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Habit Loop Challenge

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Kimest Sanders

Tier 1
For Schools

Lesson Plan

Habit Challenge Plan

Students will design a personalized cue–routine–reward habit tied to a self-regulation goal, complete a post-assessment, and compare growth to their baseline.

Building purposeful habits empowers students to self-regulate, strengthens executive skills, and fosters a growth mindset by turning small actions into lasting routines.

Audience

7th Grade Middle School Students

Time

45 minutes

Approach

Review data, teach habit loops, plan, assess, reflect.

Materials

Build a Better Habit Slides, Cue–Routine–Reward Planner, Executive Skills Post Survey, and Likert Scale Decision/Regulation Rubric

Prep

Review Materials & Prepare Baseline Data

10 minutes

  • Review Build a Better Habit Slides
  • Print or photocopy enough Cue–Routine–Reward Planner for each student
  • Aggregate pre-assessment scores using the Likert Scale Decision/Regulation Rubric
  • Queue up the digital Executive Skills Post Survey for student devices

Step 1

Review Wins & Baseline Data

10 minutes

  • Invite students to share a recent success in self-regulation
  • Present class-wide baseline results from the pre-assessment using the Likert Scale Decision/Regulation Rubric
  • Prompt students to note strengths and growth areas in their journals

Step 2

Teach Habit Loops & If–Then Plans

10 minutes

  • Deliver key concepts of cue–routine–reward and implementation intentions via Build a Better Habit Slides
  • Model examples for coping and planning goals
  • Check understanding with 2–3 quick questions or thumbs-up/thumbs-down responses

Step 3

Design Your Micro-Habit

10 minutes

  • Distribute the Cue–Routine–Reward Planner
  • Students select a self-regulation goal and draft their cue, routine, and reward
  • Pair up for peer feedback and refine plans

Step 4

Post-Assessment & Growth Comparison

7 minutes

  • Administer the Executive Skills Post Survey
  • Students calculate their individual growth by comparing to baseline scores
  • Collect completed surveys or submit digitally

Step 5

2-Week Commitment & Reflection

8 minutes

  • Guide students to write a 2-week follow-up commitment on their planners
  • Facilitate a closing reflection: “What challenge will you face and how will you celebrate wins?”
  • Encourage peer-accountability check-ins and personal journals
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Slide Deck

Build a Better Habit

Welcome to the Habit Loop Challenge!
In today’s lesson, we’ll learn how habits form and create our own habit loops to reach our self-regulation goals.

Welcome students. Introduce the Habit Loop Challenge and set the tone for exploring how habits form and how we can design positive routines.

Lesson Objectives

By the end of this lesson, you will be able to:
• Explain the habit loop (cue → routine → reward)
• Use If–Then planning (implementation intentions)
• Design a personalized micro-habit
• Monitor your progress and reflect on growth

Read the objectives aloud. Emphasize that mastering these concepts supports self-regulation and growth mindset.

What Is a Habit?

A habit is a behavior you do automatically, often without thinking.
Habits form through repeated cues and rewards, making routines feel natural.

Use this slide to connect with prior knowledge. Ask: “What’s a habit? What habits do you notice in your day?”

The Habit Loop

[Image: Diagram of a habit loop]

  1. Cue: A trigger that starts the habit
  2. Routine: The behavior you perform
  3. Reward: The benefit you get, which reinforces the habit

Highlight the diagram. Point out how each component links to the next in a loop.

Breaking It Down

Cue examples: time of day, emotion, location
Routine examples: habits like stretching, checking planner, deep breathing
Reward examples: feeling calm, checking a box, a small treat

Discuss each element. Ask volunteers to give examples of cues, routines, and rewards they’ve seen.

Example: Coping Goal

Cue: I feel stressed after math class
Routine: I take three deep breaths and stretch my arms
Reward: I feel calmer and more focused

Walk through this coping example. Then ask: “What cue starts the routine?”

Example: Planning Goal

Cue: I finish dinner
Routine: I pack my backpack and lay out clothes for tomorrow
Reward: I save time in the morning and feel prepared

Use this planning example to show how habits support long-term goals.

Quick Check

Which part of the habit loop is the ‘take three deep breaths’ step?
A. Cue B. Routine C. Reward

Encourage quick responses. Students can thumbs-up if they’re clear or ask a question.

Implementation Intentions

An If–Then plan states:
If [cue], then I will [routine].
Example: If I feel distracted during homework, then I will set a 5-minute timer to refocus.

Explain implementation intentions. Model creating an If–Then plan alongside students.

Your Turn: Design a Micro-Habit

  1. Choose a self-regulation goal (coping or planning).
  2. Write your cue:
  3. Write your routine:
  4. Choose your reward:
    Discuss briefly with a partner.

Invite students to write down their own examples. Encourage peer feedback.

Commit & Reflect

Write your 2-week commitment:
“I commit to practicing my routine every day after [cue].”
Reflection prompt: What challenge might you face, and how will you celebrate small wins?

Close by encouraging accountability. Remind students to use their planners and check in after two weeks.

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Worksheet

Cue–Routine–Reward Planner

Your Goal and Habit Loop

PromptYour Plan
Self-Regulation Goal



Cue



Routine



Reward



Implementation Intention (If–Then)If ________, then I will ________.


Two-Week CommitmentI commit to ________ every day after ________ until ________.


Reflection

What challenge might you face?











How will you celebrate small wins?











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Quiz

Executive Skills Post Survey

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Rubric

Likert Scale Decision/Regulation Rubric

Use this rubric to score each self-report item (1–6) on a 1–5 scale. Apply the same descriptors for every survey statement.

ScoreLabelDescriptor
1Strongly DisagreeRarely demonstrates this skill; requires frequent prompting and support.
2DisagreeInconsistently demonstrates this skill; often needs reminders and guidance.
3NeutralSometimes demonstrates this skill but lacks consistency; may need occasional prompts.
4AgreeConsistently demonstrates this skill with minimal support; applies it in most situations.
5Strongly AgreeIndependently demonstrates this skill effectively and flexibly; can help peers develop it.

Apply this scale to each of the following criteria from the Executive Skills Post Survey:

• Breaking tasks into smaller steps
• Using specific cues to trigger routines
• Following through with planned routines
• Monitoring progress against a baseline
• Reflecting on challenges and celebrating wins
• Confidence in self-regulation

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