Emotion Trigger Chart Worksheet

Think about times you’ve felt upset or frustrated at school. For each situation below, describe the trigger, how you felt in your body, and what you did next.

1. Trigger 1

What happened?



How did my body feel? (e.g., heart beat fast, tense muscles)



What did I do?

2. Trigger 2

What happened?



How did my body feel?



What did I do?

3. Trigger 3

What happened?



How did my body feel?



What did I do?

My Coping Plan

Which coping strategy will I try next time I feel upset? (Choose one or write your own)

• Deep breathing
  
• Asking for a break
  
• Other: _________________
  

How I will use this strategy when I feel upset:

Diana’s Day

Diana arrived at school excited to see her friends. When Ms. Lopez announced a last-minute seating change, Diana’s stomach fluttered and her heart started pounding. She loved sitting next to Luis, and the idea of moving made her palms sweaty and her shoulders tense.

As Diana quietly moved to her new seat, she noticed she was taking shallow, quick breaths. She remembered the three-step deep breathing practice:

1. Inhale slowly for 4 seconds
2. Hold for 2 seconds
3. Exhale slowly for 6 seconds

Closing her eyes, Diana tried one round: she inhaled 1…2…3…4, held 1…2, exhaled 1…2…3…4…5…6. With each breath, her shoulders relaxed and her mind grew clearer.

Just then, Ms. Lopez reminded the class about a pop quiz on multiplication—a surprise Diana hadn’t prepared for. Her chest tightened again, and worry filled her thoughts. She took another gentle breath but felt her chest still knotting. Summoning her courage, Diana raised her hand and said in a calm voice, “May I have a break, please?”

Ms. Lopez nodded, and Diana walked to the calm corner. Sitting on a soft beanbag, she closed her eyes and breathed two more rounds of deep breathing. When she opened her eyes, she felt steadier.

Back at her desk, Diana told herself, “I can use my breathing and ask for help.” Feeling proud, she began the quiz with a focused mind and a quieter heart.

Session 1 Discussion Guide

Purpose

This discussion helps students reflect on what makes them feel upset, how their body tells them they’re upset, and how they can use new strategies—deep breathing and asking for a break—to calm down and advocate for themselves.

Discussion Guidelines

• Speak in complete sentences or use the feeling words chart if you need support.
• It’s okay to pause, take a breath, and think before answering.
• There are no wrong answers—this is about your experiences!

1. Identifying Triggers (5 min)

Question: What moments in Diana’s Day Story made Diana feel upset? Can you think of a time at school when something similar happened to you?

Teacher Prompts:

• “What was the first thing that made Diana feel nervous or upset?”
• “Tell me about a time something changed in our routine that made you feel the same way.”

Student Response Space:

Follow-Up: Let’s record your example on the Emotion Trigger Chart Worksheet.

2. Noticing Body Signals (5 min)

Question: When Diana’s heart was pounding and her palms felt sweaty, those were body signals. What does your body feel like when you start to get upset?

Teacher Prompts:

• “Do you notice your breathing change? Your face feel hot?”
• “How does your body feel when you’re calm instead?”

Student Response Space:

3. Reflecting on Deep Breathing (7 min)

Question: We watched the Calm Techniques Video and practiced the steps on the Deep Breathing Steps Poster. How did taking slow breaths help Diana? How did it help you?

Teacher Prompts:

• “Show me how you inhale, hold, and exhale.”
• “What happened in your body or mind when you tried it?”

Student Response Space:

Follow-Up: If it didn’t help right away, that’s okay. Deep breathing can take practice—let’s try one more round together.

4. Practicing Self-Advocacy: Asking for a Break (7 min)

Question: Diana said, “May I have a break, please?” when she needed time to calm down. Why is it important to ask for a break instead of reacting out loud? How would you ask for a break in our classroom?

Teacher Prompts:

• “Use the break request steps: deep breath, ask politely, wait calmly.”
• Role-play with Break Request Role-Play Cards.

Student Response Space:

“May I have a break, please?”

Follow-Up: Great job! Let’s practice one more scenario where you ask for a break.

5. Reflection & Next Steps (3 min)

Question: What is one thing you’ll try first the next time you feel upset at school? Deep breathing or asking for a break?

Student Response Space:

Teacher Note: Praise their choice and remind them we’ll practice it again in Session 2. Encourage them to show their Emotion Trigger Chart Worksheet to an adult when they need support.

Closing: You did amazing today. Remember, you have the power to notice your feelings and ask for what you need!

Emotion Meter Game

Purpose

A quick warm-up game to help students identify and share how they’re feeling right now on a scale from calm to upset.

Materials

• Emotion Meter cards or printable poster labeled 1 (Calm) to 5 (Very Upset)
• Spinner or numbered die (1–5)
• Feeling words chart (optional)

Instructions

1. Place the Emotion Meter cards face up in a fan or display the poster where the student can see all numbers and associated faces.
2. Student spins the spinner or rolls the die to get a number between 1 and 5.
3. Student finds that number on the Emotion Meter and places a marker (or points) to show how they feel in that moment.
4. Student shares one word to describe their emotion (e.g., “I feel calm,” or “I feel frustrated”).
5. Teacher validates the student’s feeling and gives positive feedback (e.g., “Thank you for sharing. It’s okay to feel that way.”).
6. (Optional Follow-Up) Ask: “What could help you move one number lower on the meter if you’re above 2?”

Time: 5 minutes

Notes: Use this game at the start of each session to build self-awareness and check in on emotional state. Adjust the meter visuals for sensory preferences (e.g., large cards, tactile markers).

Break Request Role-Play Cards

Purpose

These cards provide real-life scenarios for students to practice self-advocacy by politely asking for a break when they feel upset or overwhelmed.

Materials

• A set of role-play cards printed and cut out
• A teacher or peer to play the “teacher” role

Instructions

1. Shuffle the cards and place them face down.
2. Student draws one card and reads the scenario aloud (with support if needed).
3. Student takes a deep breath and practices saying: “May I have a break, please?”
4. The “teacher” responds as written on the card and guides the student through taking a short break.
5. After each role-play, discuss how the student felt and what they can notice in their body when they ask for a break.
6. Repeat as time allows.

Role-Play Scenarios

Card 1

Teacher: “It’s time for a pop quiz on spelling. Please start now.”
Student Prompt: The student feels anxious because they haven’t studied.
Practice: Ask for a break.
Teacher Response: “Sure, take two minutes in the calm corner, then let me know when you’re ready.”

Card 2

Teacher: “We’re moving to a new seating chart today.”
Student Prompt: The student liked their old seat and feels nervous.
Practice: Ask for a break.
Teacher Response: “Okay, you can step outside the door for one minute, then come back in.”

Card 3

Teacher: “Please complete this worksheet quietly.”
Student Prompt: The student’s hand is cramping and they feel frustrated.
Practice: Ask for a break.
Teacher Response: “No problem. Take a break at the standing desk, then return when your hand feels better.”

Card 4

Teacher: loudly “Line up now for recess!”
Student Prompt: The noise makes the student feel overwhelmed.
Practice: Ask for a break.
Teacher Response: “You can use your noise-canceling headphones for a moment, then join us on the playground.”

Card 5

Teacher: “Group project time—find partners and start working.”
Student Prompt: The student feels shy and unsure how to start.
Practice: Ask for a break.
Teacher Response: “Alright, step over here and we’ll practice how to join a group.”

Card 6

Teacher: “Write a paragraph about your weekend.”
Student Prompt: The student feels blank and stuck.
Practice: Ask for a break.
Teacher Response: “I understand. Take a break with your fidget toy, then give it another try.”

Teacher Tips:

• Model calm breathing before each role-play.
• Encourage the student to use a calm voice and eye contact.
• Reinforce that asking for a break is a sign of strength and self-awareness.
• Adjust scenarios based on the student’s real experiences and IEP goals.

Session 1 Quiz Answer Key

This key provides the correct answers for multiple-choice questions and sample responses with grading guidance for open-response items.

Question 1

Prompt: Which of the following is an example of an emotional trigger discussed in Session 1?

A. Moving seats at the last minute
B. Eating lunch
C. Listening to music
D. Reading a book

Correct Answer: A. Moving seats at the last minute

Thought Process:

• We talked about changes in routine as a common trigger (e.g., a surprise seating change).
• Options B–D are typical activities that were not mentioned as upsetting triggers.

Question 2

Prompt: What are the three steps of deep breathing we practiced?

A. Inhale 4 seconds, hold 2 seconds, exhale 6 seconds
B. Exhale 4 seconds, hold 2 seconds, inhale 6 seconds
C. Hold 4 seconds, inhale 2 seconds, exhale 6 seconds
D. Inhale 3 seconds, hold 3 seconds, exhale 3 seconds

Correct Answer: A. Inhale 4 seconds, hold 2 seconds, exhale 6 seconds

Thought Process:

• We learned the specific 4-2-6 breathing pattern from the Deep Breathing Steps Poster.
• The other choices swap the order or use different timing.

Question 3

Prompt: Describe one body signal you notice when you start to feel upset.

Acceptable Responses & Rubric:

• Award full credit for any clear, specific physical sign related to feeling upset.
• Examples:
  • “My heart beats really fast.”
  • “My hands get sweaty.”
  • “My shoulders feel tight.”
  • “I take quick, shallow breaths.”
• Partial credit if answer is vague but shows awareness (e.g., “I feel different in my body” – prompt student to clarify).

Thought Process:
We practiced noticing signals like pounding heart, tense muscles, and shallow breathing.

Question 4

Prompt: Write how you would ask for a break in class when you feel overwhelmed.

Acceptable Responses & Rubric:

• Award full credit for a polite, complete break request that includes asking permission and using a calm tone.
• Key elements to include:
  1. A form of “May I” or “Can I”
  2. Requesting a break
  3. “Please” or polite phrasing
• Example full-sentence responses:
  • “May I have a break, please?”
  • “Can I take a quick break, please?”
  • “May I step out for a minute to calm down, please?”
• Partial credit for simpler but polite requests (e.g., “Break please” – coach toward adding a polite opener).

Thought Process:
We role-played the exact language: “May I have a break, please?” and practiced waiting calmly for the response.

Scoring Tips:

• Multiple-choice: 1 point each.
• Open-response: up to 2 points each (1 point for mentioning the correct concept, 1 point for clarity/detail).
• Total possible: 6 points.

Good job reviewing these strategies. Use this key to guide your feedback and reinforce the skills learned in Session 1!

Tia’s Calm Toolbox Story

Tia walked into class and saw a long worksheet waiting on her desk. Her heart started to race and her shoulders felt tight. She remembered the little decorated box she made the day before—her Calm Toolbox.

Opening her toolbox, Tia pulled out the card labeled Deep Breathing. She held it in her hands and followed the steps:

1. Inhale slowly for 4 seconds
2. Hold for 2 seconds
3. Exhale slowly for 6 seconds

With each breath, Tia felt her shoulders drop and her mind grow quieter. She placed the breathing card back in the box and took a moment to notice how calm she felt.

A few minutes later, Ms. Rivera announced that class would switch to a group project—right next to a noisy fan. Tia’s chest fluttered again. She reached for the Ask for a Break card and read it quietly. Taking a deep breath, she stood up and said, “May I have a break, please?”

Ms. Rivera smiled and nodded. Tia stepped into the calm corner for two minutes, closed her eyes, and breathed twice more. When she returned, she felt ready to join her group. Tia knew she could use her toolbox tools anytime—because she had the power to notice her feelings and ask for what she needed.

Session 2 Discussion Guide

Purpose

This discussion helps students think about how Tia used her Coping Tools, choose strategies for their own toolbox, and plan when and how to use them.

Discussion Guidelines

• Speak in complete sentences or use the feeling words chart if you need support.
• It’s okay to pause, take a breath, and think before answering.
• There are no wrong answers—this is about your choices!

1. Reflecting on Tia’s Triggers (5 min)

Question: What moments in Tia’s Calm Toolbox Story made Tia feel upset? Can you think of a time at school when something similar happened to you?

Teacher Prompts:

• “Where did Tia first feel uneasy when she saw the worksheet?”
• “Tell me about a time a classroom change made you feel the same way.”

Student Response Space:

Follow-Up: Let’s jot your example on the Calm Toolbox Planning Worksheet.

2. Reviewing Coping Strategies (5 min)

Question: Tia used Deep Breathing and Asking for a Break. What happened when she used each strategy? How did they help her feel calmer?

Teacher Prompts:

• “Show me the breathing steps Tia used.”
• “What did Tia do right after she asked for a break?”

Student Response Space:

Follow-Up: If you tried deep breathing or asking for a break, how did it feel? Let’s do one more practice together.

3. Planning Your Toolbox (7 min)

Question: Look at your Calm Toolbox Planning Worksheet. Which 3–4 strategies will you include in your toolbox, and why? When will you use each one?

Teacher Prompts:

• “Why did you pick that tool?”
• “Describe a situation when you might use this strategy.”

Student Response Space:

4. Reflection & Next Steps (3 min)

Question: How will you remind yourself to use your Calm Toolbox when you feel upset? Where will you keep it, and who will you show it to?

Teacher Prompts:

• “What will your toolbox look like?”
• “Who can help you remember to use it?”

Student Response Space:

Closing: You’ve planned an amazing set of tools. Remember, your toolbox is yours to use any time you need it. Great work today!

Calm Techniques Charades Activity

Purpose

Help students reinforce and recall coping strategies by acting out calming techniques silently. This kinesthetic game encourages recall, boosts confidence in using each tool, and adds a fun review before creating the toolbox.

Materials

• A set of Charades Cards listing each coping strategy:
  • Deep Breathing
  • Asking for a Break
  • (Optional Extension) Counting to Five
  • (Optional Extension) Using a Fidget Toy
• Timer or stopwatch (optional for turns)
• Space for students to move safely

Instructions

1. Prepare Charades Cards: Write each strategy on its own card. Shuffle and place them face down.
2. Explain the Game:
   • The student will draw one card and act out the strategy without speaking.
   • The teacher (or peer) will guess which strategy is being shown.
3. Round Flow:
   a. Student draws a card.
   b. Student silently demonstrates the technique (e.g., places one hand on belly and breathes deeply four counts, holds two, exhales six).
   c. Teacher/peer calls out their guess.
   d. Student confirms and shows how the technique is done correctly, referencing Deep Breathing Steps Poster or modeling asking for a break: “May I have a break, please?”
4. Switch Roles (Optional): Let the teacher or peer draw and act one technique while the student guesses.
5. Repeat: Continue for all cards or until time is up (about 4 minutes).
6. Debrief:
   • Ask: “Which strategy was easiest to act out? Which will you use first in your toolbox?”
   • Practice any strategy one more time together.

Time: 4 minutes
Notes: Adjust card set based on student’s IEP goals; include only taught strategies or add new ones for future sessions.

Strategy Spinner Game

Purpose

Use a spinner or die to randomly select a coping strategy for the student to practice. This game adds an element of surprise, reinforces recall of strategies, and encourages fluent use of each tool.

Materials

• A spinner labeled with coping strategies (or a simple paper clip + paper spinner template)
• Alternatively, a six-sided die with strategy names written on tape on each face
• Deep Breathing Steps Poster
• Break Request Role-Play Cards

Setup

1. Create a spinner divided into 4–6 equal sections. In each section, write one strategy:
   • Deep Breathing
   • Asking for a Break
   • (Optional) Counting to Five
   • (Optional) Using a Fidget Toy
   • (Optional) Positive Self-Talk
   • (Optional) Stretching or Movement
2. If using a die, label each face with one strategy (repeat strategies if fewer than six).

Instructions

1. Student spins the spinner (or rolls the die).
2. Teacher reads aloud the selected strategy.
3. Student demonstrates the chosen strategy:
   • For Deep Breathing, refer to the Deep Breathing Steps Poster and lead one full round.
   • For Asking for a Break, pick a scenario from the Break Request Role-Play Cards and role-play asking for a break.
   • For optional strategies, model or coach the action (e.g., count out loud to five, use a fidget toy quietly, or say a positive phrase).
4. After the demonstration, praise the student and ask a quick reflection question:
   • “How did that strategy make you feel?”
   • “When could you use this strategy at school?”
5. Repeat for as many turns as time allows (about 4 minutes).

Time: 4 minutes
Notes: Adapt strategies on the spinner to match the student’s IEP goals or add new coping tools as the student learns them.

Calm Toolbox Planning Worksheet

Think about times you’ve felt upset or frustrated at school. Use this worksheet to plan which coping strategies you will include in your personal Calm Toolbox.

1. My Upset Triggers

Describe two times at school when you felt upset, frustrated, or overwhelmed.

Trigger 1:

Trigger 2:

2. Coping Strategies I Could Use

Check the strategies you have learned and might include in your toolbox:

• Deep Breathing
  
• Asking for a Break
  
• Counting to Five
  
• Using a Fidget Toy
  
• Positive Self-Talk
  
• Stretching or Movement
  
• Other: _________________________________
  

3. My Toolbox Picks

Choose 3–4 strategies from above to include in your Calm Toolbox. For each, write when you will use it and how you will do it.

Strategy 1: _________________________________

When I will use it:



How I will do it:

Strategy 2: _________________________________

When I will use it:



How I will do it:

Strategy 3: _________________________________

When I will use it:



How I will do it:

Strategy 4 (optional): _________________________________

When I will use it:



How I will do it:

4. Toolbox Details

What I will decorate my toolbox with (colors, stickers, drawings):

Where I will keep my toolbox so I can find it quickly:

Who I will show my toolbox to (teacher, friend, family):

My Calm Toolbox Project Guide

Purpose

Create a personalized toolbox you can use anytime you feel upset or overwhelmed. Your Calm Toolbox will hold reminder cards for each coping strategy you choose, helping you self-advocate and calm your mind and body.

Materials Needed

• Small box, envelope, or paper pouch (your “Calm Toolbox”)
• Markers, crayons, or colored pencils
• Stickers, washi tape, or decorations of your choice
• Index cards or small pieces of cardstock (3–4 cards)
• Calm Toolbox Planning Worksheet
• Scissors and glue or tape

Steps to Build Your Calm Toolbox

1. Review Your Strategy Picks

• Look at your completed Calm Toolbox Planning Worksheet.
• Confirm the 3–4 strategies you want in your toolbox (e.g., deep breathing, asking for a break, counting to five).

2. Prepare Your Toolbox Container

• Choose a small box, envelope, or pouch that fits easily in your desk or backpack.
• Decorate the outside with your name, colors, stickers, or drawings that make you feel calm and happy.

3. Create Strategy Cards

• Cut index cards or cardstock into small rectangles (about 3” × 2”).
• On each card, write one strategy clearly in bold letters.
  • Example: “Deep Breathing: Inhale 4, hold 2, exhale 6”
  • Example: “Ask for a Break: Say ‘May I have a break, please?’”
• Add a small illustration or symbol to each card to remind you of the action (e.g., a drawing of lungs for breathing).

4. Personalize Your Cards

• Use colored markers or stickers to decorate each card’s border.
• Make them visually appealing so you’ll be drawn to use them when you’re upset.

5. Assemble Your Toolbox

• Place your strategy cards inside your decorated box or pouch.
• Close it and label the top or front with a title like “My Calm Toolbox.”

6. Practice Using Your Toolbox

• Keep your Calm Toolbox in a spot you can find quickly (e.g., desk cubby, locker shelf, backpack pocket).
• Next time you feel upset, open your Calm Toolbox, pick a card, and follow the steps on the card.
• Afterward, reflect: “How did this strategy help me feel calmer?”

7. Reflection and Sharing

• Draw or write one sentence below about how you plan to use your Calm Toolbox at school:
  
  
  
  
  
  
• Show your completed toolbox to a teacher, friend, or family member and explain how each card helps you stay calm.

Congratulations! You now have a personal Calm Toolbox to help you notice your feelings, choose a strategy, and ask for what you need to feel better.