Session 1 Student Worksheet

Name: __________________________ Date: __________________________

Part 1: Draw and Color Your Flower

Draw a flower in the space below. Color the petals as you practice “flower breathing.” Breathe in to smell the flower (hands move up) and breathe out to blow the petals (hands move down).

Part 2: Reflection Prompts

1. How did your body feel when you practiced flower breathing?
   
   
   
   
   
   
   

2. When could you use flower breathing? (For example: at school, at home, when I feel upset)
   
   
   
   
   

3. Draw a time you might use flower breathing. (For example: when you feel nervous or excited)
   
   
   
   
   
   
   
   
   
   
   
   
   

Great job! Remember, you can use flower breathing anytime you want to feel calm and focused.

Session 1 Teacher Script

Welcome & Warm-Up (2 minutes)

Teacher (smiling, welcoming): "Good morning, friends! Welcome to our circle time. I’m so happy to see you today. [Student Name], hello! [Next Student Name], hello! Thank you for joining me."

Teacher (holding up a plush toy): "Today, each of you gets a special Breathing Buddy. Find yours, give it a gentle hug, and keep it close. These buddies will help us practice a fun breathing game to feel calm and happy inside."

Pause and encourage hugs.

Teacher: "Are you ready to learn how to help our bodies feel nice and calm? Let’s get started!"

Introduce Mindful Breathing (5 minutes)

Teacher (pointing to the poster): "Friends, look at our Mindful Breathing Poster. What do you think we’re looking at here?"

Wait for student responses.

Teacher: "Yes! It’s our breathing guide. I have a question: What happens when we take a big breath? How does it feel?"

Allow 2–3 students to answer. If needed, prompt: ‘Does it tickle your tummy?’ or ‘Does it make you feel wiggly?’

Teacher: "That’s right! When we take a big breath, our belly and chest move. We call this mindful breathing—that means paying attention to each breath to help our bodies and minds feel calm and focused."

Teacher (demonstrating): "Place one hand on your belly and one hand on your chest, just like this. Watch me take a slow belly breath… Inhale: my belly pushes out. Exhale: my belly goes in. Ready to try with me?"

Show slow rise and fall 2–3 times.

Guided Breathing Practice (6 minutes)

Teacher (soft, steady voice): "Now let’s practice a very special breathing game called Flower Breathing."

Teacher: "First, place one hand on your belly and one hand on your chest. Close your eyes if you like, or softly gaze at the floor."

Teacher (calmly):

• "Inhale slowly to smell a pretend flower… 1… 2… 3… 4… (hands move up)."
• "Exhale slowly to blow the petals… 1… 2… 3… 4… (hands move down)."

Teacher: "Let’s do three rounds together. I’ll lead, and you follow my voice."

Guide three full rounds, pausing slightly at the top and bottom of each breath.

Teacher (after third round): "Great job! How did that feel in your body? Did your belly feel soft? Did your shoulders relax?"

Allow one or two quick shares.

Discussion (4 minutes)

Teacher: "I have two more questions for you."

1. "How did your body feel while you were doing flower breathing?"
   Follow-up if needed: “Did you feel calm, sleepy, or maybe like your heart was going slow?”

2. "When could we use flower breathing? Where and why might it help us?"
   Follow-up if needed: “Maybe at school when we feel wiggly, or at home if we’re upset.”

Teacher: "Thank you for sharing your wonderful ideas!"

Breathing Flower Game (3 minutes)

Teacher: "Now, let’s play the Breathing Flower Game! I’m spreading out our Session 1 Flower Game Cards face up. Each card has a picture of a flower on it."

Shuffle and spread cards in a circle.

Teacher: "When it’s your turn, pick a card and lead our group in one round of flower breathing. Use your best calm voice! After you lead, we’ll give you a gentle clap to say great job. Then we’ll pass the cards to the next friend."

Invite the first student to go. Guide claps and encourage each leader.

Teacher (after game): "Let’s finish with a big group high-five! One, two, three... high-five!"

Teacher (smiling): "Wonderful work today learning our mindful breathing game. Remember, you can use flower breathing anytime you want to feel calm and focused. See you next time! 😊"

Session 1 Discussion Guide

Purpose: Help students reflect on their experience with flower breathing and consider when to use it in daily life.

1. How did your body feel while doing flower breathing?

• Encourage each child to share one word or sentence.
• Follow-up prompts (choose one or two):
– “Did your tummy feel big and round when you breathed in?”
– “Did your shoulders feel soft or heavy when you exhaled?”
– “Did you notice your heart beating slower?”

2. When could we use flower breathing?

• Guide students to think of real situations.
• Follow-up prompts:
– “What about at school when we feel wiggly or noisy?”
– “Could you use it at home when you feel upset or worried?”
– “What about before something exciting, like storytime or a game?”

3. Show or tell me: How will you remember to use your breathing tool?

• Options for sharing:
– Draw a tiny flower on your hand or paper.
– Make a thumbs-up sign when you remember to breathe.
– Whisper the word “flower” to yourself.

Teacher Tips:

• Give each student a turn, using a talking stick or soft ball to pass.
• If a child is shy, accept a drawing or gesture instead of words.
• Reinforce that there’s no “right” answer—every feeling is okay.
• Praise all shares with positive feedback, e.g., “Thank you for sharing!”

Session 1 Flower Game Cards

Purpose: These printable cards help students take turns leading one round of Flower Breathing in the Breathing Flower Game.

How to Prepare

1. Print the page of Flower Game Cards on sturdy paper or card stock.
2. Color each flower (optional) to make the game more engaging.
3. Cut each card along the dotted lines.
4. Shuffle and place cards face down in the center of your circle.

Game Instructions

• Students sit in a circle with cards face down.
• On their turn, a student picks one card and holds it up.
• The student leads the group in one round of Flower Breathing by saying:
  1. “Inhale… smell the flower!” (hands move up)
  2. “Exhale… blow the petals!” (hands move down)
• After one full breath, the group gives the leader a gentle clap.
• The card is returned to the bottom of the pile, and the next student takes a turn.
• Continue until all students have had a turn or time is up.

Tip: Encourage students to use a soft, calm voice and to watch the group so everyone breathes together.

Session 2 Student Worksheet

Name: __________________________ Date: __________________________

Part 1: Draw and Name the Sound

Listen carefully as your teacher uses the sounds from Session 2 Sound Scavenger Cards. For each sound, draw what you heard and write its name.

1. Sound 1: Name: __________________________
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Sound 2: Name: __________________________
   
   
   
   
   
   
   
   
   
   
   
   
   

3. Sound 3: Name: __________________________
   
   
   
   
   
   
   
   
   
   
   
   
   

Part 2: Reflection Prompts

1. Which sound was your favorite? Why?
   
   
   
   
   
   
   

2. How did it make your body feel?
   
   
   
   
   
   
   

Part 3: My Mindful Listening Place

Draw or write one place where you could use mindful listening. What might you notice there?

Great job listening with your big listening ears! Remember, mindful listening can help you feel calm and learn new things anytime.

Session 2 Teacher Script

Welcome & Warm-Up (2 minutes)

Teacher (warm smile): “Good morning, friends! I’m so happy to see you today. [Student Name], hello! [Next Student Name], hello! Thank you for joining our circle.”

Teacher (holding up a headband): “Today, we’re going to wear our special Listening Ear Headbands. Find one, put it on, and get ready to use your super power of listening!”

Pause while students put on headbands.

Teacher (holds bell): “Let’s play a quick listening statue game. When I ring this bell, start walking around the circle. When you hear the bell again, freeze like a statue—freeze your body and your ears!”

Ring bell once, have students move, ring again. Celebrate with a cheer.

Teacher: “Wonderful listening! Today we will practice mindful listening to help us focus and feel calm.”

Introduce Mindful Listening (5 minutes)

Teacher (pointing to poster): “Friends, look at our Mindful Listening Poster. It reminds us to pay close attention to sounds all around us. Let’s try it right now.”

Teacher: “Close your eyes or look at the floor. Listen quietly for ten seconds. Ready? 1…2…3…4…5…6…7…8…9…10. Open your eyes!”

Teacher: “What sounds did you hear? I heard the clock ticking and a bird outside my window. Let’s hear your ideas!”

Allow 2–3 students to share.

Teacher: “When we do mindful listening, we pay full attention to what we hear. It helps us calm our minds and learn new things.”

Guided Listening Practice (6 minutes)

Teacher: “Now we’re going to listen very carefully to three mystery sounds.”

Teacher (holds first sound source, e.g., small drum): “Here is our first sound. I’ll play it softly once—then you close your eyes and listen.”

Make drum sound once.

Teacher: “Eyes closed, ears open… What was that sound? How did it make you feel?”

Call on one or two students.

Teacher: “Great job! Let’s try our second sound.”

Repeat with bell.

Teacher: “Eyes closed… Listen… What did you hear this time? Did it feel loud or soft?”

Take responses.

Teacher: “One more! Here comes our third sound.”

Repeat with whistle or clapping.

Teacher: “Wonderful listening, everyone! You all used your listening superpowers.”

Discussion (4 minutes)

Teacher: “Let’s talk about what we learned. I have two questions from our Session 2 Discussion Guide.”

1. “Which sound was your favorite? Why?”
   Follow-up if needed: “Did it make you feel calm or excited?”

2. “When could we use mindful listening at school or at home?”
   Follow-up if needed: “Maybe when the teacher is reading, or when you want to relax before bed.”

Encourage each student to share one idea, using a talking stick or soft ball.

Teacher: “Thank you for your wonderful ideas!”

Sound Scavenger Game (3 minutes)

Teacher: “Now let’s play the Sound Scavenger Game! I’m spreading our Session 2 Sound Scavenger Cards face up in the middle.”

Shuffle and spread cards.

Teacher: “When it’s your turn, pick a card and make the sound with your voice or by tapping softly. We’ll all listen quietly and raise a hand to guess the sound. Ready?”

Invite first student to pick and lead the sound. After each turn, lead the class in a quiet clap and a thumbs-up.

Teacher (after everyone’s turn or time is up): “Great job! Let’s finish with a big group nod and a shared smile.”

Lead nod and smile.

Teacher (cheerfully): “You all did amazing listening today. Remember, you can use mindful listening anytime to help your brain focus and your body feel calm. See you next time!” 😊

Session 2 Discussion Guide

Purpose: Help students reflect on their mindful listening practice and think about when and how to use listening skills in daily life.

1. Which sound was your favorite?

• Encourage each child to name one sound they liked best.
• Follow-up prompts (choose one or two):
– “What did you like about that sound?”
– “Did it make you feel calm, happy, or curious?”
– “Was it loud like a drum or soft like a whisper?”

2. How did the sounds make your body feel?

• Invite students to use one word or a quick sentence.
• Follow-up prompts:
– “Did you feel calm, excited, or maybe sleepy?”
– “Did your heart feel fast or slow?”
– “Did you notice your shoulders or tummy change?”

3. When could we use mindful listening?

• Guide students to think of real moments.
• Follow-up prompts:
– “What about when the teacher is reading a story?”
– “Could you use it at home before bedtime?”
– “What about at the park or on a nature walk?”

4. How will you remember to use your listening superpower?

• Options for sharing:
– Draw a big ear on your desk or paper.
– Make a listening thumbs-up sign when you remember.
– Whisper the word “listen” in your mind.

Teacher Tips:

• Use a talking stick, soft ball, or headband to give each student a turn.
• If a child is shy, accept a drawing, gesture, or one-word response.
• Reinforce that there are no “wrong” answers—every idea is valuable.
• Praise all contributions with positive feedback, e.g., “Great thinking!” or “Thank you for sharing!”

Session 2 Sound Scavenger Cards

Purpose: These printable cards help students practice mindful listening by making and guessing different sounds in the Sound Scavenger Game.

How to Prepare

1. Print the Sound Scavenger Cards on sturdy paper or card stock.
2. Color or decorate each card (optional) to make them more engaging.
3. Cut each card along the dotted lines.
4. Shuffle and place cards face down in the center of your circle.

Game Instructions

• Students sit in a circle with cards face down.
• On their turn, a student picks a card and shows it quietly to the teacher.
• The student makes the sound shown on their card using their voice or body (e.g., tapping, clapping).
• The rest of the class listens quietly and raises a hand to guess the sound.
• After a correct guess, the group gives the leader a gentle clap.
• Return the card to the bottom of the pile and pass the turn to the next student.
• Continue until all students have had a turn or time is up.

Tip: Encourage students to use their “listening ears” and to remain quiet while others make sounds. Reward all guesses and efforts with positive feedback.

Session 3 Student Worksheet

Name: __________________________ Date: __________________________

Part 1: Draw and Label Your Pose

Use the Session 3 Animal Yoga Cards to help you remember each pose. Draw yourself doing your favorite animal yoga pose below. Then circle the pose name you drew:

( ) Cat Pose ( ) Cow Pose ( ) Cobra Pose

Part 2: Reflection Questions

1. Which pose did you like best? Why?
   
   
   
   
   
   
   

2. How did your body feel in each pose? Draw a face to show how you felt under each name.

• Cat Pose:

• Cow Pose:

• Cobra Pose:

Part 3: My Mindful Movement Place

Draw or write one place where you can practice your animal yoga poses. What might you notice there when you move and breathe?

Great job exploring mindful movement! Remember to breathe slowly and notice how your body feels in each pose. 😊

Session 3 Teacher Script

Welcome & Warm-Up (2 minutes)

Teacher (cheerful): "Good morning, friends! I’m so glad you’re here today. [Student Name], hi! [Next Student Name], hello! Let’s meet on our yoga mats."

Pause for students to sit on mats in a circle.

Teacher: "First, let’s wake up our necks and shoulders. Gently drop your chin toward your chest and roll your head to the right… back… to the left… and forward again. Great! Now roll your shoulders in big circles—first forward, then backward. Wonderful! Today we’re going to move our bodies mindfully, just like animals. Are you ready?"

Introduce Mindful Movement (5 minutes)

Teacher (pointing to the poster): "Friends, look at our Mindful Movement Poster. We’re going to learn some fun animal yoga poses. Can you tell me how your body feels when you stretch or move slowly?"

Wait for 1–2 student responses (e.g., “tall,” “loose,” “happy”).

Teacher: "Yes! Our muscles can feel soft, loose, or strong. Mindful movement means paying attention to how our body feels as we move. Let me show you one easy pose called Butterfly Pose."

Teacher (demonstrating seated): "Sit tall, bring the soles of your feet together, and hold your ankles. Your knees can open wide like butterfly wings. Take a deep breath in… and out… Feel your back nice and tall."

Pause after one breath.

Teacher: "Great! Let’s move on to our animal poses."

Guided Movement Practice (6 minutes)

Teacher: "We have three poses today: Cat Pose, Cow Pose, and Cobra Pose. I’ll show each one, and we’ll hold for three slow breaths. Follow my lead!"

1. Cat Pose
   Teacher (on hands and knees): "Tuck your chin to your chest, round your back up like a scared cat—breathing out: 1…2…3… Then relax."

2. Cow Pose
   Teacher: "Now drop your belly toward the mat, lift your head and tailbone up—breathing in: 1…2…3… Feel your chest open."

Repeat Cat and Cow one more time as a flow: inhale for Cow, exhale for Cat.

3. Cobra Pose
   Teacher (lying on tummy): "Place your hands under your shoulders. Inhale and gently lift your chest up—only as high as comfortable. Breathe: 1…2…3… Keep your elbows soft. Then exhale to lower down."

Pause.

Teacher: "Wonderful job! Notice how your back and tummy feel. Did you feel your muscles stretch?"

Allow 1–2 quick shares.

Discussion (4 minutes)

Teacher: "Let’s sit cross-legged and talk about our poses. I have two questions from our Session 3 Discussion Guide."

1. "Which animal pose did you like best? Why?"
   Follow-up if needed: "Did it make you feel strong, calm, or happy?"

2. "How did your body feel in each pose?"
   Follow-up if needed: "Did you feel a stretch, a wiggle, or maybe your heart beat differently?"

Encourage each student to share one thought.

Teacher: "Thank you for sharing your ideas!"

Animal Yoga Game (3 minutes)

Teacher: "Now we’ll play the Animal Yoga Game! I’m spreading our Session 3 Animal Yoga Cards face down in the center."

Shuffle and spread cards.

Teacher: "When it’s your turn, pick a card and show it to me. Then lead us in that animal pose for one slow breath. We’ll follow you! After you lead, we’ll give you a soft clap. Then the next friend will pick a card."

Invite first student to go. Guide gentle claps and encourage each leader.

Teacher (after all turns or time’s up): "Let’s finish with Star Pose together! Stand up, spread your arms and legs wide like a star—take one big breath in… and out."

Group inhales and exhales.

Teacher (smiling): "You all did an amazing job moving mindfully like animals. Remember, you can use these poses anytime you want to feel calm and strong. See you next time! 😊"

Session 3 Discussion Guide

Purpose: Help students reflect on their mindful movements and think about when and how to use animal yoga poses in their daily routine.

1. Which animal pose did you like best?

• Encourage each child to name one pose they liked the most.
• Follow-up prompts (choose one or two):
– “Did Cat Pose make you feel strong like a cat?”
– “Did Cow Pose help you open your chest and feel calm?”
– “Was Cobra Pose fun because it lifted your heart up?”

2. How did your body feel during each pose?

• Invite students to use one word, draw a face, or say a quick sentence.
• Follow-up prompts:
– “Did your back feel stretchy in Cat and Cow?”
– “Did you feel your belly wake up in Cobra?”
– “Did your muscles feel loose or tight?”

3. When could we use animal yoga poses?

• Guide students to think of real moments.
• Follow-up prompts:
– “What about when you feel wiggly or restless in class?”
– “Could you use it at home when you feel excited or upset?”
– “What about before quiet time or naptime to help you calm down?”

4. How will you remember to move mindfully?

• Options for sharing:
– Draw a little animal on your desk or paper to remind you of the poses.
– Make a star pose with your body when you need a break.
– Whisper the animal’s name in your mind before you move.

Teacher Tips:

• Use a talking stick, animal puppet, or yoga card to give each child a turn.
• If a child prefers drawing, accept a quick sketch instead of words.
• Reinforce that every feeling is okay—there’s no wrong answer.
• Praise all contributions with positive feedback (e.g., “Great idea!” or “Thank you for sharing!”).

Session 3 Animal Yoga Cards

Purpose: These printable cards help students take turns leading the group in one animal yoga pose during the Animal Yoga Game.

How to Prepare

1. Print the Animal Yoga Cards on sturdy paper or card stock.
2. Color or decorate each card (optional) to make them more engaging.
3. Cut each card along the dotted lines.
4. Shuffle and place cards face down in the center of your circle.

Game Instructions

• Students sit in a circle with cards face down.
• On their turn, a student picks a card and shows it to the teacher.
• The student leads the group in the pose shown on the card for one slow breath, saying the pose name aloud.
• After completing the pose, the group gives the leader a soft clap.
• Return the card to the bottom of the pile and pass the turn to the next student.
• Continue until time is up or each student has led at least once.

Tip: Encourage students to move slowly, notice how their body feels, and use a calm voice when naming the pose.

Session 4 Student Worksheet

Name: __________________________ Date: __________________________

Part 1: Circle the Feeling

Read each word and circle the face that shows that feeling.

1. Happy 🙂 😢 😠 😨
   
   
   
2. Sad 🙂 😢 😠 😨
   
   
   
3. Angry 🙂 😢 😠 😨
   
   
   
4. Scared 🙂 😢 😠 😨
   
   
   
   

Part 2: Draw the Strategy

For each calm-down strategy, draw yourself doing it and write one place you could use it.

1. Deep Belly Breaths
   When I could use it: __________________________
   
   
   
   
   

2. Muscle Squeeze
   When I could use it: __________________________
   
   
   
   
   

3. Calm-Down Bottle
   When I could use it: __________________________
   
   
   
   
   

Part 3: My Calm-Down Plan

Draw or write about a time you felt a big feeling (like angry, sad, or scared). Then show which strategy you will use to help yourself feel calm.

Great job! Remember, you can use these calm-down tools anytime you need them. Use your Session 4 Calm-Down Game Cards to practice with your friends. 😊

Session 4 Teacher Script

Welcome & Warm-Up (2 minutes)

Teacher (warm, inviting): “Good morning, friends! I’m so happy to see you today. [Student Name], welcome! [Next Student Name], it’s great you’re here!”

Teacher (gesturing to bottles): “Today, each of you can choose a Calm-Down Bottle from our center. Hold it carefully and let’s practice together.”

Pause as students select a bottle.

Teacher (softly): “When I say, ‘Begin,’ take one slow breath in… and one slow breath out… watching the glitter swirl and settle. Ready? Begin… Inhale… Exhale…”

Pause for the breath.

Teacher (smiling): “Wonderful! Today we’ll learn about big feelings and fun ways to help our bodies and minds feel calm.”

Introduce Emotional Awareness (5 minutes)

Teacher (pointing to poster): “Friends, look at our Emotion Faces Poster. We see happy, sad, angry, and scared faces. Can someone tell me which emotion this is?”

Point to one face. Wait for response.

Teacher: “Yes, that’s ‘sad.’ Let’s all make a sad face with me—show your eyebrows and mouth.”

Students make sad face.

Teacher: “Great job! How does feeling sad feel in your body? Do you feel heavy in your shoulders? A little tight in your tummy?”

Allow 1–2 students to share.

Teacher: “Now let’s try ‘happy.’ Make a big happy smile! When I feel happy, my heart feels light and I might wiggle with joy. I feel happy when I play with my friends!”

Encourage 1–2 quick examples from students.

Teacher: “These words help us name our feelings so we can take care of ourselves and our friends.”

Guided Strategy Practice (6 minutes)

Teacher: “We have three calm-down strategies to practice today. Let’s try each together and notice how we feel.”

1. Deep Belly Breaths
   Teacher (placing hand on belly): “Place one hand on your belly and one on your chest. Inhale slowly for ‘1…2…3…’—feel your belly fill like a balloon. Exhale for ‘1…2…3…’—let the air out slowly. Ready? Inhale… Exhale…”

Guide two more breaths.

Teacher: “How did your belly feel? Was it soft? Did your chest move?”

Allow a quick response.

2. Muscle Squeeze
   Teacher (demonstrating): “Now, tense your arms like strong robots—squeeze for ‘1…2…3…’—then let go and relax all the way. Ready? Squeeze… and relax.”

Repeat once.

Teacher: “Did your arms feel tight, then soft? That’s a muscle squeeze!”

3. Squeeze Bottle
   Teacher (holding bottle): “Hold your Calm-Down Bottle and give it a gentle shake or swirl. Watch the glitter move until it settles. Ready? Shake… and watch.”

Pause.

Teacher: “What did you notice as the glitter settled? How does your mind feel?”

Allow 1–2 students to answer.

Discussion (4 minutes)

Teacher: “Let’s sit in our circle and talk about our calm-down strategies. I have two questions from our Session 4 Discussion Guide.”

1. “Which calm-down strategy did you like best? Why?”
   Follow-up if needed: “Did the belly breaths make you feel soft inside?”

2. “When might you use each strategy at school or at home?”
   Follow-up if needed: “Maybe muscle squeezes before lining up, or watching the bottle before nap time?”

Encourage each student to share one idea.

Teacher (affirming): “Thank you for sharing your wonderful ideas!”

Calm-Down Strategies Game (3 minutes)

Teacher: “Now we’ll play the Calm-Down Strategies Game! I’m spreading our Session 4 Calm-Down Game Cards face down in the center.”

Shuffle and spread cards.

Teacher: “When it’s your turn, pick a card and show it to me. Then lead us in that calm-down strategy for one round.”

Invite the first student to pick and lead the strategy. After the student leads, guide the group in a gentle clap and then practice the strategy together.

Teacher (after each turn): “Great job, everyone!”

Continue until time is up or each student has had a turn.

Teacher (raising hands): “Let’s finish with a big high-five! One… two… three… high-five!”

Teacher (smiling): “You all did amazing work today learning to name feelings and calm your bodies. Remember, you can use these tools any time you feel a big feeling. See you next time! 😊”

Session 4 Discussion Guide

Purpose: Help students reflect on their emotional awareness practice and think about when and how to use calm-down strategies in their daily lives.

1. Which calm-down strategy did you like best?

• Encourage each child to name one strategy they enjoyed the most.
• Follow-up prompts (choose one or two):
– “What did you like about taking deep belly breaths?”
– “How did squeezing your muscles feel?”
– “Did watching the glitter settle in your bottle help you feel calm?”

2. How did your body feel after each strategy?

• Invite students to use one word or draw a face to show how they felt.
• Follow-up prompts:
– “Did your tummy feel softer after breathing?”
– “Were your arms tight and then relaxed after the squeeze?”
– “Did your mind feel quieter while watching the bottle?”

3. When could you use each calm-down strategy?

• Guide students to think of real situations at school or home.
• Follow-up prompts:
– “What about when you feel upset in class?”
– “Could you use deep breaths before a test or presentation?”
– “What about squeezing your muscles when waiting in line?”

4. How will you remember to use your calm-down tools?

• Options for sharing:
– Draw a little bottle or heart on your desk as a reminder.
– Make a thumbs-up sign when you need a strategy.
– Whisper the name of your favorite strategy in your mind.

Teacher Tips:

• Use a talking stick, Calm-Down Bottle, or emotion puppet to give each student a turn.
• If a student is shy, accept a drawing, gesture, or one-word response.
• Reinforce that all feelings and strategies are helpful—there’s no wrong answer.
• Praise every contribution with positive feedback (e.g., “Great idea!” “Thank you for sharing!”).