Pause, Think, Act! - Teacher Script

Warm Up: Quick Choices (5 minutes)

Teacher: "Good morning/afternoon everyone! Let's start with a quick warm-up activity. I want you to think about a time recently when you had to make a very fast decision without much time to think. It could be something small, like what to grab for breakfast, or something a bit bigger, like sending a text message in the heat of the moment."

Teacher: "On your Warm Up: Quick Choices sheet, quickly jot down one or two of these quick decisions and what the outcome was. Did it go well? Did you regret it? You have about 2 minutes."

(Allow students time to write. Circulate the room.)

Teacher: "Okay, who would like to share one of their quick decisions and what happened? No pressure, just a quick share."

(Call on 2-3 students. Affirm their responses.)

Teacher: "Excellent! Today, we're going to talk about those 'quick decisions' and what happens when our brain wants to do something right now without much thought. We're diving into the world of impulse control."

Introduction & Defining Impulse Control (10 minutes)

Teacher: (Display Slide Deck: Pause, Think, Act! - Slide 1) "As our first slide says, 'Welcome to Pause, Think, Act!' What comes to mind when you hear 'Impulse Control'? Turn and talk to a partner for 30 seconds, then we'll share out."

(Allow 30 seconds for partner talk, then call on a few students for their ideas.)

Teacher: "Great ideas! Now, let's get a clear definition. (Display Slide Deck: Pause, Think, Act! - Slide 2) Impulse control is your ability to resist immediate urges, temptations, or desires to achieve a more beneficial long-term goal. It's like having a mental 'stop' button."

Teacher: "Think about the examples on the slide: buying a snack versus saving for a meal, yelling at a friend versus talking it out, or getting distracted by your phone versus focusing on homework. Can anyone think of another example from their own lives or observations where someone showed good (or not so good) impulse control?"

(Facilitate a brief discussion, encouraging students to share relevant, appropriate examples.)

Why Impulse Control Matters (Reading & Discussion) (15 minutes)

Teacher: (Display Slide Deck: Pause, Think, Act! - Slide 3) "So, why is this skill so important? Our slide lists several reasons, like better decisions, achieving goals, and stronger relationships. I'm going to hand out a short Reading: The Science of Self-Control that dives a bit deeper into why impulse control is so beneficial. You'll have about 5-7 minutes to read it quietly."

(Distribute the reading. Allow silent reading time.)

Teacher: "Now that you've read about the science behind it, let's explore some real-world scenarios. We're going to use the Discussion: Impulse Scenarios prompts. I'll read a scenario, and I want you to think about it for a moment, then be ready to share how impulse control might play a role, and what the positive or negative outcomes could be."

(Go through the discussion prompts, facilitating a whole-class or small-group discussion for each. Guide students to connect their responses to the benefits discussed in the reading and on the slide.)

Strategies for Impulse Control (Activity & Worksheet) (15 minutes)

Teacher: (Display Slide Deck: Pause, Think, Act! - Slide 4) "It's one thing to know what impulse control is and why it's important, but how do we actually do it? I'm going to introduce you to a simple yet powerful strategy: Stop, Challenge, Choose."

(Explain each step of the strategy as outlined on the slide, providing a quick example for each: Stop - taking a breath; Challenge - asking 'Is this really a good idea?'; Choose - deciding to walk away or respond calmly.)

Teacher: (Display Slide Deck: Pause, Think, Act! - Slide 5) "Let's try putting this into practice with an Activity: Stop, Challenge, Choose. I have a few scenarios, and in your small groups, I want you to walk through the 'Stop, Challenge, Choose' steps for each. Afterward, we will work on the first section of your Worksheet: My Impulse Toolkit."

(Divide students into small groups. Distribute the activity scenarios. Circulate, assisting groups. After the activity, guide them to complete the relevant section of the worksheet.)

Applying Impulse Control (Game) (10 minutes)

Teacher: "To make this even more engaging, we're going to play a quick Game: Decision Dilemmas! This game will challenge you to apply the 'Stop, Challenge, Choose' strategy in a fun and interactive way. I'll explain the rules now."

(Explain game rules and facilitate the game. Ensure students are actively thinking about impulse control during their turns.)

Teacher: "Great job everyone! What did you notice about making decisions under pressure during the game? Was it easier or harder to 'Stop, Challenge, Choose'?"

(Briefly discuss observations from the game.)

Wrap Up & Next Steps (5 minutes)

Teacher: (Display Slide Deck: Pause, Think, Act! - Slide 6) "To wrap things up, remember that impulse control is a skill. The more you practice, the stronger you become. Don't get discouraged if you slip up – every moment is a chance to try again. Small pauses can lead to big positive changes!"

Teacher: "To see how well you grasped today's concepts, we'll quickly do the Quiz: Impulse Check-In. This is just a quick check for understanding."

(Distribute and administer the quiz.)

Teacher: "For a larger assignment, I'm introducing the Project: Personal Impulse Control Plan. This is your chance to create your own personalized plan for improving impulse control. We'll be using this Rubric: Impulse Control Project to assess your work, so make sure to review it carefully."

(Briefly explain the project and rubric expectations.)

Teacher: "Finally, for our cool-down, on your Cool Down: One Big Takeaway slip, please write down one big takeaway from today's lesson – one thing you learned or something you plan to try. Thanks for a great discussion today!"

Warm Up: Quick Choices

Think about a time recently when you made a very fast decision without much thought. It could be something small, like what to eat for lunch, or something a bit bigger, like a quick comment you made online or to a friend.

Quickly jot down one or two of these quick decisions and what the outcome was. Did it go well? Did you regret it? There are no right or wrong answers here, just reflect on your experiences.

1. Quick Decision 1:
   
   
   
   
   Outcome:
   
   
   

2. Quick Decision 2 (Optional):
   
   
   
   
   Outcome:
   
   
   

Be ready to briefly share one of your decisions and its outcome with the class.

The Science of Self-Control: Why Your Brain Loves to Pause

Have you ever wondered why it's so hard to resist that extra cookie or to stop scrolling on your phone when you know you should be studying? It all comes down to a fascinating battle happening in your brain, specifically involving something called impulse control.

The Brain's Two Systems

Scientists often describe our brains as having two main operating systems when it comes to decision-making:

1. The "Fast" System (Impulsive): This is your ancient, instinctual brain. It's all about immediate gratification, survival, and quick reactions. It sees something desirable (like a treat or a fun distraction) and says, "I want it NOW!" This system is powerful and works on autopilot.

2. The "Slow" System (Reflective/Controlled): This is your newer, more evolved brain, specifically the prefrontal cortex (the front part of your brain, right behind your forehead). This system is responsible for planning, reasoning, understanding consequences, and, you guessed it, impulse control. It's the part that says, "Hold on, what are the long-term effects of this? Is this really the best choice?"

When you act impulsively, your "Fast" system is winning. When you pause, think, and then act, your "Slow" system has taken the reins.

Why is Impulse Control a Superpower?

Developing strong impulse control isn't about being boring or never having fun; it's about giving your "Slow" system more power. Here's why that's incredibly beneficial:

1. Better Decision-Making

When you pause, you give your brain time to consider all the options and potential outcomes. This leads to more thoughtful decisions that align with your true goals, rather than just reacting to the moment. For example, pausing before sending an angry text can prevent misunderstandings and protect friendships.

2. Achieving Long-Term Goals

Imagine you want to get good grades. Your "Fast" system might tempt you to play video games instead of studying. But with impulse control, your "Slow" system kicks in, reminds you of your goal, and helps you choose studying now for a better grade later. This applies to saving money, learning a skill, or reaching any significant aspiration.

3. Emotional Regulation

Emotions can be intense, and sometimes our first impulse is to lash out, cry, or shut down. Impulse control allows you to take a breath, identify what you're feeling, and choose a healthier way to respond. This leads to less emotional drama and greater inner peace.

4. Improved Relationships

Think about arguments with friends or family. Often, harsh words are spoken in the heat of the moment, driven by impulse. By pausing and choosing your words carefully, you can communicate more effectively, show empathy, and strengthen your bonds with others.

5. Increased Focus and Productivity

In today's world, distractions are everywhere. Impulse control helps you resist the urge to check your phone every five minutes or switch between tasks constantly. This allows you to concentrate on one thing, get it done more efficiently, and feel a greater sense of accomplishment.

The Good News: It's a Skill!

The best part about impulse control is that it's not something you either have or don't have. It's a skill, like playing a musical instrument or riding a bike. The more you practice pausing, challenging your urges, and making conscious choices, the stronger your "Slow" system becomes. You are literally rewiring your brain to be more in control!

Discussion: Impulse Scenarios

After reading "The Science of Self-Control," let's discuss how impulse control plays out in different situations. For each scenario, consider the questions below. Be ready to share your thoughts with the class or your group.

Discussion Questions:

Scenario 1: The Social Media Drama

You see a post from a classmate that is clearly taking a jab at your friend. Your first reaction is to quickly type a sarcastic comment or share the post with a negative caption. You feel a strong urge to defend your friend immediately.

• What is the impulse in this situation?
• What are the potential immediate consequences if you act on that impulse?
• How could applying impulse control change the outcome of this situation for the better?
• What strategy from the reading or our discussion could you use here?

Scenario 2: The Procrastination Trap

You have a major project due tomorrow, and you know you need to work on it tonight. However, your favorite show just dropped a new season, and your friends are all online playing a game. You feel a strong pull to join them or binge-watch instead of starting your work.

• What are the competing impulses in this scenario?
• What are the long-term consequences of giving in to the immediate gratification?
• How does impulse control help you achieve your goals in this situation?
• What steps could you take to overcome this impulse?

Scenario 3: The Shopping Spree

You just got your paycheck/allowance, and you see an amazing new gadget or piece of clothing online that you really want. You know you have other financial responsibilities (like saving for something bigger or necessary expenses), but the desire to buy this item right now is intense.

• What is the impulse here?
• What are the potential benefits of not acting on this impulse immediately?
• How can practicing impulse control in financial decisions impact your future?
• What questions might you ask yourself using the "Challenge" step of the strategy?

Scenario 4: The Angry Outburst

Someone bumps into you in the hallway, causing you to drop your books. You immediately feel a rush of anger and want to yell at them or push them back. The urge to react aggressively is very strong.

• What is the impulse you're experiencing?
• What are the potential negative consequences of reacting impulsively in this situation?
• How could you use the "Stop, Challenge, Choose" strategy to respond more effectively?
• What might be a more constructive way to handle this situation?

Activity: Stop, Challenge, Choose

In your small groups, read each scenario below. For each scenario, discuss and write down how you would apply the "Stop, Challenge, Choose" strategy. Be prepared to share your group's ideas with the class.

Scenario 1: The Frustrating Game

You are playing an online video game with friends, and your team is losing badly. You get increasingly frustrated, and your impulse is to yell into your microphone, blame your teammates, or even quit the game abruptly.

• STOP: What would you do physically or mentally to pause before reacting?
  
  
  
  
• CHALLENGE: What questions would you ask yourself about your impulse to yell, blame, or quit?
  
  
  
  
  
  
  
• CHOOSE: What thoughtful decision would you make that aligns with your long-term goals (e.g., maintaining friendships, enjoying the game, improving your skills)?
  
  
  
  
  
  

Scenario 2: The Tempting Snack

You're on a healthy eating plan, but after a long, stressful day, you see a box of your favorite unhealthy snacks. Your impulse is to eat the entire box right now, even though you know you'll regret it later.

• STOP: What action could you take to create a pause between the impulse and the action?
  
  
  
  
• CHALLENGE: What questions would you ask yourself about eating the snack?
  
  
  
  
  
  
  
• CHOOSE: What alternative action could you take that supports your healthy eating goals?
  
  
  
  
  
  

Scenario 3: The Impulse Buy

You are browsing online and see a limited-edition item that you really want. It's expensive, and buying it would dip into money you've saved for something important, but the website says, "Only 3 left! Buy now!" Your impulse is to click "Add to Cart" immediately.

• STOP: How would you physically or mentally pause before making the purchase?
  
  
  
  
• CHALLENGE: What questions would you ask yourself about this purchase and your financial goals?
  
  
  
  
  
  
  
• CHOOSE: What is a more thoughtful decision regarding this item and your savings?
  
  
  
  
  
  

My Impulse Toolkit

This worksheet is designed to help you reflect on your impulses and build a personal toolkit for managing them using the "Stop, Challenge, Choose" strategy.

Part 1: Reflecting on Impulses (To be completed after the "Stop, Challenge, Choose" activity)

Think about the scenarios we discussed and the ones from the activity. What are some common impulses you notice in yourself or others?

1. Identify a common impulse you experience: (e.g., procrastinating on homework, speaking without thinking, impulse buying, getting angry quickly)
   
   
   

2. Describe a recent situation where you felt this impulse: What happened? What triggered it?
   
   
   
   
   
   

3. If you acted on that impulse, what was the outcome? If you resisted, what was the outcome?
   
   
   
   
   
   

Part 2: Building Your Toolkit (To be completed individually)

Now, let's create a personalized plan for one of your impulses.

My Target Impulse:

(Choose one specific impulse you want to work on. It could be one you identified above, or a new one.)

Step 1: STOP

What specific actions can you take to create a pause when you feel this impulse? (e.g., take 3 deep breaths, count to 10, put your phone down, walk away for a moment)

Step 2: CHALLENGE

What questions will you ask yourself to challenge this impulse? (e.g., "What are the consequences?", "Does this align with my goals?", "How will I feel in an hour/tomorrow?")

Step 3: CHOOSE

Based on your challenge, what are some thoughtful, alternative choices you could make that lead to a better outcome? (e.g., talk calmly, review your budget, set a timer for studying, do a quick exercise)

My Personal Impulse Control Mantra:

Create a short phrase or sentence that will remind you to use your impulse control strategies. Something you can say to yourself in the moment. (e.g., "Pause, Think, Act!", "Future Me will thank me.", "Breathe and Choose.")

Game: Decision Dilemmas

Objective: To practice applying impulse control strategies in fun, hypothetical scenarios.

Players: Small groups (3-5 students)

Materials: Scenario cards (cut out from this sheet), a timer (optional), pen and paper for each group.

How to Play:

1. Prepare Scenario Cards: Cut out the scenarios below into individual cards.
2. Form Groups: Divide the class into small groups of 3-5 students.
3. Draw a Card: One student from the group draws a scenario card and reads it aloud.
4. Identify the Impulse: As a group, quickly identify the immediate impulse or temptation in the scenario.
5. Apply "Stop, Challenge, Choose":
   • STOP (15 seconds): The group quickly brainstorms ways to physically or mentally pause before reacting to the impulse. They should write down at least one concrete action.
   • CHALLENGE (30 seconds): The group discusses and writes down at least two questions they would ask themselves to challenge the impulse (e.g., "What are the consequences?" "Is this what I truly want?").
   • CHOOSE (30 seconds): The group decides on the most thoughtful and beneficial alternative action to take, considering the long-term outcome. They should write down their chosen action.
6. Share (Optional): After each round, groups can briefly share their "Stop, Challenge, Choose" process with the class.
7. Continue: Play for a set number of rounds or until time runs out.

Scenario Cards (Cut these out!)

Scenario 1: The Group Project Freak-Out

Your group project is due tomorrow, and one member hasn't done their part. You feel a surge of anger and want to immediately send a furious message to the teacher and the group chat, exposing them.

Scenario 2: The Online Argument

You see a comment online that strongly disagrees with your opinion, and it feels like a personal attack. Your impulse is to immediately type a long, angry, and potentially insulting reply.

Scenario 3: The Dessert Dilemma

You're at a party, and there's a huge table of delicious desserts. You've already had two servings, but your favorite cake is still there, calling your name. Your impulse is to grab a third slice right away.

Scenario 4: The Urgent Text

You're in the middle of studying for a big test when your phone vibrates with a text from a friend asking for help with something seemingly urgent. Your impulse is to drop everything and reply immediately, even though you know you need to focus.

Scenario 5: The Impulse Purchase

You're browsing in a store and see a cool, but expensive, item you hadn't planned on buying. It's not a necessity, and you're saving for something else, but the urge to buy it now is very strong.

Scenario 6: The Quick Judgment

A new student joins your class, and they look and dress very differently from everyone else. Your immediate impulse is to form a judgment about them and whisper about it to your friends.

Scenario 7: The Video Game Binge

You told yourself you'd play video games for only an hour after school, but that hour flew by, and you're still in the middle of an exciting session. Your impulse is to keep playing for

Impulse Check-In Quiz Answer Key

Question 1:

Prompt: Which of the following best defines impulse control?
Correct Answer: The ability to resist immediate urges for a better long-term outcome.
Thought Process: Impulse control is fundamentally about delaying gratification and making thoughtful choices over immediate reactions. The other options describe either a lack of control or an avoidance of feelings, not the definition of control itself.

Question 2:

Prompt: According to the reading, which part of the brain is primarily responsible for impulse control?
Correct Answer: The Prefrontal Cortex
Thought Process: The reading, "The Science of Self-Control," explicitly states that the prefrontal cortex (the "Slow" system) is responsible for planning, reasoning, and impulse control.

Question 3:

Prompt: Explain one reason why developing impulse control is important for achieving your personal goals.
Correct Answer: Developing impulse control helps you stay focused on your long-term goals by resisting distractions and temptations that offer immediate gratification. For example, resisting the impulse to play video games instead of studying helps you get better grades, which is a long-term academic goal. (Any answer that connects impulse control to resisting immediate urges for future benefits is acceptable.)
Thought Process: The reading and discussion highlighted how impulse control directly supports goal attainment by enabling individuals to prioritize future rewards over instant pleasures.

Question 4:

Prompt: What is the correct order of the 'Stop, Challenge, Choose' strategy?
Correct Answer: Stop, Challenge, Choose
Thought Process: This is the direct sequence of the strategy introduced and practiced in the lesson.

Question 5:

Prompt: On a scale of 1 to 5 (1 = Not at all, 5 = Very much), how confident do you feel in applying the 'Stop, Challenge, Choose' strategy in a real-life situation?
Correct Answer: (Varies by student)
Thought Process: This is a self-reflection question. There is no single correct answer, but it assesses the student's perception of their own learning and readiness to apply the strategy.

Impulse Control Comprehensive Assessment Answer Key

Question 1:

Prompt: Which of the following scenarios best demonstrates a lack of impulse control?
Correct Answer: Yelling at a classmate immediately after they accidentally bump into you.
Thought Process: Lack of impulse control is characterized by immediate, unthinking reactions to urges or situations. Yelling immediately without pausing to assess the situation fits this definition best, as opposed to the other options which involve thoughtful action or delay.

Question 2:

Prompt: Describe the main role of the 'Slow' system (prefrontal cortex) in impulse control, as discussed in the reading.
Correct Answer: The 'Slow' system, or prefrontal cortex, is responsible for higher-level thinking, such as planning, reasoning, and understanding long-term consequences. It helps us pause, analyze situations, and make thoughtful decisions rather than just reacting to immediate urges.
Thought Process: The reading, "The Science of Self-Control," clearly distinguishes the prefrontal cortex as the brain's "Slow" system, which is critical for reflective and controlled responses, contrasting it with the impulsive "Fast" system.

Question 3:

Prompt: Which of these is NOT a direct benefit of strong impulse control?
Correct Answer: Faster reaction times.
Thought Process: Impulse control is about slowing down reactions to make better decisions, not speeding them up. The other options (improved relationships, better decision-making, achieving long-term goals) are all direct benefits discussed in the lesson.

Question 4:

Prompt: Explain each step of the 'Stop, Challenge, Choose' strategy, and provide a brief example for each step.
Correct Answer:

1. Stop: This means to physically or mentally pause before acting on an impulse. (Example: Taking three deep breaths when you feel angry instead of immediately reacting.)
2. Challenge: This involves asking yourself questions about the impulse and its potential consequences or alignment with your goals. (Example: Asking, 'Will sending this angry text help resolve the situation or just make things worse?')
3. Choose: Based on your challenge, you make a thoughtful decision, opting for an action that serves your long-term best interests rather than immediate gratification. (Example: Deciding to talk to the person calmly later instead of sending the impulsive text.)
   Thought Process: This answer requires students to recall and explain the core strategy taught, demonstrating understanding of its practical application.

Question 5:

Prompt: You are trying to focus on studying, but your phone keeps buzzing with notifications. Your impulse is to check every single one. What would be the 'STOP' action in this situation?
Correct Answer: Putting your phone on silent and placing it out of reach.
Thought Process: The 'STOP' step is about creating a physical or mental barrier to the immediate impulse. Physically removing the distraction (phone) is an effective 'STOP' action.

Question 6:

Prompt: Think about a time you struggled with impulse control. How could you have applied the 'Stop, Challenge, Choose' strategy in that situation to achieve a better outcome?
Correct Answer: *(Answers will vary, but should clearly demonstrate the student's understanding of applying all three steps to a personal experience. For example: 'My impulse was to buy a new video game instead of saving for a concert. Stop: I could have walked away from the computer or closed the shopping tab. Challenge: I would ask, 'Do I really need this game now? Will I regret spending this money when concert tickets go on sale? How will I feel about this choice in a month?' Choose: I would decide to close the tab, keep the money in my savings, and perhaps add the game to a wish list for later consideration.')
Thought Process: This question assesses the student's ability to internalize and apply the learned strategy to their own lives, demonstrating higher-order thinking and personal relevance.

Question 7:

Prompt: How confident are you in your ability to use impulse control strategies when faced with a strong temptation?
Correct Answer: (Varies by student - Likert scale response from 1 to 5)
Thought Process: This is a self-reflection question to gauge student confidence and perception of their own learning. There is no single 'correct' answer, but it provides insight into their self-efficacy regarding impulse control.

Project: My Personal Impulse Control Plan

Objective: To design a personalized plan to improve your impulse control in a specific area of your life, applying the "Stop, Challenge, Choose" strategy.

Due Date: [Insert Due Date Here]

Project Description:

For this project, you will identify one specific impulse that you would like to better manage. This could be anything from procrastinating on homework, overspending, emotional outbursts, excessive screen time, or giving in to unhealthy food cravings. Once you identify your target impulse, you will create a detailed plan outlining how you will use the "Stop, Challenge, Choose" strategy to address it.

Your plan should be presented in a clear, organized format (e.g., a written report, a digital presentation, a poster, or a video explanation). Use the sections below as a guide for what to include.

Project Components:

1. Introduction (10 points)

• Identify Your Target Impulse: Clearly state the specific impulse you are choosing to work on.
• Why This Impulse? Explain why you chose this particular impulse and how it negatively impacts your life or goals.
• Desired Outcome: Describe what you hope to achieve by improving your control over this impulse.

2. The "Stop" Strategy (20 points)

• Impulse Triggers: Identify specific situations, emotions, or thoughts that typically trigger this impulse.
• Your "Stop" Actions: Detail at least two specific, actionable steps you will take to create a pause when you feel this impulse. (e.g., taking three deep breaths, walking away from the situation, counting to ten, putting your phone down).

3. The "Challenge" Strategy (30 points)

• Self-Questioning: List at least three specific questions you will ask yourself to challenge your impulse. These questions should prompt you to think about consequences, values, or long-term goals. (e.g., "What will happen if I act on this impulse?", "How will I feel about this later?", "Does this align with my personal values or goals?").
• Consider Alternatives: Briefly describe how challenging the impulse opens up alternative, more beneficial ways to respond.

4. The "Choose" Strategy (30 points)

• Thoughtful Choices: Based on your "Challenge" step, outline at least two specific, thoughtful choices you can make instead of giving in to the impulse. These choices should lead to a better outcome and support your desired goal.
• Action Plan: Describe the steps you will take to implement your chosen actions.
• Support System (Optional): Mention if you will seek support from anyone (e.g., a friend, family member, teacher) to help you stick to your plan.

5. Reflection & Conclusion (10 points)

• Anticipated Challenges: What difficulties do you anticipate in implementing your plan, and how will you address them?
• Benefits: Reiterate the positive impact you expect this plan to have on your life.
• Long-Term Vision: Briefly describe how developing better impulse control will help you in your future.

Presentation Format Options:

• Written Report: A 1-2 page document following the component headings.
• Digital Presentation: 5-7 slides using a tool like Google Slides or PowerPoint.
• Poster: A visually appealing poster clearly outlining each component.
• Video Explanation: A 2-3 minute video explaining your plan.

Remember to be specific and realistic in your plan!

Rubric: My Personal Impulse Control Plan

Project: My Personal Impulse Control Plan
Student Name: ________________________
Date: ________________________

Cool Down: One Big Takeaway

Before you leave, please take a moment to reflect on today's lesson about impulse control.

In the space below, write down ONE BIG TAKEAWAY that resonated with you. This could be:

• Something new you learned.
• A strategy you plan to try.
• A personal insight you gained.
• A question you still have.

My One Big Takeaway: