "I'm so dumb, I don't get this," I will say, "It's okay to struggle. I can re-read the instructions or ask for help later."

Self-Reflection

What is one new thing you learned today about managing your emotions or staying focused?

• Example Answer: I learned that I can control my body's reaction to stress by just taking a few deep breaths, and that really makes a difference.
• Example Answer: I realized how much my negative thoughts were making things worse, and that I can change what I say to myself to feel more confident.

S.D.'s On-Task & Rules Worksheet

Name: ____________________________ Date: ______________

Part 1: My Classroom Compass

1. Think about our classroom. What are 3 important rules or expectations that help everyone learn?

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2. Sometimes, the teacher or another adult gives an instruction, like "Please open your textbook to page 50" or "It's time to put away your materials." What makes it hard sometimes to follow these instructions right away?
   
   
   
   
   
   
   

3. When you're supposed to be working on a task (like an assignment or reading), what are 2-3 things that sometimes make you lose focus or get off-task?

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Part 2: My Action Plan

1. Following Directives: When an adult gives you an instruction, what is one strategy you can use to make sure you follow it promptly?

   • My Strategy: ____________________________________________________________________
   • How I'll use it:
     
     
     

2. Staying On-Task: Choose one situation from question #3 in Part 1 that makes you lose focus. What is one specific thing you can do to stay on task in that situation?

   • Situation: ____________________________________________________________________
   • My On-Task Plan:
     
     
     

3. My Best Self: Imagine you've had a really successful day following rules and staying on task. What did that look like? What did it feel like?
   
   
   
   
   
   
   
   
   
   

S.D.

Role-Play Scenarios: On-Task & Following Rules

These scenarios are designed to help you practice following adult directives, adhering to classroom protocols, and staying on task. Try to act out these situations and think about how you can use your strategies.

Scenario A: The Distracting Friend

During independent work time, your friend next to you starts whispering and trying to get your attention. You know you need to finish your assignment, but it's hard to ignore them.

Your Challenge: How do you politely address your friend and refocus on your work without breaking classroom rules?

Scenario B: Unfinished Task & New Direction

You're almost done with one activity, but the teacher announces it's time to stop and transition to a new subject, giving a clear instruction: "Please put away your math books and get out your science binders." You really want to finish that last math problem.

Your Challenge: How do you follow the teacher's directive promptly, even if you're not quite ready to switch?

Scenario C: Feeling Frustrated with the Task

You've been given a challenging writing assignment, and you're feeling stuck. You start doodling in your notebook and looking around the room instead of writing. The teacher notices you're off-task and comes over to check in.

Your Challenge: How do you respond to the teacher, ask for help if needed, and re-engage with the assignment?

Scenario D: The Messy Station

After a group activity in the science lab, the teacher reminds everyone, "Remember to clean up your stations thoroughly before you leave." You've packed most of your things, but there are still a few scattered papers and a pencil on your table.

Your Challenge: How do you ensure you follow the clean-up directive completely, even if you're eager to leave?