Impulse Control Worksheet

Part 1: Understanding Impulse Control

1. What does impulse control mean to you? Explain in your own words.
   
   
   
   
   
   

2. List one strategy a superhero might use to pause and think before acting.
   
   
   
   
   
   

Part 2: Scenarios

Imagine you are in each situation below. Write a short plan on how you would pause and think to make a good decision.

3. You see a friend about to jump off a swing without waiting for their turn. What can you do?
   
   
   
   
   
   

4. Your class is playing a game, and you feel excited to run ahead even though you might cause someone to trip. What steps can you take before acting?
   
   
   
   
   
   

5. During art class, you accidentally spill some paint and feel like shouting at your friend. How can you pause and think before reacting?
   
   
   
   
   
   

Part 3: Reflection

6. Think of a time when you acted quickly without pausing. What happened, and what might you have done differently if you had taken a moment to pause and think?
   
   
   
   
   
   

7. How can practicing impulse control make you a better friend and student? Write a few sentences explaining your ideas.
   
   
   
   
   
   

Remember: Just like superheroes, taking a moment to pause can help you make wise decisions!

Impulse Control Answer Key

This answer key provides suggested responses and talking points to help guide discussions around the worksheet. It is meant as a flexible guide; student responses may vary, so use these suggestions as starting points for feedback.

Part 1: Understanding Impulse Control

1. What does impulse control mean to you?

   • Suggested Answer: Impulse control means stopping and taking a moment to think before doing something. It’s like putting a pause on your actions to decide if it’s safe and the right thing to do.

2. List one strategy a superhero might use to pause and think before acting.

   • Suggested Answer: A superhero might take a deep breath or count to three before acting. Other strategies include thinking about what could happen next or taking a short pause to decide the best action.

Part 2: Scenarios

3. You see a friend about to jump off a swing without waiting for their turn. What can you do?

   • Suggested Answer: I can remind my friend to wait their turn and, if needed, ask an adult to help if it seems unsafe. I can also gently tell my friend, "Pause and think—are you safe to jump now?"

4. Your class is playing a game, and you feel excited to run ahead even though you might cause someone to trip. What steps can you take before acting?

   • Suggested Answer: I can pause and take a deep breath, count to three, or look around to see if it’s safe to run. I might decide to slow down or wait until I’m sure everyone has space to play.

5. During art class, you accidentally spill some paint and feel like shouting at your friend. How can you pause and think before reacting?

   • Suggested Answer: I can take a deep breath and count slowly to calm down. I might remember that accidents happen and instead explain what happened calmly, or ask the teacher for help cleaning it up.

Part 3: Reflection

6. Think of a time when you acted quickly without pausing. What happened, and what might you have done differently if you had taken a moment to pause and think?

   • Suggested Answer: Answers will vary. Example: "I once grabbed a toy quickly and ended up breaking it. If I had paused, I could have thought, 'Is it safe to grab that?' or asked a friend or teacher for help.'"

7. How can practicing impulse control make you a better friend and student? Write a few sentences explaining your ideas.

   • Suggested Answer: Practicing impulse control helps me make better choices. When I pause before acting, I can avoid hurting others’ feelings, stay safe, and make decisions that help everyone. This skill makes me a better friend because I can think about others’ feelings, and a better student because I can focus and follow instructions without rushing.

Note: Encourage students to express their thoughts in their own words while covering these essential ideas. Use these answers to foster discussion and deeper understanding of the idea that pausing before acting leads to better outcomes.

Impulse Control Activity Guide

Overview

In this activity, students will engage in a role-playing exercise designed to practice impulse control in everyday scenarios. The guide provides step-by-step instructions and prompts to facilitate discussion, reflection, and active participation.

Objective

Students will:

• Practice pausing before acting in a variety of scenarios.
• Learn to identify situations where impulse control is important.
• Discuss strategies to manage impulsive behavior using the example of a superhero who pauses to think.

Materials Needed

• Interactive Slide Deck: Impulse Control Superheroes
• Space for role-playing (classroom or open area)
• Optional: props or costume pieces (e.g., superhero capes, badges)

Setup

1. Prepare the Space: Arrange chairs in a circle or a semi-circle to create a supportive environment for discussion and role-playing.
2. Explain the Rules: Ensure students understand the purpose of the exercise and are ready to listen and participate respectfully.

Step-by-Step Instructions

Step 1: Warm-Up Discussion (3 minutes)

• Ask the students: "What does it mean to pause before acting?"
• Briefly review one key strategy from the slide deck, such as taking a deep breath or counting to three.

Step 2: Introduce Role-Playing Scenarios (2 minutes)

• Explain that the class will act out different scenarios where they can practice impulse control.
• Provide clear instructions: "When we are acting, remember to pause and think about the best action, just like a superhero."

Step 3: Role-Play Activity (8 minutes)

• Scenario Selection: Choose one of the following scenarios for role-play or invite students to suggest their own ideas:

  1. A friend is about to jump off a swing without waiting for their turn.
  2. During a game, a student feels excited and may run ahead, risking someone tripping.
  3. In art class, an accident happens, and a student starts to feel angry and upset.

• Assign Roles: Distribute roles among students (e.g., the person acting impulsively, the friend, and a helper or teacher figure).

• Perform the Scene: Have the students act out the scenario. Instruct them to pause before acting. For example, the impulsive character should stop, count to three, take a deep breath, or ask for help before reacting.

Step 4: Group Reflection (5 minutes)

• Gather the class to discuss what happened during the role-play.
• Ask guiding questions:
  • What did you notice about taking a pause before acting?
  • How did the pause help in making a better decision?
  • What can you do next time you feel like acting quickly?
• Encourage each student to share one takeaway from the activity.

Follow-Up Points

• Reinforcement: Remind students to use these strategies throughout their day. Encourage them to think of themselves as everyday superheroes!
• Practical Application: Ask students to identify one situation during the day where they can use impulse control and share their plan later.
• Parental Involvement: Suggest that parents ask their children about the role-playing activity at home and discuss ways to apply what they learned.

This activity guide is designed to be interactive and fun, fostering a classroom environment where each student can safely explore and improve their impulse control skills.