Breathing Technique Worksheet

Step-by-Step Practice

Below are three bubbles. Each time you complete a round of belly breathing, color in one bubble to track your practice:

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Reflection Questions

1. How did you feel BEFORE you practiced your belly breathing?
   
   
   
   
   
   
   

2. How did you feel AFTER you practiced your belly breathing?
   
   
   
   
   
   
   

3. When could you use this belly breathing skill in your day? Write or draw your ideas below.
   
   
   
   
   
   
   
   
   
   
   
   

Session 1 Discussion: Exploring Coping Skills and Belly Breathing

Objective

Help students understand what coping skills are, share personal experiences, and connect these ideas to belly breathing as a new strategy.

Discussion Guidelines

• Sit in a circle and look at the speaker.
• Use kind words and take turns talking.
• Ask questions if you don’t understand something.

Warm-Up Questions (5 minutes)

1. What is a coping skill?

   • Prompt: “A coping skill is something you do to help yourself feel better when you’re upset, worried, or frustrated. Can you think of an example?”
   • Follow-up: “Why might someone need a coping skill?”

2. Share a time you used a coping skill.

   • Prompt: “Tell us about a moment you felt upset, worried, or angry. What did you do to help yourself feel calm?”
   • Follow-up: “How did that strategy help you?”

3. Add ideas to our Coping Skills Chart.

   • As students share, record their strategies (for example: talking to a friend, drawing, counting to ten).

Connecting to Belly Breathing (10 minutes)

4. What happens in your body when you’re upset?

   • Prompt: “Does your heart beat faster? Do your shoulders tense up?”
   • Follow-up: “How might taking slow, deep breaths change how your body feels?”

5. Introduce Belly Breathing

   • Briefly explain how breathing into your belly fills it like a balloon, then slowly lets the air out.
   • Ask: “When could you use belly breathing? At home? In class before a test? On the playground?”
   • Record students’ ideas on the chart.

Reflection and Closing (5 minutes)

6. Thumbs-up/Thumbs-down check-in

   • “Give me a thumbs-up if you feel ready to try belly breathing on your own, a thumb-sideways if you’re not sure, or a thumbs-down if you’re still nervous.”

7. Write one thing you learned today:

8. Reminder:

• Practice your new coping skill (belly breathing) one time each day this week.
• Notice when it helps you feel calmer!

Belly Breathing Ball Game

Objective

Help students practice slow, deep belly breathing in a fun, turn-taking game that reinforces focus and self-regulation.

Materials

• Soft Beach Ball
• Timer or Visual Timer
• Coping Skills Chart

Setup (2 minutes)

• Arrange chairs or carpet squares in a circle.
• Place the beach ball in the center.
• Remind students of the breathing steps they practiced on the Breathing Technique Worksheet.

Instructions (10 minutes)

1. Explain the Rules

   • When you catch the ball, take 3 slow belly breaths before passing it on.
   • Watch the timer: each turn should last about 30 seconds.
   • Focus on filling your belly like a balloon on the inhale, then slowly letting the air out on the exhale.

2. Play the Game

   • Start the timer and roll or gently toss the ball to one student.
   • That student takes 3 belly breaths, then passes or rolls it to another classmate.
   • Continue until every student has several turns or time is up.

3. Encourage Observations

   • Remind students to keep shoulders relaxed and to count each breath silently.
   • If someone finishes early, they can hold the ball and demonstrate correct breathing before passing.

Reflection (3 minutes)

• Gather back in the circle.
• Ask: “How did focusing on your belly breathing while playing feel different than when we practiced sitting still?”
• Record one new observation or feeling on the Coping Skills Chart.

Next Steps:
Remind students to try belly breathing when they notice big feelings or before a challenging task this week.

Coping Skills Bingo

Objective

Reinforce students’ knowledge of coping strategies from our Coping Skills Chart in a fun, interactive bingo game.
Students will quickly recall when and how to use each skill.

Materials

• Pre-printed Bingo cards with different coping skills in each square (use skills listed on our Coping Skills Chart)
• Markers, chips, or crayons to cover squares
• A stack of scenario prompt cards (teacher-written situations)
• Small prizes or stickers (optional)

Setup (5 minutes)

1. Give each student a Bingo card and a handful of markers or chips.
2. Explain: “Each square shows a coping skill. I’ll read a situation, and you decide which skill could help. If you have that skill, cover that square.”
3. Remind students of our new Belly Breathing skill and encourage them to mark it when it comes up.

How to Play (15 minutes)

1. Draw or read a scenario card.
   • Example: “You feel your heart racing before a test.”
2. Students choose a coping skill that would help.
   • They look on their card, find that skill (e.g., Belly Breathing), and cover the square.
3. Check for bingo.
   • The first student to cover five in a row (horizontal, vertical, or diagonal) calls out “Bingo!”
4. Verify and share.
   • The winner reads the five skills they covered and explains how each could help in the given situations.
5. Continue multiple rounds as time allows, reshuffling scenario cards each round.

Reflection & Wrap-Up (5 minutes)

• Ask the group: “Which coping skill did you mark most often? Why?”
  
  
  
  
• Prompt: “When could you use belly breathing this week?”
  
  
  
  
  
  
  
• Encourage students to add any new ideas to the Coping Skills Chart.

Tip for Next Time: Swap in new scenarios or newly learned skills each session so students build fluency and independence.

Grounding Technique Worksheet

Use the 5-4-3-2-1 grounding method to notice what’s around you. Write or draw your responses in the spaces below.

5 Things You See

1. ________________________________
   
   
2. ________________________________
   
   
3. ________________________________
   
   
4. ________________________________
   
   
5. ________________________________
   
   

4 Things You Can Touch

1. ________________________________
   
   
2. ________________________________
   
   
3. ________________________________
   
   
4. ________________________________
   
   

3 Things You Hear

1. ________________________________
   
   
2. ________________________________
   
   
3. ________________________________
   
   

2 Things You Smell

1. ________________________________
   
   
2. ________________________________
   
   

1 Thing You Taste

1. ________________________________
   
   

Reflection Questions

1. Which sense was easiest or hardest to notice? Why?
   
   
   
   
   
   
   

2. When could you use this grounding skill in your day?
   
   
   
   
   
   
   
   
   

Sensory Scavenger Hunt Cards

Use these anchor cards to guide your 5-4-3-2-1 scavenger hunt. Cut and distribute one card per student, or share in small groups.

SEE
Find and bring back one item you can see.

TOUCH
Find and bring back one item you can touch.

HEAR
Find and bring back one item you can hear.

SMELL
Find and bring back one item you can smell.

TASTE
Find and bring back one item you can taste (or describe something you might taste).

Teacher Tip: Laminate and reuse these cards each session. Students can check off or place their found object next to each heading on their card.

Grounding Bingo Cards

Objective

Help students reinforce the 5-4-3-2-1 grounding technique by matching sensory prompts on a Bingo grid. This encourages quick recall of each sense-based anchor.

Materials

• Pre-printed Grounding Bingo Cards (5×5 grid with sensing prompts in each square)
• Markers, chips, or crayons to cover squares
• A list of sensory scenario prompts (see below)
• Small prizes or stickers (optional)

Setup (5 minutes)

1. Distribute one Bingo card and a set of markers to each student.
2. Explain: “Each square describes something you might notice with one of your five senses. I’ll call out sensory prompts—if the prompt matches a square on your card, cover it.”
3. Review examples: “If I say ‘Something rough you can touch,’ look for that exact phrase or similar wording on your card.”

How to Play (15 minutes)

1. Call a prompt from the teacher list (shuffle order):
   • “5 things you see: A color you notice”
   • “4 things you can touch: Something soft”
   • “3 things you hear: A sound of nature”
   • “2 things you smell: A scent in this room”
   • “1 thing you taste: Something sweet”
2. Students cover the matching square if they have it.
3. First to five in a row (horizontal, vertical, diagonal) shouts “Bingo!”
4. Verify the win by having the student read each covered square and explain which sense it uses and why it fits the prompt.
5. Continue rounds as time allows—clear cards and play again with new prompt order.

Reflection & Wrap-Up (5 minutes)

• Ask: “Which sense square did you cover most quickly? Which was hardest?”
  
  
  
  
• Prompt: “When could you use this 5-4-3-2-1 grounding trick in your day?”
  
  
  
  
  
  
  
• Encourage students to add any new sensory ideas to the Coping Skills Chart for future reference.

Self-Talk Reflection Worksheet

Use this worksheet to spot negative thoughts and practice turning them into positive self-talk statements.

Part 1: Identify Negative Thoughts

Write two negative things you sometimes say to yourself.

1. ________________________________________________
   
   
   
   

2. ________________________________________________
   
   
   
   

Part 2: Reframe with Positive Self-Talk

Next to each negative thought, write a positive statement you can say instead.

1. Negative: _________________________
   Positive: ________________________________
   
   
   
   
   
   

2. Negative: _________________________
   Positive: ________________________________
   
   
   
   
   
   

Reflection Questions

1. How do you feel when you use your positive statements instead of the negative thoughts?
   
   
   
   
   
   
   
   
   
   
   
   

2. When could you use these positive self-talk statements in your day?
   
   
   
   
   
   
   
   
   
   
   
   

Affirmation Cards

Objective

Help students create and personalize positive “I am…” statements to boost confidence and practice self-encouragement.

Materials

• Index cards or strips of paper
• Markers, crayons, stickers
• Self-Talk Reflection Worksheet for inspiration
• Small envelopes or containers for storage

Setup (2 minutes)

• Give each student 3–4 index cards or paper strips.
• Provide markers, crayons, and stickers for decorating.
• Label each envelope or container with the student’s name.

Instructions (8 minutes)

1. Explain Affirmations

   • Remind students that affirmations are positive statements that help us feel strong and capable.
   • Show an example: “I am brave,” “I am a good friend,” or “I can learn new things.”

2. Brainstorm Strengths

   • Ask: “What are you proud of? What are you good at? What makes you special?”
   • Students can look at their Self-Talk Reflection Worksheet for ideas.

3. Write “I am…” Statements

   • On each card, students write one affirmation starting with “I am…”.
   • Encourage clear, simple language (e.g., “I am creative,” “I am a hard worker”).

4. Decorate Cards

   • Use markers, crayons, and stickers to personalize each affirmation card.
   • Remind them: bright colors and images can make the message more meaningful.

5. Store and Share

   • Students place finished cards in their envelopes or containers.
   • (Optional) Invite volunteers to share one affirmation and explain why they chose it.

Follow-Up

• Encourage students to pick one card each morning this week and read it aloud.
• Suggest keeping the envelope on their desk or in their backpack to revisit anytime they need a boost.

Positive Self-Talk Bingo Cards

Objective

Help students recognize and practice positive affirmations by matching spoken prompts to statements on their bingo cards. This reinforces using encouraging self-talk in daily situations.

Materials

• Pre-printed bingo cards with different “I am…” or “I can…” affirmations in each square (e.g., “I am brave,” “I learn from mistakes,” “I am a good friend,” “I can ask for help,” “I am creative”)
• Markers, chips, or crayons to cover squares
• A list of affirmation prompt cards or teacher-read statements
• Small prizes or stickers (optional)

Setup (5 minutes)

1. Give each student a bingo card and a handful of markers or chips.
2. Explain: “Each square has a positive statement. I’ll read an affirmation prompt—if you have that exact statement on your card, cover the square.”
3. Review one example: if you say “I am brave,” students find and cover that square.

How to Play (15 minutes)

1. Read or draw a prompt card.
   • Examples:
     • “I am capable”
     • “I can learn from mistakes”
     • “I am a good friend”
     • “I ask for help when I need it”
     • “I am proud of myself”
2. Students cover the matching square if they have it.
3. First to five in a row (horizontal, vertical, diagonal) shouts “Bingo!”
4. Verify the win by having the student read each covered affirmation and explain when they might use that statement in real life.
5. Play multiple rounds as time allows. Clear cards and repeat with new prompts.

Reflection & Wrap-Up (5 minutes)

• Ask: “Which affirmation did you cover most quickly? Which was hardest to find?”
  
  
  
  
• Prompt: “Pick one affirmation from your card. When could you say it to yourself this week?”
  
  
  
  
  
  
  
• Encourage students to add any new affirmations they create to their personal Affirmation Cards and to use them whenever they need a boost.

Visualization Technique Worksheet

Use guided imagery to create a peaceful place in your mind. Follow the steps below to draw and describe your calm scene.

Part 1: Draw Your Calm Place

On the lines below, draw a picture of the place you imagined when you closed your eyes and relaxed.

Part 2: Describe Your Scene

Write one detail for each sense based on your drawing:

1. What do you SEE in your calm place?
   ________________________________
   
   
2. What do you HEAR?
   ________________________________
   
   
3. What do you FEEL (touch)?
   ________________________________
   
   
4. (Optional) Is there a smell or taste you notice? Write or draw below.
   ________________________________
   
   
   

Reflection Questions

1. How did imagining and drawing your calm place make you feel?
   
   
   
   
   
   
   

2. When could you use this visualization skill in your day to feel calmer or more focused?
   
   
   
   
   
   
   
   
   

Calm Scene Cards

Use these prompt cards during the drawing activity to spark imaginative, calming scenes. Cut apart and distribute one card per student or share in small groups.

Forest Retreat

• Tall pine trees and dappled sunlight
• Soft carpet of fallen leaves underfoot
• Gentle rustling of leaves and distant birdsong

Beach at Sunset

• Warm, golden sky meeting the horizon
• Lapping waves and the scent of salty air
• Cool sand between your toes

Meadow of Wildflowers

• Colorful blossoms swaying in a light breeze
• Buzzing of bees and soft rustling grass
• Sweet scent of flowers all around

Starry Night Sky

• Twinkling stars scattered across a dark sky
• Cool night air and feeling of vast space
• Soft glow of moonlight on everything below

Mountain Lake

• Clear, still water reflecting surrounding peaks
• Crisp, fresh air and distant birdcalls
• Smooth stones under your feet by the shore

Teacher Tip: Laminate each card so students can keep them as visual references. Encourage them to choose a new card whenever they need a mental break or calm moment.

Visualization Bingo Cards

Objective

Practice recalling calming images and sensory details by matching visualization prompts on a Bingo grid. This reinforces using mental imagery to find calm.

Materials

• Pre-printed Bingo cards (5×5 grid) with visualization prompts in each square, such as:
  • “Blue sky”
  • “Gentle waves”
  • “Soft grass”
  • “Rustling leaves”
  • “Mountain peaks”
• Markers, chips, or crayons to cover squares
• A list of visual prompts (see below)
• Small prizes or stickers (optional)

Setup (5 minutes)

1. Give each student a Bingo card and a handful of markers or chips.
2. Explain: “Each square shows a visual or sensory detail from a calm place. I’ll call out a prompt—if you have that phrase, cover it.”
3. Review one example: if you say “Soft sand,” students find and cover that square.

How to Play (15 minutes)

1. Call a visual prompt in random order. Examples:
   • “Blue sky”
   • “Waves gently rolling”
   • “Soft grass under your feet”
   • “Sunlight filtering through trees”
   • “Colorful wildflowers”
   • “Smooth pebbles by the water”
   • “Twinkling stars”
   • “Fresh, crisp air”
2. Students cover the matching square if they have it.
3. First to five in a row (horizontal, vertical, or diagonal) shouts “Bingo!”
4. Verify the win by having the winner read each covered prompt and describe how it creates a calm image.
5. Play additional rounds as time allows—clear cards and use new prompt orders.

Reflection & Wrap-Up (5 minutes)

• Ask: “Which visual detail did you cover most quickly? Which was hardest to find?”
  
  
  
  
• Prompt: “When might you picture one of these images to feel calmer?”
  
  
  
  
  
  
  
• Encourage students to use their favorite visual prompt from today’s game whenever they need a quick mental break.

Integration Worksheet

Use this worksheet to plan how you will use your coping skills in real classroom moments. Fill in each section for two scenarios.

Scenario 1

1. Describe a classroom situation where you might feel strong emotions (e.g., before a test, when called on to read aloud):
______________________________________

2. What feeling might you have in this situation?
______________________________________

3. Which coping skill will you choose (belly breathing, grounding, self-talk, visualization)?
______________________________________

4. How and when will you use this skill in that moment?
______________________________________

Scenario 2

1. Describe another classroom situation that could feel challenging (e.g., working in a group, hearing loud noise, waiting your turn):
______________________________________

2. What feeling might you have in this situation?
______________________________________

3. Which coping skill will you choose?
______________________________________

4. How and when will you use this skill in that moment?
______________________________________

Reflection

1. Which coping skill do you feel most excited to try this week?
   
   
   
   
   
   
   

2. When and where will you remind yourself to use this skill?
   
   
   
   
   
   
   
   
   

Role-Play Scenario Cards

Use these cards for partner role-plays. Cut apart and give each pair one card. Students read or act out the scenario, then choose and demonstrate a coping skill to manage their feelings.

Scenario 1: Called on to Read Aloud

You’re sitting in class when the teacher suddenly calls your name to read a paragraph from the board. Your heart starts racing and your hands feel sweaty.

Goal: Act out how you’d use belly breathing or positive self-talk to stay calm.

Scenario 2: Before a Big Test

You’re about to start a math test and your stomach is in knots. You notice your mind going blank.

Goal: Show how you’d use grounding (5-4-3-2-1) or visualization to focus.

Scenario 3: Group Project Frustration

Your group can’t agree on how to start the science poster. You feel annoyed and want to give up.

Goal: Demonstrate how you’d use positive self-talk or belly breathing to stay patient.

Scenario 4: Loud Noise Distraction

During independent work, a loud crash from outside makes you jump and lose concentration.

Goal: Role-play using grounding or visualization to bring your focus back to your desk.

Scenario 5: Waiting Your Turn

You’re waiting to share your answer and it’s taking a long time. You start to feel impatient and fidgety.

Goal: Show how you might use belly breathing or positive self-talk while you wait.

Scenario 6: Struggling with a Difficult Problem

You’ve been stuck on a tricky word problem for several minutes and feel frustrated.

Goal: Act out how you’d pause, practice self-talk (“I can try my best”), and then use visualization to picture the steps.

Teacher Tip: After each role-play, have pairs describe which coping skill they chose and why it would help in that moment.

Classroom Coping Bingo Cards

Objective

Help students connect each coping skill to real classroom moments by matching scenario prompts with the skill they’d use. This reinforces choosing and applying strategies independently.

Materials

• Pre-printed Bingo cards (5×5 grid) with each square listing one coping skill:
  • Belly Breathing
  • 5-4-3-2-1 Grounding
  • Positive Self-Talk
  • Visualization
  • (Repeat skills to fill grid)
• Markers, chips, or crayons to cover squares
• A list of classroom scenario prompts (see below)
• Small prizes or stickers (optional)

Setup (5 minutes)

1. Distribute one bingo card and markers to each student.
2. Explain: “I’ll read a classroom situation. If you’d use a coping skill on your card to handle that moment, cover that square.”
3. Review one example: “If I say ‘My heart races before I read aloud,’ you’d cover Belly Breathing.”

How to Play (15 minutes)

1. Call a scenario prompt in random order. Examples:
   • “Feeling nervous before reading aloud.”
   • “Mind wandering during a long lesson.”
   • “Hands shaking before a math test.”
   • “Stuck on a tricky group assignment.”
   • “Distracted by loud hallway noise.”
   • “Impatient while waiting for a turn.”
   • “Worried about forgetting homework.”
   • “Frustrated when a friend disagrees.”
2. Students cover the coping skill they’d choose on their card.
3. First to five in a row (horizontal, vertical, diagonal) shouts “Bingo!”
4. Verify the win by having the winner read each covered skill and explain how it helps in the corresponding scenarios.
5. Play additional rounds as time allows—clear cards and use remaining scenario prompts.

Reflection & Wrap-Up (5 minutes)

• Ask: “Which coping skill did you pick most often? Which was hardest to match?”
  
  
  
  
• Prompt: “Choose one scenario from today—when will you remember to use that coping skill?”
  
  
  
  
  
  
  
• Encourage students to check the Coping Skills Chart and their personal tools whenever they face similar moments in class.