My Body, Just Right! Script

Warm-Up: How Are We Feeling? (5 minutes)

"Good morning, second graders! Let's start our day by doing a quick check-in with our bodies. Close your eyes for a moment, or just look down at your hands. I want you to notice how your body feels right now. Is it feeling sleepy? Excited? Calm? Maybe a little wobbly? There's no right or wrong answer, just notice. Take a deep breath in... and out. Now, silently, or if you're comfortable, whisper to yourself: 'My body feels...'"

"Great job! Our bodies have amazing ways of telling us how we're doing, and they can feel all sorts of ways throughout the day. Today, we're going to become body detectives and learn about our body's different 'speeds' or 'energy levels'."

Introduce 'Too Fast, Too Slow, Just Right' (8 minutes)

"(Advance to Slide Deck: How's Your Body Feeling? -> Slide 2)"

"Sometimes, our bodies have a lot of energy, almost like a race car! We might call that 'too fast'. What do you think 'too fast' might look like or feel like at school?" (Pause for student responses, guide towards examples like running in the hallway, loud voice, fidgeting a lot.)

"Exactly! When our bodies are 'too fast', we might have trouble sitting still, listening, or working quietly. It's like our engine is revving too high!"

"(Advance to Slide Deck: When Our Body Is 'Too Fast' -> Slide 3)"

"Now, what about when our bodies are super tired, like a snail moving slowly? We might call that 'too slow'. What might 'too slow' look like or feel like?" (Pause for student responses, guide towards examples like yawning, head on desk, very quiet voice, slumped over.)

"You got it! When our bodies are 'too slow', it can be hard to pay attention, participate, or even stay awake!"

"(Advance to Slide Deck: When Our Body Is 'Too Slow' -> Slide 4)"

"But what about when our bodies feel just right? Not too fast, not too slow, but just perfect for what we need to do? We call that 'just right'. What does 'just right' look like or feel like in our classroom?" (Pause for student responses, guide towards examples like sitting calmly, listening, focused eyes, ready to learn.)

"(Advance to Slide Deck: Finding 'Just Right' Energy -> Slide 5)"

"'Just right' means your body is ready for whatever comes next, whether it's quiet reading, group work, or walking safely in the hallway. It's about matching our body's energy to the task. Take a look at our Body Check-In Visual. This visual will help us remember what 'too fast,' 'too slow,' and 'just right' look and feel like."

Activity: Body Speed Charades (10 minutes)

"(Advance to Slide Deck: Activity: Body Speed Charades! -> Slide 6)"

"Alright, body detectives! Let's play a game called 'Body Speed Charades'! I'm going to give you a scenario, and I want you to show me with your bodies if that scenario would make your body 'too fast,' 'too slow,' or 'just right'. Remember, use our Body Check-In Visual if you need a reminder."

"Ready? Here's the first one: You're running on the playground at recess! Show me with your body – too fast, too slow, or just right?" (Allow students to act it out. Affirm responses. "Yes, that's 'too fast' for inside, but 'just right' for the playground!")

"Next scenario: You're trying to read a very interesting book quietly at your desk. Show me!" (Affirm responses. "Great, a calm, 'just right' body for reading!")

"How about this: You just woke up from a long nap, and it's time to start math. Show me how your body might feel!" (Affirm responses. "You might feel a little 'too slow' after a nap, right? We need to wake up our brains!")

"What if we're walking quietly in the hallway to the library? Show me what your body would look like!" (Affirm responses. "Perfect! A 'just right' walking pace for the hallway.")

"One more: You're waiting in line for a turn at the water fountain, and you really, really have to go to the bathroom! What might your body feel like?" (Affirm responses. "Ah, that might feel a little 'too fast,' like you want to wiggle! Good observation!")

Discussion: When is 'Just Right' Important? (5 minutes)

"(Advance to Slide Deck: Why Is 'Just Right' Important? -> Slide 7)"

"That was a fantastic game, everyone! Now, let's talk a little more. Why do you think it's important for our bodies to be 'just right' at school? How does having a 'just right' body help us?"

"Think about different parts of our school day. When is it really important to have a 'just right' body?"

"(Guide discussion to include learning, safety, being a good friend, listening, focusing. Reinforce that 'just right' might look different for different activities.)"

Cool-Down & Assessment: Body Check-In Quiz (2 minutes)

"Excellent thinking today, class! To finish up, I'm going to hand out a quick Body Check-In Quiz. This will help me see what you've learned about 'too fast,' 'too slow,' and 'just right.' Remember to use what we talked about and our visual to help you. You've all done a wonderful job noticing your bodies today!"

My Body, Just Right! Discussion Prompts

Today, we talked about our bodies being 'too fast,' 'too slow,' or 'just right.' Let's think a little more about this!

1. Can you think of a time today when your body felt 'too fast'? What was happening? How did that feel?
   
   
   
   

2. Can you think of a time today when your body felt 'too slow'? What made it feel that way?
   
   
   
   

3. When is it really important for your body to be 'just right' in the classroom? Why?
   
   
   
   

4. How does having a 'just right' body help you learn new things or play with your friends?
   
   
   
   

5. What's one thing you can do to help your body feel 'just right' if it's feeling 'too fast' or 'too slow'?
   
   
   
   

Body Check-In Visual

(Teacher: Display this visual prominently in the classroom or print individual copies for students to reference. It should clearly show three distinct zones with simple descriptors and possibly associated colors/emojis.)

Body Check-In Visual Example:

🔴 Too Fast!

• Looks like: Wiggling, running, loud voice, rushing, fidgeting.
• Feels like: Bouncy, jumpy, buzzy, excited (sometimes too excited).
• Goal: Slow down, take a breath.

🟡 Just Right!

• Looks like: Calm body, focused eyes, listening ears, steady walking, gentle voice.
• Feels like: Ready to learn, calm, comfortable, focused, steady.
• Goal: Stay here! You're ready.

🔵 Too Slow!

• Looks like: Head on desk, yawning, slumped posture, quiet voice, very slow movements.
• Feels like: Tired, sleepy, groggy, low energy.
• Goal: Wake up, get energized (safely).

Body Speed Charades Game Instructions

Objective: Students will physically demonstrate their understanding of "too fast," "too slow," and "just right" body states in response to various scenarios.

Materials:

• Body Check-In Visual (displayed)
• Scenario cards (optional, or read aloud from list below)

Time: 10-15 minutes

Instructions:

1. Introduce the Game: "We're going to play 'Body Speed Charades'! I'll describe a situation, and you'll show me with your body if it's a 'too fast,' 'too slow,' or 'just right' body for that moment. Remember to use our Body Check-In Visual to help you!"
2. Demonstrate: Briefly model an example. "If I say, 'You just finished a big race!' I might show a 'too fast' body with lots of panting and wiggling. If I say, 'You're snuggled in bed ready to sleep,' I might show a 'too slow' body, very still and quiet."
3. Read Scenarios: Read each scenario aloud. Give students a few seconds to think and then act it out. Encourage full-body movement or stillness.
4. Discuss and Affirm: After each charade, briefly discuss why students chose that 'speed.' Affirm their choices and gently correct if needed, explaining the reasoning. Reinforce that 'just right' can look different for different activities.

Scenario Ideas:

• Running in the gym during recess.
• Sitting on the rug listening to a story.
• Waking up sleepy on a Monday morning.
• Walking quietly in the hallway to the bathroom.
• Waiting patiently in line for lunch.
• Feeling super excited about a birthday party this weekend!
• Trying to focus on a challenging math problem.
• Playing tag outside with friends.
• Trying to whisper a secret to a friend in a quiet library.
• Feeling tired after a busy day at school.

Leo and the Lemonade Stand

Leo loved summer. He especially loved making lemonade. This Saturday, Leo was going to open his very own lemonade stand!

That morning, Leo woke up feeling super-duper excited! His mind was buzzing with ideas. He wanted to run to the kitchen, grab the lemons, and start squeezing right away! He zoomed around his room, putting on his clothes. He almost tripped over his shoes! When his mom asked him to eat breakfast, Leo could barely sit still. His leg bounced up and down under the table. He talked really fast about all the customers he would have.

His mom smiled. "Wow, Leo," she said gently, "Your body seems a little too fast right now. Remember to take a deep breath. We need a calm, steady body to make delicious lemonade without spilling!"

Leo took a big breath, held it, and let it out slowly. He tried to wiggle his toes instead of his whole leg. He thought about his mom's words. He slowed down his eating and started to listen to the birds outside.

Later, after the stand was set up, the sun got very hot. Leo had been selling lemonade for a long time. Now, he felt really tired. His eyelids felt heavy, and he leaned against the table. When a new customer came, Leo almost whispered, "Lemonade?" He felt slow, like he was moving through thick mud. He just wanted to sit down and rest.

His dad came over with a cool drink of water. "Hey, champ," his dad said softly, "Your body looks a little too slow. We need you to be awake and friendly for your customers! How about we take a quick five-minute break in the shade?"

Leo nodded. He drank his water and closed his eyes for a moment in the cool shade. He imagined himself feeling refreshed. When he came back to the stand, he felt a little better. He stood up straight and gave a friendly wave to the next person walking by.

By the afternoon, the weather was perfect. Not too hot, not too cold. Leo felt a warm, happy energy. He wasn't rushing, and he wasn't dragging. He greeted customers with a clear voice, poured lemonade carefully, and even counted change without rushing. He felt focused and happy. "My body feels just right!" he thought. He knew exactly what he needed to do, and his body was ready to do it. And his lemonade? It was the best ever!

Questions for Reflection:

1. When Leo was first excited about his lemonade stand, how did his body feel? Was it too fast, too slow, or just right?
   
   
   
   
2. What did Leo's mom say to help him when his body was feeling too fast?
   
   
   
   
3. Later, when it was hot, how did Leo's body feel? Was it too fast, too slow, or just right?
   
   
   
   
4. What did Leo do to help his body feel better when it was too slow?
   
   
   
   
5. When did Leo's body feel "just right"? What was he able to do when his body felt that way?
   
   
   
   

Hallway Heroes Script

Warm-Up: Body Check-In Review (5 minutes)

"Good morning, Hallway Heroes! Last time, we talked about our bodies being 'too fast,' 'too slow,' or 'just right.' Give me a thumbs up if you remember that!"

"(Advance to Slide Deck: Body Check-In Review! -> Slide 1)"

"Can anyone share a time recently when you noticed your body felt 'just right' in our classroom? What were you doing?" (Allow a few students to share.)

"Excellent! It's so important to notice what our bodies are doing, because it helps us be ready for different things we need to do at school."

Introduce Hallway Expectations (10 minutes)

"Today, we're going to become experts at being 'Hallway Heroes'! When we leave our classroom, the hallways have special rules to keep everyone safe and learning. It's different from our classroom or the playground."

"(Advance to Slide Deck: Hallway Heroes! -> Slide 2)"

"Let's look at our new Hallway Expectations Visual. What do you notice first?" (Point to the visual, discuss its elements.)

"First, let's talk about our walking pace. What does 'pace' mean? It's how fast or slow we walk. In the hallway, we need a 'just right' walking pace. What do you think that looks like?" (Guide responses to steady, calm, no running, no dragging feet.)

"(Advance to Slide Deck: Just Right Walking Pace -> Slide 3)"

"A 'just right' walking pace means: steady feet, hands to self, and eyes looking forward. We walk softly, almost like we're tiptoeing, so we don't stomp. Why do you think it's important not to run or stomp in the hallway?" (Safety, not disturbing other classes.)

"Now, let's talk about our voice level. What do you think a 'just right' voice level is for the hallway?" (Guide responses to zero voice or whisper voice.)

"(Advance to Slide Deck: Just Right Voice Level -> Slide 4)"

"Most of the time, in the hallway, our voices should be a zero voice. That means no talking at all. But sometimes, if it's really important, you might use a super quiet whisper voice to talk to your teacher or a friend right next to you."

"Why is it so important to have quiet voices in the hallway?" (Other classes are working, don't want to interrupt their learning.)

"So, to be a Hallway Hero, we need a 'just right' walking pace and a 'just right' voice level. Our goal is to walk calmly and quietly all the way to our destination."

Activity: Hallway Scenarios & Practice (10 minutes)

"(Advance to Slide Deck: Hallway Scenarios Practice! -> Slide 5)"

"Now, let's practice! I'm going to give you some hallway situations, and we'll talk about, and then show, what a Hallway Hero would do with their body and voice. Remember our Hallway Expectations Visual!"

"Scenario 1: We are walking past a 3rd-grade classroom, and their door is open. What kind of walking pace and voice level do we need?" (Discuss and model: steady, quiet steps, zero voice.) "Let's all stand up and show me your 'just right' body and quiet feet for this scenario. Walk in place, silently, hands to self. Great!"

"Scenario 2: We are walking to the cafeteria for lunch. Everyone is hungry and excited! What kind of walking pace and voice level do we need?" (Discuss and model: steady, calm walk, whisper voice if absolutely necessary, but mostly zero.) "Show me how you'd walk calmly to lunch, even if you're excited!"

"Scenario 3: You're walking with a friend to the water fountain. What kind of walking pace and voice level should you use?" (Discuss and model: steady, side-by-side, zero voice unless a quick whisper is needed.)

"If it's safe and quiet, let's take a very quick, supervised walk right outside our classroom door and back. Focus on just your walking pace. Ready? Let's go!" (Lead a brief, very controlled practice if possible. Emphasize quiet feet and steady pace.)

Game: Hallway Pace Game (Brief) (3 minutes)

"(Advance to Slide Deck: Game Time: Hallway Pace Practice! -> Slide 6)"

"That was great practice! Now, for a quick game in our classroom to help us feel that 'just right' pace. Everyone, find a small space near your desk. We're going to imagine we're walking down the hallway. When I say 'Go,' I want you to walk in place, at a 'just right' speed. Not too fast, like you're running, and not too slow, like a turtle. Try to keep your pace steady until I say 'Stop.' Ready? Go!" (Observe and provide feedback: "Good, steady feet, Maya!" "Remember, not too fast, Ben.") "Stop! Great job!

Cool-Down & Reflection (2 minutes)

"(Advance to Slide Deck: Be a Hallway Hero! -> Slide 7)"

"You all did a wonderful job being Hallway Heroes today! What's one new thing you learned or remembered about keeping your body and voice 'just right' in the hallway?" (Allow 1-2 quick shares.)

"To help us remember, I'm going to hand out our Hallway Check-In Quiz. This will help me see how much you learned about being a Hallway Hero! Keep practicing those 'just right' hallway moves!"

Hallway Heroes Discussion Prompts

Today, we talked about being Hallway Heroes! Let's think more about how we can make our hallways safe and quiet for everyone.

1. Imagine you are walking in the hallway and see another class working. Why is it important to use a quiet voice (or no voice at all)?
   
   
   
   
2. What does a "just right" walking pace look like when you are walking in the hallway? How is it different from how you walk on the playground?
   
   
   
   
3. Why do we keep our hands to ourselves and our eyes forward in the hallway?
   
   
   
   
4. Can you give an example of a time when you might need to remind yourself to be a Hallway Hero? What would you do?
   
   
   
   
5. How does being a Hallway Hero help the whole school?

Hallway Expectations Visual

(Teacher: Display this visual prominently in the classroom or print individual copies for students. It should clearly show expectations for body and voice in the hallway.)

Hallway Expectations Visual Example:

###🚶‍♀️👣 Just Right Pace

• Feet: Walking, not running or skipping.
• Speed: Steady, calm, like a quiet robot.
• Hands: To yourself or by your sides.
• Eyes: Looking forward, watching where you're going.

###🤫🔇 Just Right Voice

• Level: Zero voice (most of the time) or a whisper.
• Reason: Other classes are learning!

Hallway Scenarios Activity Instructions

Objective: Students will identify and practice appropriate walking pace and voice levels for different hallway situations.

Materials:

• Hallway Expectations Visual (displayed)
• Open classroom space or a clear path in the hallway (if safe and supervised).

Time: 10 minutes

Instructions:

1. Introduce: "Now that we know what a Hallway Hero looks like, let's practice! I will give you a scenario, and we'll talk about what our bodies and voices should do. Then, we'll briefly 'act out' the 'just right' way."
2. Present Scenarios: Read each scenario aloud. After each, ask students:
   • "What would your walking pace be? Too fast, too slow, or just right?"
   • "What would your voice level be? Zero voice, whisper, or regular?"
   • "Show me with your body how you would walk!"
3. Practice: Have students stand up and demonstrate the appropriate walking pace and body posture in place, or take a few steps if space allows. Remind them about hands to self and eyes forward.
4. Discuss: Briefly affirm their responses and reinforce the 'why' behind the rules (safety, respect for others).

Scenario Ideas:

• Walking to the school office: (Steady, quiet walk; zero voice)
• Walking to the library for story time: (Calm, quiet walk; whisper voice if talking to a friend beside you, otherwise zero)
• Walking past the kindergarten classrooms during quiet time: (Very steady, silent walk; zero voice)
• Walking to the gymnasium for P.E. (when you're super excited!): (Steady, calm walk even when excited; zero voice - save excitement for the gym!)
• Walking back from the cafeteria after a noisy lunch: (Transition from noisy to calm; steady walk; zero voice)
• Walking with your whole class to an assembly: (Steady pace, stay with the group; zero voice)

Hallway Pace Game: The Steady Strider Challenge!

Objective: Students will practice maintaining a consistent, "just right" walking pace in a controlled environment.

Materials:

• Clear, open space in the classroom or a designated school hallway (if possible and safe)
• Optional: A drum, clap, or gentle music with a steady beat to help set the pace.

Time: 5-7 minutes

Instructions:

1. Introduce the Game: "Okay, Hallway Heroes! We're going to play a game called 'The Steady Strider Challenge.' Our goal is to walk at a perfectly 'just right' pace – not too fast like a zoom car, and not too slow like a sleepy sloth. We want a steady, calm, even walk."
2. Set the Stage (Classroom Version): "Everyone, find a clear space around your desk where you can take a few steps. When I say 'Go,' you're going to walk in place, or take a few steps around your space, at a 'just right' pace. Imagine you're walking in the hallway, being super mindful of your feet."
3. Demonstrate: Model a "just right" pace, then a "too fast" pace, and a "too slow" pace. Emphasize the consistency of the "just right" pace.
4. Practice Rounds:
   • Round 1 (Guided): "Ready? Go! Try to match my pace." (Start a slow, steady walk. Use a soft, rhythmic clap or beat if using a drum.) "Are your feet quiet? Are your hands to yourselves? Eyes looking forward, even if you're walking in place?" (Walk for about 30 seconds, then say "Stop.")
   • Round 2 (Independent): "Now, you try it on your own! Find your own 'just right' pace. Go!" (Observe students, providing gentle reminders or positive reinforcement. "I see some great steady striders!" "Remember, not too fast, make those quiet feet.") (Walk for about 45 seconds, then say "Stop.")
5. Set the Stage (Hallway Version - if feasible and supervised): "We're going to practice being 'Steady Striders' in the real hallway! Remember our 'just right' pace, quiet feet, hands to self, and zero voices. We'll walk from here to the (e.g., water fountain) and back. Focus on your pace!"
6. Real Hallway Walk (if applicable): Lead the students in a short, supervised walk, focusing specifically on maintaining a consistent pace. Provide immediate, gentle feedback.
7. Reflection: "How did that feel? Was it easy to keep a 'just right' pace? Why is it important to walk steadily in the hallway?"

The Hallway Hustle

Lily loved going to school, but sometimes the hallways were a bit of a challenge. When the bell rang for recess, Lily often got so excited that her feet would just go! She would zoom out of the classroom, her backpack bouncing, ready to be the first one to the swings.

One day, as she was doing her usual recess dash, she almost bumped into Mrs. Davis, the school principal. Mrs. Davis was carrying a big stack of books. "Whoa there, Lily-bug!" Mrs. Davis chuckled, steadying her books. "Your body is definitely feeling a little too fast for the hallway right now."

Lily felt her cheeks get warm. She looked around. Other kids were walking calmly, their voices quiet. She saw a sign on the wall that said, "Hallway Heroes: Quiet Feet, Calm Bodies." Lily remembered her teacher talking about "just right" bodies.

"Sorry, Mrs. Davis," Lily mumbled, slowing her pace until she was walking next to her. "I was just so excited for recess!"

"I understand that feeling, Lily," said Mrs. Davis. "But when we zoom, we might bump into friends, or disturb other classes who are still learning. A Hallway Hero uses a just right pace – steady, calm steps, and a quiet voice. That way, everyone is safe, and everyone can learn."

Lily tried it. She put her hands in her pockets and took slow, even steps. She looked straight ahead instead of darting her eyes everywhere. She even noticed a beautiful drawing on the bulletin board she had never seen before!

Later that day, it was time to go to the library. Lily was feeling a little tired after a busy morning, and she found herself dragging her feet. Her voice was so quiet that her friend Maya, who was walking beside her, couldn't hear her questions. Her body felt a little too slow.

Lily remembered Mrs. Davis and the "Hallway Heroes" sign. She took a deep breath. She thought, "Okay, Lily, find your just right pace!" She tried to pick up her feet a little more, and she straightened her back. She still walked calmly, but with a bit more energy, so she wasn't dragging. When she spoke to Maya, she used a quiet whisper voice that Maya could hear, but wasn't loud enough to bother the other classes.

When they reached the library, Lily felt proud. She had walked safely and respectfully, keeping her body and voice "just right." She was a true Hallway Hero!

Questions for Reflection:

1. At the beginning of the story, when Lily was rushing to recess, how was her body moving? Was it too fast, too slow, or just right?
   
   
   
   
2. What did Mrs. Davis tell Lily about being a "Hallway Hero"?
   
   
   
   
3. When Lily was walking to the library, how did her body feel? Was it too fast, too slow, or just right?
   
   
   
   
4. What did Lily do to help her body feel more "just right" when she was tired?
   
   
   
   
5. Why is it important to walk with a "just right" pace and use a "just right" voice in the hallways?

Classroom Calm: Regulating My Body & Voice Script

Warm-Up: Body & Voice Check-In (5 minutes)

"Good morning, everyone! Let's start with a quick check-in. Remember how we talked about 'just right' bodies and voices? Give me a silent thumbs up if you remember what a 'just right' body looks like when you're sitting at your desk for independent work."

"(Advance to Slide Deck: Classroom Body & Voice Check! -> Slide 1)"

"Great! How about a 'just right' voice when we're on the carpet listening to a story? What does that sound like?" (Guide responses towards quiet, listening, not talking over others.)

"Fantastic! Today, we're going to learn about some special tools – I like to call them Classroom Superpowers – that help us keep our bodies and voices 'just right' when we're in the classroom."

Introduce Calm Classroom Visual & Strategies (10 minutes)

"(Advance to Slide Deck: My Classroom Superpowers! -> Slide 2)"

"Sometimes, even when we try our best, our bodies can feel wiggly, or our voices might want to get loud when we need them to be quiet. That's okay! It happens to everyone. But we have superpowers to help us get back to 'just right'! Let's look at our Calm Classroom Visual."

"Our first superpower is Deep Breaths!" (Advance to Slide Deck: Superpower 1: Deep Breaths -> Slide 3)
"When your body feels too fast, or you feel frustrated, try this with me: Breathe in slowly through your nose, like you're smelling a yummy cookie (count to 3 in your head). Hold it for a moment. Now, breathe out slowly through your mouth, like you're blowing out a birthday candle (count to 3). Let's do it one more time. In... hold... out. How do you feel? A little calmer? It's like pressing a 'calm down' button!"

"Our next superpower helps our bodies get out the wiggles quietly. It's our Quiet Body Tools!" (Advance to Slide Deck: Superpower 2: Quiet Body Tools -> Slide 4)
"If your body wants to move, but you need to be still, try this: Squeeze your hands into fists really tight for 5 seconds, like you're squeezing all the wiggles out, then relax. Ahh, better. Or, push your feet into the floor, like you're pushing a heavy box. Feel those muscles work, and then relax. These are secret ways to get wiggles out without bothering anyone!"

"And our third superpower is about making Just Right Voice Choices!" (Advance to Slide Deck: Superpower 3: Just Right Voice Choices -> Slide 5)
"Sometimes, we have an awesome idea and we want to shout it out! But in the classroom, a 'just right' voice is often our inner voice (just thinking the answer) or a quiet whisper voice if we're working with a partner. And what's the best way to share a big idea with the whole class?" (Wait for 'raise hand'.) "Exactly! Raising your hand is a fantastic voice superpower."

"So, to use our superpowers, we can practice a routine called Pause and Check!" (Advance to Slide Deck: My Self-Regulation Routine: Pause and Check! -> Slide 6)
"When you start to feel your body getting too fast, or your voice getting too loud, you can:

1. PAUSE: Stop what you're doing for just a second.
2. CHECK: How does my body feel? How loud is my voice?
3. CHOOSE: Pick a superpower! A deep breath? Squeeze your hands? Use your inner voice?"

"I might even give you a special teacher gesture – like a tap on your desk or a quiet hand signal – to remind you to Pause and Check, and use your superpowers!"

Activity: Calm Classroom Strategies Practice (10 minutes)

"(Advance to Slide Deck: Activity: Classroom Superpower Practice! -> Slide 7)"

"Alright, Classroom Superheroes! Let's practice using our new tools. I'm going to give you some classroom situations, and I want you to tell me, or show me, which superpower you would use to get back to 'just right.' Remember our Calm Classroom Visual!"

"Scenario 1: You're sitting at your desk doing independent reading, but your body feels very wiggly, and you want to stand up and stretch. What superpower could you use to stay 'just right' at your desk?" (Guide responses: Squeeze hands, push feet into floor, take a deep breath.) "Show me quietly how you'd use that superpower."

"Scenario 2: You know the answer to a question, and you're so excited you almost shout it out! What superpower would help you share your idea in a 'just right' way?" (Guide responses: Inner voice, raise hand.) "Show me your quiet, raised hand."

"Scenario 3: You're working on a math problem, and it's really frustrating you! You feel your body getting tense and your voice might want to grumble. What superpower could you use?" (Guide responses: Deep breaths, squeeze hands, take a moment to pause.) "Let's all take a quiet, calming breath together for this one."

"Scenario 4: You're on the carpet listening to a friend share, but you feel like talking to the person next to you. What superpower reminds you to listen and use a 'just right' voice?" (Guide responses: Inner voice, focused eyes, remembering it's not my turn to talk.)

Game: Classroom Body & Voice Game (3 minutes)

"(Advance to Slide Deck: Game Time: Quick Body & Voice! -> Slide 8)"

"Excellent practicing! Now for a quick game called 'Quick Body & Voice.' I'm going to call out a short command, and I want you to instantly get your body or voice 'just right' for that command. We're practicing quick adjustments!"

"Ready? Here we go!

• 'Quiet feet, please!' (Students adjust feet quietly, maybe press into floor).
• 'Inner voice!' (Students might put a finger to lips or show they are thinking).
• 'Calm body, ready to learn!' (Students adjust posture).
• 'Listening ears on!' (Students show focused attention).
• 'Deep breath!' (Students take a silent deep breath).

"Great job responding quickly! You're getting so good at using your superpowers!"

Cool-Down & Assessment (2 minutes)

"(Advance to Slide Deck: Use Your Superpowers! -> Slide 9)"

"Wow, you all have amazing Classroom Superpowers! Learning to use these tools helps you learn better, helps your friends learn better, and makes our classroom a calm and happy place. What's one superpower you'll try to use today if you notice your body or voice getting 'too fast' or 'too loud'?" (Allow 1-2 quick shares.)

"To see how much you've learned about your Classroom Superpowers, I'm handing out our Classroom Regulation Quiz. Keep practicing being a Classroom Calm Superhero!"

Classroom Calm Discussion Prompts

Today, we learned about our amazing Classroom Superpowers to help us stay "just right" in the classroom! Let's talk more about using these tools.

1. What does a "just right" body and voice look and sound like during quiet work time in our classroom?
   
   
   
   
2. Can you name one of the "Classroom Superpowers" we talked about today (like deep breaths or quiet body tools)? How can it help you?
   
   
   
   
3. Imagine you are feeling really excited, and your body wants to wiggle a lot during carpet time. What could you do to use your self-regulation skills?
   
   
   
   
4. Why is it important for everyone in the classroom to have a "just right" body and voice? How does it help our learning?
   
   
   
   
5. What is the "Pause and Check" routine? When could you use it today?

Calm Classroom Visual

(Teacher: Display this visual prominently in the classroom or print individual copies for students. It should clearly show strategies for self-regulating body and voice.)

Calm Classroom Visual Example:

###🧘 Just Right Body

• Deep Breaths: Breathe in peace, breathe out wiggles.
• Quiet Squeezes: Squeeze hands, push feet into the floor.
• Stillness: Notice feet on the ground, hands resting.

###🤫 Just Right Voice

• Inner Voice: Think it, don't say it out loud.
• Whisper Voice: Only if needed, to a close friend or teacher.
• Raise Hand: For sharing ideas with the whole class.

###🚦 Routine: PAUSE & CHECK!

1. PAUSE: Stop for a second.
2. CHECK: How's my body? How's my voice?
3. CHOOSE: Pick a superpower to get back to 'just right'!

Calm Classroom Strategies Activity Instructions

Objective: Students will identify and practice self-regulation strategies for body and voice in various classroom scenarios.

Materials:

• Calm Classroom Visual (displayed)
• Optional: Scenario cards.

Time: 10 minutes

Instructions:

1. Introduce: "Today we're going to put our Classroom Superpowers to the test! I'll give you different classroom situations, and we'll practice using our 'Pause and Check' routine and our superpowers to get our bodies and voices 'just right.'"
2. Present Scenarios: Read each scenario aloud. After each, ask students:
   • "What's happening in this situation?"
   • "How might your body or voice feel? (Too fast, too loud, etc.)"
   • "What superpower could you use?"
   • "Let's practice that superpower quietly."
3. Practice & Discuss: Have students demonstrate the chosen strategy (e.g., take a deep breath, quietly squeeze hands, practice raising a hand). Reinforce the 'teacher gesture' as a prompt.

Scenario Ideas:

• Scenario A: Fidgety Feet: You are working on a worksheet, but your feet keep wiggling and tapping. You really want to get up and walk around. (Pause & Check: My feet are too fast. Choose: Push feet into the floor, deep breath.)
• Scenario B: Bursting to Share: The teacher asks a question, and you know the answer! You feel like shouting it out right away. (Pause & Check: My voice is too loud/fast. Choose: Inner voice, raise hand quietly.)
• Scenario C: Frustration Station: You are building something with blocks, but they keep falling over. You feel frustrated and want to grumble or throw a block. (Pause & Check: My body is getting tense/too fast. Choose: Deep breaths, squeeze hands, count to five.)
• Scenario D: Loud Whispers: You are working with a partner, and you both get really excited about your idea. Your whispers start to get louder and louder. (Pause & Check: Our voices are getting too loud. Choose: Whisper more softly, remember other students are working.)
• Scenario E: Feeling Sleepy: It's after lunch, and you feel very sleepy. Your head is drooping, and it's hard to keep your eyes open. (Pause & Check: My body is too slow. Choose: Sit up straight, take a deep breath, push feet into the floor, gently stretch.)

Quick Body & Voice Challenge Game!

Objective: Students will quickly respond to prompts by adjusting their body and voice to a "just right" level.

Materials:

• Your voice for giving prompts!
• Optional: A bell or chime to signal the start/stop of a round.

Time: 3-5 minutes

Instructions:

1. Introduce the Game: "Okay, Classroom Superheroes, get ready for the Quick Body & Voice Challenge! I'm going to call out a command or a situation, and you need to instantly show me with your body or voice how you would get to 'just right.' We're practicing how fast we can use our superpowers!"
2. Demonstrate: Briefly model one or two examples. "If I say, 'Quiet hands for listening,' you might quickly put your hands in your lap. If I say, 'Inner voice, please,' you might put a finger to your lips."
3. Start the Rounds: Give prompts one at a time. Encourage quick, silent, and appropriate responses. Praise quick adjustments.

Game Prompts:

• "Quiet feet, please!" (Students adjust their feet to be still or push into the floor quietly.)
• "Inner voice!" (Students might tap their head or put a finger to their lips, indicating they are thinking.)
• "Calm body for reading!" (Students adjust their posture to be still and attentive.)
• "Listening ears on!" (Students might make a gesture of listening, or simply show focused attention.)
• "Deep breath!" (Students take a silent, visible deep breath.)
• "Quiet hands!" (Students put hands in lap or on desk calmly.)
• "Eyes on the speaker!" (Students direct their gaze to the teacher or imaginary speaker.)
• "Whisper voice!" (Students briefly demonstrate a quiet whisper if asked, or just show the readiness to use one.)
• "Ready for partner work!" (Students might turn slightly towards an imaginary partner with a calm body.)
• "Focus on your work!" (Students show intense concentration on an imaginary task.)

Variations:

• Teacher Gesture Only: Give the prompts with only non-verbal cues (e.g., pointing to own lips for inner voice, hands clasped for quiet hands).
• Speed Round: Increase the pace of the prompts for a faster challenge.

Reflection: "Wow, you were super speedy at using your superpowers! How did that feel? Was it easy to make quick changes? Why is being able to change quickly helpful in our classroom?"

The Wobbly Widget

Leo loved building with widgets. They were small, colorful, and could connect in a million ways. But sometimes, when a widget wouldn't fit, or his tower kept wobbling and falling down, Leo felt his body get all wiggly inside. His hands wanted to push things, his feet wanted to tap, and a loud grumble wanted to escape his mouth!

One afternoon, Leo was trying to build a super-tall widget castle. He carefully placed a red widget, then a blue, then a green. But then, a yellow widget just wouldn't click! He tried pushing it harder. He wiggled it. Still no click. Leo felt a warm, tingly feeling start in his stomach and rush to his fingers and toes. His body was starting to feel too fast.

He wanted to shout, "Grrr! This won't work!" He wanted to throw the yellow widget across the room. But then, he remembered Mrs. Lily's words about Classroom Superpowers and the Calm Classroom Visual. "Pause and Check!" he thought.

1. PAUSE: He stopped pushing the widget.
2. CHECK: How does my body feel? Wiggly, buzzy, frustrated, almost loud. My body is getting too fast!
3. CHOOSE: What superpower can I use?

Leo decided to try a deep breath. He breathed in slowly through his nose, thinking of a fluffy cloud. He held it for a count of three. Then he blew out slowly, like he was gently cooling a hot cookie. He did it again. In... hold... out. Ah, his shoulders felt a little less tense. The wiggly feeling was still there, but it wasn't as strong.

He then remembered another superpower: Quiet Body Tools. He quietly pushed his feet firmly into the floor, counting to five in his head. Then he relaxed. He squeezed his hands tightly, then let them go. The extra energy felt like it was going into the floor and out of his hands, instead of making him yell.

Now, Leo's body felt more just right. He looked at the yellow widget again. Instead of forcing it, he gently turned it around. Click! It fit perfectly!

Leo smiled. He didn't need to shout or throw things. His Classroom Superpowers helped him stay calm and solve the problem. His widget castle stood tall and proud, and Leo felt calm and proud too.

Questions for Reflection:

1. How did Leo's body feel when the yellow widget wouldn't click? Was it too fast, too slow, or just right?
   
   
   
   
2. What was the first thing Leo remembered to do when he felt his body getting frustrated?
   
   
   
   
3. What two "Classroom Superpowers" did Leo use to help his body feel more "just right"?
   
   
   
   
4. How did using his superpowers help Leo with his widget castle?
   
   
   
   
5. Can you think of a time when you felt frustrated like Leo? What superpower could you use to help yourself?

Calm Transitions: Entry & Exit Script

Warm-Up: Review Self-Regulation (5 minutes)

"Good morning, everyone! We've been doing such a great job learning about our bodies and voices. Give me a silent signal if you used one of your Classroom Superpowers, like deep breaths or quiet body tools, recently. When did you use it? How did it help you get your body or voice 'just right'?" (Allow 1-2 shares.)

"(Advance to Slide Deck: My Superpowers Check-In! -> Slide 1)"

"Fantastic! You're all becoming self-regulation pros, noticing your bodies and choosing how to respond."

Introduce Entry & Exit Routine (Pause & Check) (10 minutes)

"(Advance to Slide Deck: Ready for New Adventures? -> Slide 2)"

"Today, we're going to think about something special called transitions. Transitions are when we move from one activity to another, or from one place to another. Like going from our classroom to the library, or from recess back to our desks. Each new place or activity needs our bodies and brains to be ready in a special way."

"(Advance to Slide Deck: Transition Time! (Like a Stop Sign!) -> Slide 3)"

"Think of a stop sign. What does it tell a car to do?" (Pause for responses: Stop, slow down.) "Exactly! Our bodies and brains sometimes need a 'stop sign' before we move. We need to PAUSE before we GO! Let's look at our Transition Cues Visual."

"We're going to learn a special 'Pause and Check' routine to help us with transitions." (Advance to Slide Deck: My Transition Routine: PAUSE and CHECK! -> Slide 4)

"Here's how it works:

1. PAUSE: When it's time to move, stop at the door, or at your line-up spot. Freeze your body for just a moment.
2. CHECK: Quickly ask yourself, 'How is my body feeling right now? Am I too fast, too slow, or just right?' Are my feet calm? Is my voice quiet?
3. COPING SKILL: If your body is 'too fast' or 'too slow,' use one of your superpowers! Take a deep breath. Squeeze your hands. Push your feet into the floor. This is a coping skill – a way to help yourself.
4. READY: Adjust your body to be 'just right' so you can enter or leave respectfully, with calm energy."

"A really powerful part of this routine is to imagine it!" (Advance to Slide Deck: Imagine It: A Mental Dress Rehearsal! -> Slide 5)
"Before you even move, quickly picture in your mind: How will my feet move to the library? (Quietly, steadily.) What will my voice be like in the cafeteria? (Quiet talking, not shouting.) How will I sit in the computer lab? (Calm, focused.) Practicing it in your mind helps your body do it correctly when it's time to move."

Activity: Transition Practice (10 minutes)

"(Advance to Slide Deck: Activity: Practice Our Calm Transitions! -> Slide 6)"

"Alright, let's become masters of calm transitions! We're going to practice our 'Pause and Check' routine for different school movements. Remember our Transition Cues Visual! I'll use a special gesture (e.g., holding up a flat hand) to remind you to Pause and Check."

"Scenario 1: Leaving for the Hallway. Everyone, pretend you're getting ready to line up at the door to go to the hallway. (Lead students to the door.)
* PAUSE: Stop right here. (Teacher uses gesture).
* CHECK: How's your body feeling? Too fast? Too slow? Just right? (Wait for silent self-check).
* COPING SKILL: Take a deep breath. Imagine how your feet will walk quietly in the hallway. (Guide them.)
* READY: Now, gently, one at a time, quietly take one step out. (Coach for calm entry).

"Scenario 2: Entering the Art Room. Imagine we are standing outside the Art Room. The door is about to open. (Have students stand in an imaginary line.)
* PAUSE: Stop. (Teacher uses gesture).
* CHECK: How's your body? Is it ready for art, or still feeling playground energy? (Guide).
* COPING SKILL: Give your hands a quiet squeeze. Imagine how you will walk to your seat and get ready to create quietly. (Guide).
* READY: Now, pretend to walk to your art spot with calm energy."

"Scenario 3: Leaving the Cafeteria. Imagine we've just finished a noisy lunch, and it's time to walk to the bathroom. You might still have some busy energy from lunch.
* PAUSE: Stop before you get up from your imaginary table. (Teacher uses gesture).
* CHECK: How's my body? Does it need to calm down after eating? (Guide).
* COPING SKILL: Take two slow, deep breaths. Imagine your steady, quiet feet walking to the bathroom.
* READY: Now, pretend to walk calmly out of the cafeteria and to the bathroom."

Game: Transition Challenge (3 minutes)

"(Advance to Slide Deck: Game Time: Transition Challenge! -> Slide 7)"

"That was great practice! Now, for a quick game called 'Transition Challenge.' I'm going to call out a place we're going to. I want you to quickly show me your PAUSE (freeze) and then pretend to use a coping skill (like a deep breath or hand squeeze) to get your body ready. We're practicing quick self-regulation!"

"Ready? Here we go!

• 'Going to the library!' (Students pause, take a breath or squeeze hands.)
• 'Entering computer lab!' (Students pause, imagine sitting calmly.)
• 'Leaving for recess!' (Students pause, deep breath, remember to wait for the door.)
• 'Walking to the water fountain!' (Students pause, show calm body.)

"Excellent quick thinking, everyone! You're getting so good at this."

Cool-Down & Reflection (2 minutes)

"(Advance to Slide Deck: Calm Transitions, Ready Minds! -> Slide 8)"

"You all did a wonderful job practicing calm transitions today! Using our 'Pause and Check' routine helps us be ready for new learning, shows respect in all school places, and helps us feel calm and in control. What transition will you use this routine for next?" (Allow 1-2 quick shares.)

"To finish up, I'm handing out our Transition Check-In Quiz. Keep using those amazing self-regulation skills!"

Calm Transitions Discussion Prompts

Today, we talked about using our "Pause and Check" routine for calm transitions! Let's think about how this helps us move around school.

1. What does it mean to "Pause and Check" before you leave or enter a new place at school?
   
   
   
   
2. Can you name one coping skill (like a deep breath or quiet hand squeeze) that helps your body get "just right" during a transition?
   
   
   
   
3. Why is it helpful to imagine how you will enter or leave a classroom before you even move?
   
   
   
   
4. Think about leaving the cafeteria after lunch. How might your body feel, and what can you do to make sure you walk calmly to your next destination?
   
   
   
   
5. How do calm transitions help everyone in our school feel safe and ready to learn or work?

Transition Cues Visual

(Teacher: Display this visual prominently near doors or high-traffic transition areas. It should serve as a quick reminder for the 'Pause and Check' routine.)

Transition Cues Visual Example:

###🚦 PAUSE & CHECK!

1. 🛑 PAUSE: Stop your body for a second.
2. 🤔 CHECK: How does my body feel? (Too fast, too slow, just right?)
3. 🧘 CHOOSE: Use a coping skill! (Deep breath, quiet hand squeeze).
4. ✅ READY: Enter/Leave with Calm Energy.

###🧠 IMAGINE IT!

• Before you go, see it in your mind: How will you walk? How will you talk? How will you sit?

Transition Practice Activity Instructions

Objective: Students will physically practice the "Pause and Check" self-regulation routine before imaginary transitions, using coping skills and mental rehearsal.

Materials:

• Transition Cues Visual (displayed)
• Designated areas in the classroom to represent different school locations (e.g., "hallway" near the door, "art room" at one side of the room, "cafeteria exit" at another).

Time: 10 minutes

Instructions:

1. Introduce: "Today, we're going to act out our 'Pause and Check' routine for different transitions around school. Remember our Transition Cues Visual! I'll give you a signal (like a hand gesture) to 'Pause and Check,' and then we'll practice our coping skills and imagining."
2. Set Up Scenarios: Describe each scenario and guide students through the steps.

Scenario Ideas:

• Scenario A: Leaving the Classroom for the Hallway.

  • "Everyone, pretend the bell just rang, and it's time to line up at the door to go to the hallway." (Have students stand up and move toward the designated "door/hallway" area.)
  • Teacher Cues: "PAUSE!" (Gesture). "Now, CHECK your body. How are your feet? Are they wiggling? Is your voice quiet?" (Wait for silent self-check.) "If your body is too fast, CHOOSE a coping skill. Let's all take one calm, deep breath together. In... out. Now, IMAGINE yourself walking quietly and steadily to your destination in the hallway. See those calm feet and hands to self." (Pause.) "Okay, now take one slow, quiet step into the 'hallway' and hold it." (Observe and affirm calm movements.)

• Scenario B: Entering the Art Room.

  • "Imagine we've just walked down the hallway, and we're waiting outside the Art Room door. We're excited to create!" (Have students stand in an imaginary line.)
  • Teacher Cues: "PAUSE!" (Gesture). "CHECK your energy. Is it ready for creating art, or still a bit buzzy from the hallway?" "If you need to, CHOOSE to gently squeeze your hands, or push your feet into the floor. Now, IMAGINE walking to your art spot with calm, focused energy, ready to listen to the art teacher's instructions." (Pause.) "Okay, now pretend to walk calmly to your art spot."

• Scenario C: Leaving the Cafeteria to the Bathroom.

  • "We've just finished a fun, maybe a little noisy, lunch. It's time to go to the bathroom before coming back to class." (Have students sit at imaginary cafeteria tables.)
  • Teacher Cues: "PAUSE!" (Gesture, perhaps before they stand up). "CHECK your body. Does it still feel a little noisy or wiggly from lunch?" "If so, CHOOSE two deep breaths. Imagine your body calming down, your voice becoming quiet. Now, IMAGINE walking calmly and directly to the bathroom, remembering our hallway rules." (Pause.) "Okay, now stand up and walk calmly to the imaginary 'bathroom' area."

• Scenario D: Entering the Reading Corner.

  • "Imagine you're coming from a very energetic outdoor recess. Now it's time to enter our quiet reading corner." (Have students pretend they just ran in from recess.)
  • Teacher Cues: "PAUSE!" (Gesture). "CHECK your body. Is it still feeling too fast from recess?" "CHOOSE to take a few deep breaths, or maybe even stretch your body slowly to let out that outdoor energy quietly. Now, IMAGINE yourself choosing a book, sitting comfortably and quietly, ready to read." (Pause.) "Okay, now pretend to walk calmly to the reading corner and choose a book."

Teacher Prompts/Support:

• Provide explicit verbal prompts: "Remember to pause your body," "Check your voice level."
• Use visual gestures: a flat hand for 'pause', a finger to lips for 'quiet voice'.
• Offer choices of coping skills: "Do you want to try a deep breath or a hand squeeze?"
• Reinforce imagining: "What do you see yourself doing?"

Transition Challenge: Ready, Set, Pause! Game

Objective: Students will quickly demonstrate the "Pause and Check" routine and apply a coping skill in response to various transition prompts.

Materials:

• Your voice for giving prompts!
• Optional: A small bell or chime to signal the 'PAUSE' moment.

Time: 3-5 minutes

Instructions:

1. Introduce the Game: "Alright, transition masters! We're going to play 'Ready, Set, Pause!' I'll call out a place we're going to in school, or a place we're leaving. Your job is to quickly go through your 'Pause and Check' routine in your spot: PAUSE, CHECK your body, CHOOSE a coping skill (like a quick deep breath or hand squeeze), and then show me your READY body for that new place!"
2. Demonstrate: Model one example. "If I say, 'Leaving for recess!', I would first PAUSE (freeze), then CHECK (tap chest), then CHOOSE (take a deep breath), and then show a READY body for recess (energetic but still contained)."
3. Start Rounds: Give prompts one at a time. Encourage quick, silent, and appropriate responses. Praise quick adjustments and mindful choices.

Game Prompts:

• "Leaving our classroom for the hallway!" (Students pause, check, deep breath, show calm body for hallway.)
• "Entering the Music Room!" (Students pause, check, quiet hand squeeze, show a body ready to sing or listen.)
• "Leaving the cafeteria to walk to the bathroom!" (Students pause, check, deep breath to shake off lunch energy, show calm walk.)
• "Entering the computer lab!" (Students pause, check, imagine calm sitting, show focused body.)
• "Leaving the playground to go back inside!" (Students pause, check for 'too fast' energy, deep breath, show calm walking body.)
• "Entering the library for quiet reading!" (Students pause, check, hand squeeze, show quiet, still body.)
• "Leaving an assembly!" (Students pause, check for appropriate voice, deep breath, show calm exit.)

Teacher Prompts/Support:

• "Remember to really feel that pause."
• "What coping skill did you choose that time?"
• "Can you imagine what your body would be doing in that new place?"

Reflection: "You were so fast at getting your bodies ready! How does using 'Pause and Check' help you get ready for all the different places and activities at school?"

The Cafeteria Countdown

Leo loved lunch. The cafeteria was a noisy, bustling place, full of friends and yummy food. But sometimes, when it was time to leave the cafeteria and walk to art class, Leo found himself still buzzing with lunch energy. His feet would want to zoom, and his voice would want to keep chatting, even when he stepped into the quiet hallway.

One day, as the lunch monitor called, "Time to clean up! Next up, Art Class!", Leo felt that familiar rush. He jumped up, almost knocking over his milk, and started to hurry toward the exit. But then, he saw the Transition Cues Visual near the door: PAUSE & CHECK! and IMAGINE IT!

He stopped. "Okay, Leo," he thought, "Time to use my routine."

1. 🛑 PAUSE: He stopped his feet right beside his chair, even though he really wanted to keep going.
2. 🤔 CHECK: How does my body feel? Still a little fast, a bit bouncy from lunch. Is my voice quiet? Not quite, it wants to talk! My body is too fast for the hallway and art class!
3. 🧘 CHOOSE: What coping skill can help? He decided to take three slow, deep breaths. He breathed in, letting his belly get big, and breathed out, letting all the extra energy go. He also quietly squeezed his hands, one at a time, to get out any last wiggles.
4. 🧠 IMAGINE IT!: Now for the powerful part! Leo closed his eyes for just a second. He imagined himself walking out of the cafeteria with quiet feet and hands to himself. He pictured himself entering the art room, finding his seat calmly, and listening to the art teacher explain the project.

After his "Pause and Check" routine, Leo felt different. The buzzy energy was calmer. He was still excited for art, but it was a "just right" kind of excited. He walked out of the cafeteria with a steady pace, his hands by his sides, and a quiet voice. He even gave a small, calm nod to the lunch monitor.

When he got to the art room, he found his seat easily. He was ready to listen, ready to create, and his body felt perfectly "just right" for painting. The "Pause and Check" routine helped him cross the bridge from loud lunch to creative art, feeling calm and ready!

Questions for Reflection:

1. How did Leo's body feel when it was time to leave the noisy cafeteria?
   
   
   
   
2. What was the first step Leo took when he remembered the "Pause and Check" routine?
   
   
   
   
3. What coping skills did Leo use to help his body feel more "just right"?
   
   
   
   
4. Why was it important for Leo to "Imagine It!" before he walked to art class?
   
   
   
   
5. How did using the "Pause and Check" routine help Leo when he got to the art room?