Script: Pause, Think, Act!

Warm-Up: Quick Impulse Check (5 minutes)

"Good morning/afternoon everyone! Today, we're going to talk about something super important for navigating daily life – impulse control. To kick things off, let's do a quick warm-up.

Please take out your Warm Up: Quick Impulse Check and answer the question: 'What was a time you acted without thinking and wished you hadn't?' Just jot down the first thing that comes to mind. No need for perfect sentences, just your honest thought. You have about 2 minutes."

(Pause for students to write.)

"Alright, does anyone feel comfortable sharing a brief example? No pressure at all, but sometimes hearing from others helps us realize we're not alone."

(Allow a few students to share, briefly validating their experiences. Transition to the slide deck.)

"Thanks for sharing! This warm-up perfectly introduces our topic: acting without thinking, and more importantly, how we can learn to pause, think, and then act.

Introduction: What is Impulse Control? (10 minutes)

(Display Slide Deck: Pause, Think, Act! - Slide 2: What is Impulse Control?)

"So, what is impulse control? When you hear that phrase, what comes to your mind? Turn and talk to a partner for 30 seconds and share your ideas."

(Allow brief partner discussion.)

"Great ideas! Impulse control is your ability to stop and think before you act. It’s about resisting those immediate urges or desires, considering the consequences of your actions, and making thoughtful choices instead of just reacting automatically. Think of it as your internal ‘stop’ button. Why do you think having a good ‘stop’ button is important?"

(Facilitate a brief class discussion. Guide them toward ideas about avoiding trouble, making good choices, etc.)

(Display Slide Deck: Pause, Think, Act! - Slide 3: Why Does It Matter?)

"Exactly! It matters a lot. Good impulse control leads to better decisions, stronger relationships, helps you achieve your goals, manage your emotions, and generally contributes to your personal well-being. It helps you take control of your actions and your life."

Video & Reading: The Power of the Pause (15 minutes)

(Display Slide Deck: Pause, Think, Act! - Slide 4: Your Brain & Impulses - and prepare the video.)

"Sometimes we act impulsively because of how our brains are wired. Understanding a little bit about that can help us gain more control. We're going to watch a short video that explains how our brain responds to sudden urges. After the video, we'll read a short article that ties into this."

(Play the video. After the video.)

"What did you notice about how our brains react when we have a strong impulse? How does it make sense that sometimes our emotions can take over?"

(Facilitate a short discussion.)

"Now, I'm handing out a Reading: The Power of the Pause. Please read this individually or with a partner. As you read, think about how taking a moment can make a big difference in how you respond."

(Distribute reading. Allow 5-7 minutes for reading. Then bring the class back together.)

"What was a key takeaway from the reading? How does it connect with what we saw in the video? Why is that ‘pause’ so powerful?"

Activity: Consequence Web (10 minutes)

(Display Slide Deck: Pause, Think, Act! - Slide 5: The 'Pause, Think, Act!' Strategy & Slide 6: Real-Life Impulse Challenges.)

"Now that we understand the 'why,' let's focus on the 'how.' Our core strategy for today is 'Pause, Think, Act!' Let's break it down: First, you PAUSE – take a breath, count to five, create that moment to interrupt the automatic reaction. Second, you THINK – what are your options? What are the potential consequences, both good and bad, of each option? How will this affect you and others? Finally, you ACT – choose the best option, acting intentionally, aligned with your goals and values."

"We're going to put this into practice with an activity called the Activity: Consequence Web. I'm going to divide you into small groups. Each group will get a scenario. Your task is to map out two paths: an impulsive action and its consequences, and then a thoughtful action (using Pause, Think, Act!) and its positive outcomes. You'll have about 7 minutes for this."

(Divide students into groups and provide scenarios. Circulate to assist. After 7 minutes, bring groups back together.)

"Let's hear from a couple of groups. What was your scenario, and what did your consequence web look like? How did the 'Pause, Think, Act!' strategy change the outcome?"

Worksheet: My Impulse Toolkit (10 minutes)

(Display Slide Deck: Pause, Think, Act! - Slide 7: Your Impulse Control Toolkit.)

"Great work! Now, let's create your personal toolkit. I'm distributing the Worksheet: My Impulse Toolkit. On this worksheet, you'll brainstorm and list personal strategies you can use to help you Pause, Think, and Act. These could be things like deep breathing, counting, walking away, talking to someone, or anything else that helps you create that crucial pause."

(Distribute worksheets. Give students about 7 minutes to work.)

"Who has a strategy they'd like to share that they think would be really effective for them, or for others?"

Game: Stop, Think, Choose! (5 minutes)

(Introduce the Game: Stop, Think, Choose! as described in its material. Explain the rules.)

"To wrap up our practical application, let's play a quick game called Game: Stop, Think, Choose!. I'll present a scenario, and you'll quickly decide what thoughtful action you'd take using our strategy. This is a fast-paced way to practice thinking before acting."

(Facilitate the game.)

Cool-Down: One-Word Reflection (5 minutes)

"Fantastic participation today! We're almost out of time, so let's do a quick cool-down.

Please take out your Cool Down: One-Word Reflection. On it, I want you to write down one word that describes what you learned today about impulse control, or one feeling you have about developing this skill. You can share it with a partner, or we can hear a few from the class."

(Allow students to write and share.)

Assessment & Extension (Homework/Future Lesson) (Ongoing)

"As a way to check your understanding, please complete the Quiz: Impulse Control Check-In as homework. We also have an exciting opportunity to apply what you've learned in a deeper way with the Project Guide: My Impulse Control Plan. This project will allow you to develop a personalized plan for improving your impulse control, and it will be assessed using the Rubric: My Impulse Control Plan. We'll discuss this more next class, but feel free to look it over."

"Thank you all for a thoughtful and engaging lesson today! Remember to Pause, Think, and Act!"

Warm Up: Quick Impulse Check

Instructions: Quickly answer the question below. Don't overthink it!

What was a time you acted without thinking and wished you hadn't?

Reading: The Power of the Pause

Why a Moment Can Change Everything

Have you ever regretted something you said or did immediately after doing it? We've all been there. It usually happens when we act on impulse – a sudden urge or feeling that makes us want to do something right now, without fully considering the consequences.

Our brains are amazing, but sometimes they work a little too fast for our own good. When we experience strong emotions like anger, excitement, or fear, a part of our brain called the amygdala can take over. This is sometimes called an "amygdala hijack." It's designed to protect us in emergencies, giving us a rapid "fight, flight, or freeze" response. In dangerous situations, this is fantastic! But in everyday life, it can lead us to react impulsively in ways we later regret, like yelling at a friend, sending a hasty message, or spending money we don't have.

Creating the Gap

The good news is that we're not just creatures of impulse. We also have the prefrontal cortex, the front part of our brain, which is responsible for reasoning, planning, and understanding consequences. The key to impulse control is to create a small but mighty gap between the initial impulse and our action. This gap gives our prefrontal cortex a chance to catch up and engage.

Think about it like this: An impulse is a fast-moving train. If you jump on it immediately, you're along for the ride, wherever it goes. But if you see the train coming and take a moment to decide if it's the right train for your destination, you can choose to let it pass or board it intentionally.

How to "Pause"

Creating this pause doesn't require superpowers, just practice. Simple techniques can give your brain the few extra seconds it needs:

• Take a Deep Breath: Inhaling slowly and exhaling calms your nervous system and gives you a moment.
• Count to Ten: This classic trick works because it forces you to redirect your focus, however briefly.
• Walk Away (if possible): Physically removing yourself from a triggering situation can create immediate distance.
• Ask a Question: Instead of reacting, ask yourself: "What's really going on here?" or "What's the best outcome I want?"
• Visualize: Imagine the positive consequences of not acting impulsively, or the negative consequences of acting impulsively.

Mastering the "pause" isn't about suppressing your feelings; it's about giving yourself the power to choose how you respond to them. It's about being in control of you.

Discussion Guide: Real-Life Impulse Challenges

Objective: To encourage students to identify and discuss real-life scenarios where impulse control is challenging and to explore the potential impacts of impulsive versus thoughtful actions.

Instructions: Facilitate a class discussion using the prompts below. Encourage students to share personal (non-identifying) experiences or observations.

Discussion Prompts:

1. Think about a time you (or someone you know) acted impulsively regarding social media. What happened? How might taking a moment to pause, think, and then act have changed the situation?
   
   
   
   
   
   
   

2. When it comes to spending money, what are some common impulsive purchases teenagers make? What are the short-term and long-term consequences of these actions?
   
   
   
   
   
   
   

3. Imagine you're working on a group project, and one member isn't pulling their weight. What's an impulsive way you might react? What would be a more thoughtful, controlled response, and what positive outcomes could that lead to?
   
   
   
   
   
   
   

4. Have you ever felt pressured by friends to do something you weren't comfortable with? How does a lack of impulse control play a role in giving in to peer pressure? What strategies can help you pause in such moments?
   
   
   
   
   
   
   

5. What are some other common situations in a secondary student's life where impulse control is difficult but very important?
   
   
   
   
   
   
   

6. How does practicing impulse control in one area of your life (e.g., managing anger) potentially help you in another area (e.g., sticking to a study schedule)?
   
   
   
   
   
   
   

Activity: Consequence Web

Objective: To visually demonstrate the different outcomes of impulsive versus thoughtful actions.

Materials: Large sheets of paper or whiteboard, markers/pens, scenario cards.

Instructions:

1. Divide into Groups: Divide the class into small groups (3-4 students per group).
2. Scenario Cards: Provide each group with one scenario card. (Teacher: Prepare cards with scenarios like: "Getting angry and yelling at a sibling," "Buying something expensive you don't need," "Procrastinating on a big project," "Reacting defensively to constructive criticism.")
3. Draw the Web: On a large sheet of paper or a section of the whiteboard, each group will create a "Consequence Web." They will draw their scenario in the center.
4. Path 1: Impulsive Reaction:
   • From the center, draw a line labeled "Impulsive Action." Write down an immediate, unplanned reaction to the scenario.
   • From that impulsive action, draw several lines outward, listing all the potential negative short-term and long-term consequences of that action.
5. Path 2: Thoughtful Reaction (Pause, Think, Act!):
   • From the original scenario in the center, draw a separate line labeled "Thoughtful Action (Pause, Think, Act!)." Write down how applying the "Pause, Think, Act!" strategy would lead to a more considered response.
   • From that thoughtful action, draw several lines outward, listing all the potential positive short-term and long-term outcomes.
6. Group Discussion & Share: After 7 minutes, have each group briefly present their scenario and their consequence web to the class, highlighting the stark differences between the two paths.

Worksheet: My Impulse Toolkit

Objective: To help you identify and personalize strategies for improving your impulse control using the "Pause, Think, Act!" framework.

Instructions: Think about the "Pause, Think, Act!" strategy we discussed. What specific tools or techniques can you use to help yourself in each step? Brainstorm and write down at least two ideas for each section that you think would work for you.

1. PAUSE: How can you create a moment to stop and interrupt an automatic reaction?

• Example: Take three deep breaths.

2. THINK: What questions can you ask yourself, or what thoughts can you have, to consider your options and consequences?

• Example: "What will happen if I do this?"

3. ACT: What are some intentional, positive actions you can choose that align with your goals and values?

• Example: Walk away from the argument for 10 minutes.

My Top 3 Impulse Control Strategies:

From your toolkit above, choose the three strategies you think will be most helpful for you in your daily life. Why did you choose these?

Game: Stop, Think, Choose!

Objective: A quick and interactive game to practice applying impulse control strategies in various scenarios.

Materials: Prepared scenario cards (or teacher calls them out), optional: whiteboards/paper for students to write their 'choice' or show a thumbs up/down for thoughtful/impulsive.

Instructions:

1. Explain the Goal: Tell students that you will present a series of quick scenarios. Their goal is to think quickly but thoughtfully, applying the "Pause, Think, Act!" strategy.
2. How to Play:
   • The teacher reads out a scenario.
   • Students silently take a moment (the "Pause" and "Think" steps).
   • On the teacher's cue (e.g., "Choose!"), students can either:
     • Call out a brief thoughtful action.
     • Write down a brief action on a mini-whiteboard/paper.
     • Raise a green card for a thoughtful action or a red card for an impulsive action (if prepared).
3. Discussion (Brief): After each scenario, briefly discuss why the thoughtful actions are better than impulsive ones. Reinforce the "Pause, Think, Act!" steps.
4. Keep it Moving: The game should be fast-paced to encourage quick application of the strategy.

Sample Scenarios:

• Scenario 1: You see your friend post something online that is untrue about you. Your first reaction is to comment angrily.

  • Impulsive: Immediately comment back, escalating the situation.
  • Thoughtful: Pause, take a deep breath. Think about what you want to achieve (clarification, peace). Act by messaging your friend privately or talking to them in person.

• Scenario 2: You're playing a video game, and you lose unfairly. You want to throw your controller.

  • Impulsive: Throw the controller, possibly breaking it or hurting someone.
  • Thoughtful: Pause, count to five. Think about the cost of a new controller, the mess. Act by putting the controller down gently, walking away for a minute, or taking a break.

• Scenario 3: You're at a store, and you see a really cool new item. You have just enough money for it, but you know you're supposed to save for a bigger purchase.

  • Impulsive: Buy the item right away, depleting savings.
  • Thoughtful: Pause, think about your savings goal. Act by deciding to wait, comparing prices, or putting the money aside for your larger goal.

• Scenario 4: Your parent/guardian asks you to do a chore you really don't want to do right now, and you feel a wave of frustration.

  • Impulsive: Yell, complain loudly, or refuse to do it.
  • Thoughtful: Pause, remember that chores are part of family life. Think about how responding respectfully will lead to a better outcome. Act by saying, "Okay, I'll do it after I finish X," or just doing it without complaint.

• Scenario 5: A classmate tells a joke that makes fun of someone in the class. Everyone is laughing, and you want to join in.

  • Impulsive: Laugh along, even if it feels wrong.
  • Thoughtful: Pause, think about the person being made fun of and how that might feel. Act by not laughing, or gently changing the subject, or walking away.

• Scenario 6: You're studying for an important test, but your phone keeps buzzing with notifications from social media.

  • Impulsive: Check every notification immediately, losing focus.
  • Thoughtful: Pause, recognize the distraction. Think about your test score goal. Act by putting your phone on silent and in another room for a set amount of time.

Remember: The goal isn't always to not do something, but to choose to do it consciously and thoughtfully!

Answer Key: Impulse Control Check-In

This answer key provides the correct responses and reasoning for the Quiz: Impulse Control Check-In.

Question 1: Which of the following best defines impulse control?

• Correct Answer: The ability to pause, think, and choose your actions instead of reacting automatically.
• Reasoning: Impulse control is precisely about gaining conscious control over our immediate reactions. It's not about ignoring feelings, but managing responses.

Question 2: The "Pause" step in the "Pause, Think, Act!" strategy primarily helps you to:

• Correct Answer: Create a brief moment to interrupt an automatic reaction.
• Reasoning: The pause is the crucial first step to break the automatic reaction cycle, allowing for conscious thought to enter.

Question 3: Describe a real-life situation where practicing impulse control would be beneficial for a secondary school student. How would the "Pause, Think, Act!" strategy apply?

• Expected Response: Answers will vary but should include a relevant scenario (e.g., social media conflict, peer pressure, managing anger, impulsive spending, procrastination) and demonstrate how to apply the three steps:
  • Pause: (e.g., take a deep breath, count to 5, step away from the situation).
  • Think: (e.g., consider the consequences of an impulsive action, identify alternative responses, ask what the desired outcome is).
  • Act: (e.g., choose a thoughtful response that aligns with personal values or goals, communicate calmly, delay gratification).
• Reasoning: This question assesses the student's ability to synthesize the lesson's core strategy and apply it to practical, age-appropriate contexts.

Question 4: What is a potential negative consequence of lacking impulse control?

• Correct Answer: Making regrettable decisions.
• Reasoning: A lack of impulse control often leads to actions taken without full consideration, which can result in regret, strained relationships, or missed opportunities.

Question 5: On a scale of 1 (Not at all) to 5 (Very much), how confident do you feel in applying the "Pause, Think, Act!" strategy in a challenging situation?

• Correct Answer: N/A (Likert scale, no single correct answer for assessment).
• Reasoning: This is a self-reflection question designed to gauge student confidence and metacognition rather than factual recall. The teacher should look for thoughtful self-assessment.

Cool Down: One-Word Reflection

Instructions: Reflect on today's lesson about impulse control. In the space below, write down ONE word that summarizes your biggest takeaway, a new insight, or how you feel about developing this skill.

My One Word:

Why did you choose this word?

Project Guide: My Impulse Control Plan

Objective: To design a personalized plan for improving impulse control in a specific area of your life, applying the "Pause, Think, Act!" strategy.

Project Overview:

You will identify one specific area in your life where you want to improve your impulse control. This could be anything from managing screen time, controlling anger, making healthier food choices, saving money, or resisting procrastination. You will then develop a detailed, actionable plan using the strategies we discussed, and track your progress over a set period.

Deliverables:

1. Project Proposal (Due: [Date])

   • Area of Focus: Clearly state the specific area where you want to improve impulse control.
   • Why this Area? Explain why this area is challenging for you and what benefits you hope to gain by improving your impulse control here.
   • Impulsive Behavior: Describe the specific impulsive actions you tend to take in this area.
   • Desired Thoughtful Behavior: Describe the specific thoughtful actions you want to take instead.
     
     
     
     
     
     
     

2. Impulse Control Plan (Due: [Date])

   • My Triggers: Identify specific situations, emotions, or thoughts that typically trigger your impulsive behavior in your chosen area.
   • My PAUSE Strategies: List 2-3 specific techniques you will use to create a pause when you feel an impulse (e.g., deep breathing, counting, walking away).
   • My THINK Questions/Prompts: List 2-3 specific questions you will ask yourself or thoughts you will have during the "Think" phase (e.g., "What are the consequences?" "What's my goal here?").
   • My ACTion Options: List 2-3 specific, thoughtful actions you can take instead of the impulsive one.
   • Support System: Identify who (e.g., a friend, family member, teacher) you can talk to for support or accountability.
     
     
     
     
     
     
     
     
     
     
     
     
     

3. Progress Log (Due: [Date])

   • Over a period of [e.g., one week/two weeks], keep a daily log tracking instances where you faced a challenge in your chosen area. Note:
     • The situation.
     • Your initial impulse.
     • Whether you successfully applied your "Pause, Think, Act!" strategy.
     • The outcome (positive or negative).
     • A brief reflection on what worked or what you could improve.
       
       
       
       
       
       
       
       
       
       
       
       
       

4. Reflection Essay/Presentation (Due: [Date])

   • A brief essay (250-400 words) or a short presentation (3-5 minutes) summarizing:
     • Your overall experience with the plan.
     • What you learned about your own impulse control.
     • What strategies were most effective.
     • Challenges you faced and how you overcame them (or what you would do differently).
     • How this project has impacted your understanding and ability to control impulses.
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       

Assessment:

Your project will be assessed using the Rubric: My Impulse Control Plan, focusing on the completeness of your plan, the thoughtfulness of your reflection, and the clear application of impulse control strategies.

Rubric: My Impulse Control Plan

Project Name: My Impulse Control Plan
Student Name: ________________________
Teacher Name: ________________________

Overall Feedback:

Script: Pause, Process, Proceed!

Warm Up: Quick Choices (5 minutes)

(Teacher): "Good morning/afternoon everyone! Let's start with a quick warm-up. I'm going to give you a few scenarios, and I want you to quickly decide what you would do. Don't overthink it, just go with your gut feeling. Raise your hand if you'd choose option A, and clap once if you'd choose option B."

(Teacher presents scenarios from Warm Up: Quick Choices - e.g., 'A) Eat the last cookie immediately, or B) Save it for later.')

(Teacher): "Now, take a moment to think about why you made those choices. Was it a quick decision? Did you think about what might happen next? Keep these thoughts in mind as we move forward."

Introduction to Impulse Control (Slide Deck & Discussion) (10 minutes)

(Teacher): "(Advance to Slide 1: Welcome! Let's Talk Impulse Control) Welcome! Today, we're going to talk about something really important that affects every single one of us, every day: impulse control. What does it mean to act on impulse? Can anyone give me an example of when it might be tricky to control an impulse?"

(Allow students to share examples and facilitate a brief discussion. Guide them to understand that impulses are often immediate urges.)

(Teacher): "(Advance to Slide 2: What is Impulse Control?) Impulse control is all about pausing before you act. It's choosing to think, not just react. It involves stopping to consider the consequences, managing strong emotions that might push you to act quickly, and ultimately making thoughtful decisions."

(Teacher): "(Advance to Slide 3: Why Does It Matter?) So, why is this important? Why should we care about pausing and thinking? Well, having good impulse control can lead to all sorts of positive things in your life. Think about it: better grades, stronger friendships because you think before you speak, making safer choices, achieving your goals because you can resist distractions, and ultimately, feeling really good about the decisions you make. Can you think of a time when controlling an impulse helped you, or when not controlling one led to a difficult situation?"

(Facilitate a brief Discussion: Impulse Control in Action here, encouraging students to share personal, anonymous examples or observations.)

Reading & Strategies (10 minutes)

(Teacher): "(Advance to Slide 4: Our Strategy: Pause, Process, Proceed!) We're going to learn a simple but powerful strategy called 'Pause, Process, Proceed.' Before we dive deeper into it, I want you to read a short article that explores this idea. I'm handing out 'The Power of Pause' now. Please read it quietly, and as you read, think about the strategies it mentions for improving impulse control."

(Distribute Reading: The Power of Pause. Allow students 5-7 minutes to read.)

(Teacher): "(Advance to Slide 5: Tools for Your Toolkit) Welcome back! What were some of the key strategies mentioned in the reading for pausing and processing? (Solicit answers and connect them to the slide points: Deep Breathing, Counting to Ten, Stepping Away, Thinking of Consequences, Asking for Help.) These are all great tools for your impulse control toolkit."

Activity: The Marshmallow Challenge (Modern Twist) (15 minutes)

(Teacher): "(Advance to Slide 6: Impulse Control in Action and prepare to show the video/discuss the scenario.) Sometimes, seeing is believing. We're going to watch a short clip or discuss a scenario that really highlights impulse control. I want you to pay attention to how the characters in the video (or scenario) manage their immediate urges."

(Show video or present scenario.)

(Teacher): "Now, let's put some of these ideas into practice with an activity called 'The Marshmallow Challenge (Modern Twist).' In groups, your task is to... (Explain instructions from Activity: The Marshmallow Challenge (Modern Twist)). This challenge isn't just about building; it's about how you work together, plan, and resist the urge to just start building without thinking."

(Divide students into groups, distribute materials, and allow them to work for 10-12 minutes. Circulate and observe, making notes of impulse control examples.)

Worksheet & Personal Reflection (10 minutes)

(Teacher): "Great work everyone! Let's reflect on what we just experienced. Now, I'm handing out a worksheet called 'My Impulse Control Toolkit.' On this sheet, I want you to think about some of your own personal triggers – those situations where you find it hardest to control an impulse. Then, I want you to start developing your own strategies for managing those impulses, using the 'Pause, Process, Proceed' framework and the tools we discussed."

(Distribute Worksheet: My Impulse Control Toolkit. Allow students to work independently for 8-10 minutes.)

Game: Decision Dilemma Dice (5 minutes)

(Teacher): "To wrap up our practical application, let's play a quick game. It's called 'Decision Dilemma Dice.' (Explain rules for Game: Decision Dilemma Dice). This game will give you a fun, fast way to practice thinking before you act."

(Play the game for about 5 minutes.)

Cool Down: One Big Takeaway (5 minutes)

(Teacher): "(Advance to Slide 7: Practice Makes Progress!) We're almost out of time, but before you go, I want to hear one big takeaway from today's lesson. On your Cool Down: One Big Takeaway slip, please write down one important thing you learned about impulse control or one strategy you plan to try. This helps me see what resonated with you and reminds you of your learning."

(Distribute Cool Down: One Big Takeaway slips and collect them as students leave.)

(Teacher): "Thank you all for your engagement today. Remember, impulse control is a skill. The more you practice, the better you become! Have a great rest of your day!"

Warm Up: Quick Choices

Instructions: For each scenario, quickly decide what you would do. Don't overthink it!

1. Scenario: You see a notification pop up on your phone during class that looks really interesting.

   • A) Look at it immediately.
   • B) Wait until a break or after class.

2. Scenario: You have a delicious snack that you love.

   • A) Eat it all right now.
   • B) Save some for later.

3. Scenario: A friend says something that makes you feel annoyed.

   • A) Immediately say something back, even if it's rude.
   • B) Take a breath, think, and then decide how to respond calmly.

4. Scenario: You have a big assignment due tomorrow, but your favorite show just started.

   • A) Watch the show first, then do the assignment.
   • B) Work on the assignment for a bit, then take a break to watch some of the show.

Reflection Questions:

• Which choices were easy for you? Which were harder?
  
  
  
• Did you notice yourself wanting to pick an option without thinking? What made you feel that way?
  
  
  

The Power of Pause: Why Taking a Moment Matters

Have you ever said or done something in the heat of the moment, only to regret it later? We all have! That immediate urge to act without thinking is what we call an impulse. While some impulses are harmless (like spontaneously deciding to sing along to a catchy song), others can lead to problems.

This is where impulse control comes in. Impulse control is your ability to resist an urge to do something, especially when that urge might lead to negative consequences. It's like having a tiny, internal stop sign that you can put up before you rush forward.

Why is it so important?

Think about it: many of the decisions we make every day, big or small, require us to pause. Should I buy that snack I don't need? Should I blurt out that comment that might hurt someone's feelings? Should I give up on this challenging homework problem? In each of these situations, controlling an impulse allows you to make a more thoughtful, beneficial choice.

Good impulse control helps you:

• Make Better Decisions: You weigh pros and cons instead of just reacting.
• Manage Emotions: You don't let anger or frustration dictate your actions.
• Achieve Goals: You can stay focused on long-term rewards rather than instant gratification.
• Build Stronger Relationships: You think before you speak, avoiding unnecessary conflicts.

How to Master the Pause, Process, Proceed!

It sounds simple, but it takes practice. Here are some strategies to help you strengthen your impulse control:

1. Stop and Breathe: When you feel an impulse, literally stop. Take a deep breath. This gives your brain a moment to catch up and signals your body to calm down.

2. Count to Ten (or Twenty!): This classic trick works! It creates a short delay, allowing the initial intensity of the impulse to fade slightly.

3. Think of the Consequences: Before you act, quickly ask yourself: "What will happen if I do this? What will happen if I don't?" Consider both the immediate and long-term outcomes.

4. Distract Yourself (Temporarily): If an urge is very strong, sometimes a brief distraction can help. Get a drink of water, stretch, or mentally shift your focus for a minute. Then, return to the situation with a clearer head.

5. Talk it Out (or Write it Down): If you're struggling with a decision driven by impulse, talk to a trusted friend, family member, or teacher. Sometimes just verbalizing your thoughts can help you process them. You can also write down your feelings and options.

6. Identify Your Triggers: Pay attention to when and where you tend to be most impulsive. Is it when you're tired? Stressed? With certain friends? Knowing your triggers can help you prepare and apply your strategies effectively.

Impulse control isn't about never acting spontaneously; it's about having the choice to act thoughtfully. It's a superpower that helps you navigate life more successfully and peacefully. Start practicing your pause today!

Activity: The Marshmallow Challenge (Modern Twist)

Goal: To build the tallest freestanding structure that can support a marshmallow at the top, using limited materials, and to reflect on how impulse control affects the process.

Time: 15 minutes (10 minutes for building, 5 minutes for reflection)

Materials per group (2-4 students):

• 20 pieces of spaghetti (uncooked)
• 1 yard of string
• 1 yard of masking tape
• 1 large marshmallow

Instructions:

1. Form Your Teams: Get into groups of 3-4 students.
2. The Challenge: Your goal is to build the tallest possible freestanding structure using only the spaghetti, string, and tape. The entire marshmallow must be on top of the structure when you are finished. The structure must be able to stand on its own for at least 5 seconds without holding it.
3. No Eating the Marshmallow! (This is the impulse control part!)
4. Planning Time (Optional but Recommended): Before you touch the materials, take 2-3 minutes as a group to discuss a plan. What design will you use? How will you make it stable? Who will do what?
5. Build! You have 10 minutes to build your structure.
6. Measure and Test: When time is called, carefully place your marshmallow on top. We will measure the height of the tallest freestanding structure.

Reflection Questions (after the activity):

• Did your group make a plan before starting? How did that help or hinder your progress?
  
  
  
• Did anyone in your group immediately grab materials and start building without much thought? What was the outcome of that?
  
  
  
• What challenges did you face that required you to pause and re-think your approach?
  
  
  
• How did resisting the urge to just 'do something' (e.g., trying a bad idea right away, eating the marshmallow) play a role in your group's success or learning?
  
  
  

Worksheet: My Impulse Control Toolkit

Name: ____________________________

Date: ____________________________

Part 1: Identifying My Triggers

Think about situations where you find it hard to control your impulses. What are some things that make you want to act without thinking? Be honest with yourself!

1. Emotional Triggers: What emotions often lead to impulsive actions for you?

   • Examples: Anger, boredom, excitement, stress, sadness.
     
     
     
     

2. Situational Triggers: What specific places, times, or social situations make you more impulsive?

   • Examples: Being with certain friends, online, late at night, when hungry.
     
     
     
     

3. Physical Triggers: Are there any physical feelings that make you impulsive?

   • Examples: Tiredness, fidgeting, feeling restless.
     
     
     
     

Part 2: Applying "Pause, Process, Proceed"

Choose two of your triggers from Part 1. For each trigger, describe an impulsive action you might take and then plan how you would use the "Pause, Process, Proceed" strategy.

Trigger 1: ________________________________________

• Impulsive Action: What might you want to do immediately?
  
  
  
  

• PAUSE: What specific action will you take to stop yourself?

  • (e.g., Take 3 deep breaths, count to 10, step away, close your eyes)
    
    
    
    

• PROCESS: What thoughts or questions will you ask yourself before acting?

  • (e.g., "What are the consequences? What are my other options? How will I feel later?")
    
    
    
    

• PROCEED: What thoughtful choice will you make instead?
  
  
  
  
  
  
  Trigger 2: ________________________________________

• Impulsive Action: What might you want to do immediately?
  
  
  
  

• PAUSE: What specific action will you take to stop yourself?

  • (e.g., Take 3 deep breaths, count to 10, step away, close your eyes)
    
    
    
    

• PROCESS: What thoughts or questions will you ask yourself before acting?

  • (e.g., "What are the consequences? What are my other options? How will I feel later?")
    
    
    
    

• PROCEED: What thoughtful choice will you make instead?
  
  
  
  

Part 3: My Personal Impulse Control Toolkit

List 3-5 tools or strategies you plan to use to help you pause and think before you act. These can be from the reading, the discussion, or your own ideas!

Discussion: Impulse Control in Action

Instructions: Let's have an open and honest conversation about impulse control. Remember to respect everyone's opinions and experiences.

Opening Questions:

1. Can you recall a time when you acted on impulse, and it led to a positive outcome? What happened?
   
   
   
2. Can you recall a time when you acted on impulse, and it led to a negative or challenging outcome? What did you learn from it?
   
   
   

Exploring the Concept:

3. Why do you think it's often so difficult to control our impulses? What makes those urges so strong?
   
   
   
4. How might practicing impulse control impact your friendships or relationships with family members?
   
   
   
5. In what school situations (e.g., in class, during group projects, on tests) is impulse control particularly important?
   
   
   

Real-World Connections:

6. Think about social media. How does impulse control (or lack thereof) play a role in what people post or comment online?
   
   
   
7. When you see characters in movies or TV shows act impulsively, what are the typical consequences (good or bad)?
   
   
   

Personal Application:

8. What is one specific situation in your life where you would like to improve your impulse control?
   
   
   
9. What is one strategy from today's lesson that you think you could realistically try to use this week?
   
   
   

Game: Decision Dilemma Dice

Goal: To quickly practice applying impulse control strategies to common dilemmas.

Time: 5-7 minutes

Materials:

• One standard six-sided die per group (or use a digital dice roller)
• Scenario cards (see below)

Setup:

1. Divide the class into small groups (3-4 students).
2. Provide each group with a die and a set of scenario cards.

How to Play:

1. One student draws a scenario card and reads it aloud to their group.
2. The student rolls the die.
3. Based on the number rolled, the group discusses how they would apply an impulse control strategy to the scenario:
   • 1: Pause & Breathe: Describe how you would take a moment to stop and breathe before reacting.
   • 2: Count to Ten: Explain how counting could help you in this situation.
   • 3: Think Consequences: What are the potential good and bad outcomes if you act impulsively vs. thoughtfully?
   • 4: Distract & Re-focus: How could you briefly shift your attention to cool down before addressing the situation?
   • 5: Seek Advice: Who could you talk to, or what information could you seek, before making a decision?
   • 6: Your Choice! Pick any impulse control strategy you learned today and explain how you would use it.
4. Each student in the group shares their ideas. The group can discuss the best approach.
5. The next student draws a card, and the game continues.

Scenario Cards (Cut these out)

Scenario 1:
Your friend texts you a mean message about another classmate. Your first thought is to text back agreeing with them.

Strategy Focus: ____________________________

Scenario 2:
You are really hungry and there's a delicious-looking snack left on the counter that you aren't sure belongs to you.

Strategy Focus: ____________________________

Scenario 3:
You're working on a difficult homework problem, and you feel frustrated. You want to just close your book and play a video game.

Strategy Focus: ____________________________

Scenario 4:
You're in a store and see something cool that you really want, but you know you don't have enough money for it right now.

Strategy Focus: ____________________________

Scenario 5:
During a group project, a teammate keeps interrupting you and taking over. You feel a surge of annoyance and want to snap at them.

Strategy Focus: ____________________________

Scenario 6:
You see a post on social media that makes you really angry, and you immediately want to type a harsh comment.

Strategy Focus: ____________________________

Scenario 7:
Someone cuts in front of you in line. Your immediate reaction is to yell at them.

Strategy Focus: ____________________________

Scenario 8:
You have an important exam tomorrow, but your friends invite you to hang out tonight.

Strategy Focus: ____________________________

Scenario 9:
You spilled a drink, and your first thought is to quickly hide it and pretend it didn't happen.

Strategy Focus: ____________________________

Scenario 10:
You are trying to learn a new skill (e.g., playing an instrument, drawing), and it feels really hard. You want to give up.

Strategy Focus: ____________________________

Scenario 11:
Your phone buzzes with a new notification during dinner. You really want to check it right away.

Strategy Focus: ____________________________

Scenario 12:
You hear a juicy piece of gossip. Your first thought is to share it with everyone you know.

Strategy Focus: ____________________________

Cool Down: One Big Takeaway

Name: ____________________________

Date: ____________________________

Reflection:

What is one important thing you learned about impulse control today, or one strategy you plan to try in the next few days?

Answer Key: Check Your Control IQ

Here are the answers and explanations for the quiz. Remember, understanding why an answer is correct is just as important as knowing the answer!

1. Which of the following best defines 'impulse control'?

Correct Answer: B) The ability to resist an urge or temptation.

• Explanation: Impulse control is about having the power to stop and think before you act on an immediate feeling or desire. It's not about always acting, but about having the choice to be thoughtful.

2. The 'Pause, Process, Proceed' strategy encourages you to:

Correct Answer: B) Stop, think about options and consequences, then make a thoughtful choice.

• Explanation: This strategy is a step-by-step guide to managing impulses. 'Pause' is the stop, 'Process' is the thinking and considering, and 'Proceed' is the thoughtful action.

3. Which is an example of a positive outcome of good impulse control?

Correct Answer: C) Achieving a long-term goal because you stayed focused.

• Explanation: Good impulse control helps you resist distractions or temptations (like procrastination) that might prevent you from reaching your goals. Options A, B, and D are all examples of negative outcomes often associated with a lack of impulse control.

4. Name one technique you can use to 'pause' when you feel an impulsive urge. Explain how it helps.

Expected Responses (open-response, answers may vary but should include a technique and explanation):

• Technique: Deep Breathing

  • Explanation: Taking a few deep breaths can physically calm your body and create a small but crucial delay, allowing your emotional brain to settle down and your thinking brain to engage.

• Technique: Counting to Ten (or Twenty)

  • Explanation: This simple act forces a delay. While you're counting, the initial intensity of the impulse can lessen, and it gives your mind a chance to consider other options or consequences.

• Technique: Stepping Away

  • Explanation: Physically removing yourself from the immediate situation can break the impulse cycle. It gives you a change of scenery and a moment to gain perspective before reacting.

• Technique: Thinking of Consequences

  • Explanation: By consciously asking yourself, "What will happen if I do this?" or "How will I feel later?", you engage your logical thinking, which can override an impulsive urge to act without considering the future.

5. I believe that practicing impulse control can help me make better decisions in my daily life.

Expected Answer: Agree or Strongly Agree.

• Explanation: This is a Likert scale question, assessing student perception. The desired outcome of the lesson is for students to recognize the value and benefits of impulse control in making informed decisions. While any honest answer is acceptable, agreement indicates understanding of the lesson's core message.