Facilitator Script: Regulate & Relate Series

Below is the word-for-word script for all 40 sessions. Follow each section precisely to guide your group through check-ins, activities, discussions, and wrap-up reflections.

Session 1: Identify Primary Emotions

Materials: Emotion Cards Deck, Reflection Journal Template

Teacher: “Good morning, everyone! Let’s begin with our check-in. Take a look at the mood meter on the board and point to the area that shows how you feel right now. Turn to a partner and share your choice for 30 seconds.”



Teacher: “Today, we’re focusing on primary emotions—happy, sad, angry, and surprised. Knowing these helps us understand ourselves and each other.”


Teacher: “I’m passing around our Emotion Cards Deck. When it’s your turn, hold up one card and tell us its name.”


(Pass cards; affirm correct names and gently correct mis-labels.)


Teacher: “Now, let’s match each card to its definition. I’ll say a definition, and you’ll show me the matching card. Ready?”


(Work through definitions.)


Teacher: “Great job! Let’s discuss: who wants to share a time they felt happy? Why?”


Possible prompts: “How did your body feel? What did you do?”


Teacher: “Now, open your Reflection Journal. Draw the emotion you felt today and write one quick sentence about why you felt it.”

Session 2: Recognize Self Emotional Signals

Materials: Body-map worksheet from Session Worksheets Pack, pens, Reflection Journal Template

Teacher: “Good morning! Let’s check in using our mood meter again. Find your place and share with your partner one word that describes your mood.”



Teacher: “Today’s focus: notice physical signals of emotion—like a racing heart or tight muscles. These tell us how we feel before we even name it.”


Teacher: “Here’s your body-map worksheet. Outline your body, then mark where you feel anger, joy, or nervousness. Use colors or labels.”


(Circulate to support students.)


Teacher: “Who wants to share one spot they marked for anger? What did that feel like?”


Follow-up: “Did that spot ever help you notice you were upset sooner?”


Teacher: “In your journal, describe one body cue you noticed today and what emotion it signaled.”

Session 3: Empathize with Peers

Materials: Paired scenario cards (Session Worksheets Pack), Reflection Journal Template

Teacher: “Let’s start with a quick check-in: share your mood in one word with your neighbor.”



Teacher: “Our focus is empathy—feeling with others. We’ll practice by role-playing short scenarios.”


Teacher: “I’m handing each pair a scenario card. Take turns playing the two roles. After a minute, swap roles.”


(Give 3 minutes total.)


Teacher: “Discussion time: how did it feel to step into your partner’s shoes?”


Probes: “What changed in your thoughts or body?”


Teacher: “Journal prompt: write one empathic statement you could say to support someone in your scenario.”

Session 4: Label Nuanced Feelings

Materials: Word-sort worksheet, Reflection Journal Template

Teacher: “Check-in: rate your mood on a scale of 1–5 with a thumbs-up or thumbs-down.”



Teacher: “Today we’ll explore complex emotions beyond happy or sad—like frustrated, excited, or disappointed.”


Teacher: “Here’s a sheet with 20 feeling words. Work with your partner to group them into categories you create.”


(Allow 4 minutes.)


Teacher: “Which words were hardest to categorize? Why?”


Teacher: “In your journal, choose one new word and use it in a sentence about your day.”

Session 5: Sort Emotions by Type

Materials: Sorting sheet from Session Worksheets Pack, Reflection Journal Template

Teacher: “Check-in: share a gesture that shows your mood right now.”



Teacher: “We’re sorting emotions into positive, negative, or neutral.”


Teacher: “Complete the sorting sheet. Then pair up to compare your categories.”


(2 min sorting, 1 min pair-share.)


Teacher: “Can an emotion be both positive and negative? Tell us one example.”


Teacher: “Journal: give an example of an emotion that can feel positive and negative.”

Session 6: Rate Emotion Intensity

Materials: Emotion Cards Deck, intensity meter line on floor, Reflection Journal Template

Teacher: “Check-in: show your mood intensity by standing closer or farther from the board’s center.”



Teacher: “Today we rate intensity from 1 (low) to 5 (high).”


Teacher: “I’ll shuffle the Emotion Cards Deck. When you get a card, place it on the floor line at the intensity you think fits.”


(Circulate to observe placements.)


Teacher: “What made you choose a 4 instead of a 5?”


Teacher: “Journal: rate today’s strongest emotion and describe what influenced that rating.”

Session 7: Emotional Triggers

Materials: Sticky notes, markers, board, Reflection Journal Template

Teacher: “Check-in: clap once for a calm mood or twice for a stressed mood.”



Teacher: “Triggers are events or thoughts that spark emotions.”


Teacher: “Write one trigger you’ve experienced on a sticky note. Then place it in the ‘Anger,’ ‘Sadness,’ or ‘Anxiety’ column on the board.”


(1 minute to brainstorm, 1 minute to post.)


Teacher: “Scan the board—what common triggers do you see?”


Teacher: “In your journal, list one trigger and one coping idea you could use next time.”

Session 8: Intro to Regulation Strategies

Materials: None beyond journal

Teacher: “Check-in: share your mood using a posture or facial expression.”



Teacher: “Today we’ll preview regulation tools—breathing, counting, self-talk.”


Teacher: “Let’s practice deep breathing: inhale for 4, hold for 4, exhale for 6.”


(Lead 3 breaths.)


Teacher: “Now, try silent counting from 10 down to 1.”


Teacher: “Volunteer share: which felt easiest? Which felt harder?”


Teacher: “Journal: name one regulation strategy you’ll try next time you feel upset.”

Sessions 9–40: Consistent Session Flow

Each of the remaining sessions follows this 30-minute structure:

1. Check-In (5 min): Quick mood share using a gesture, word, or the mood meter.
2. Introduction (5 min): State today’s focus and objective, referencing the day’s slide title.
3. Core Activity/Game (12 min): Lead the main interactive task using the linked materials and Core Activities.
4. Group Discussion (5 min): Use 2–3 open-ended prompts and follow-up questions from Guided Discussions.
5. Wrap-Up & Journal (3 min): Prompt students to reflect in their Reflection Journal Template.

Use the slide titles and materials for each session as your guide. Repeat this exact rhythm, swapping in the session’s specific focus, materials, and discussion questions.

End of Script

Session Worksheets Pack

Below are the worksheets you’ll need for Sessions 2, 3, 4, 5, 7, 21, and 25–32. Print and copy as needed.

Body Map Outline Worksheet (Session 2)

Instructions: Trace or draw an outline of your body below. Then, for each emotion listed, mark on the outline where you feel it most strongly. Use different colors or symbols for each emotion.

Emotions to map:

• Anger
• Joy
• Nervousness

[Draw your body outline here]

For each mark you make:

1. Emotion: _______________________________
   
   
2. Where you feel it (body part/area): _______________________________
   
   
3. Brief description (e.g., “My heart raced”): _______________________________
   
   
   

Empathy Scenario Cards (Session 3)

In pairs, take turns reading one scenario. Role-play the person described. After you act it out, swap roles and repeat.

Scenario 1: Your friend just got cut from the basketball team and looks upset. They haven’t been answering texts all day.

Role A (Person trying to support): How would you start the conversation?

Role B (Person feeling upset): How would you respond? What might you say or do?

Scenario 2: You overhear two classmates making fun of someone’s art project. They haven’t noticed you listening.

Role A (Overheard the teasing): How do you react?

Role B (Teasing classmates): How do you explain your feelings? What might you say if you felt bad later?

(Add more scenarios as needed.)

Word-Sort Emotions Worksheet (Session 4)

On a separate sheet, you and your partner will group these 20 words into categories you define (e.g., “strong vs. mild,” “pleasant vs. unpleasant,” etc.).

Words:

• Frustrated
• Excited
• Disappointed
• Content
• Embarrassed
• Hopeful
• Anxious
• Proud
• Bored
• Jealous
• Curious
• Overwhelmed
• Calm
• Relieved
• Fearful
• Confused
• Energized
• Lonely
• Surprised
• Guilty

Category name: _______________________________


Words in this category: _______________________________


(Repeat for additional categories.)

Sort Emotions by Type Worksheet (Session 5)

Sort the following emotions under Positive, Negative, or Neutral. Write each word in the correct column.

Emotions:
Happy, Sad, Curious, Nervous, Content, Angry, Surprised, Exhausted, Hopeful, Indifferent

Positive: _______________________________


Negative: _______________________________


Neutral: _______________________________

Then answer:
Can an emotion be both positive and negative? Give an example: _______________________________

Emotional Triggers Brainstorm Sheet (Session 7)

Write one trigger you’ve experienced in each column. A trigger is anything that sparks a strong emotion.

Anger:

• ____________________________________________________________
  
  

Sadness:

• ____________________________________________________________
  
  

Anxiety:

• ____________________________________________________________
  
  

Next, list one coping idea you can try when you experience your chosen trigger:

Trigger: _______________________________
Coping Strategy: _______________________________

Diverse Scenarios Worksheet (Session 21)

Read each scenario. Identify the main feelings of each person and suggest one way to show you understand their perspective.

Scenario A: Two students disagree over a group project; one wants to dive into research, the other wants to design visuals first.

1. Person 1 feels: _______________________________
   
   
2. Person 2 feels: _______________________________
   
   
3. What could Person 1 say to show they understand Person 2’s view? _______________________________
   
   
   

Scenario B: A classmate shares a personal story in front of the class and then looks embarrassed.

1. Classmate feels: _______________________________
   
   
2. You feel: _______________________________
   
   
3. One empathic statement you could offer: _______________________________
   
   
   

(Add additional diverse scenarios or use from the Conflict Resolution Scripts.)

Conflict Resolution Scenario Worksheet (Sessions 25–32)

Choose one conflict scenario, then complete the steps below.

Conflict Scenario: ____________________________________________________________

1. Identify the problem (What happened?):
   ____________________________________________________________
   
   
2. Feelings of each person involved:
   - Person A: _______________________________
   - Person B: _______________________________
   
   
3. Needs or interests behind those feelings:
   - Person A: _______________________________
   - Person B: _______________________________
   
   
4. Write an I-message you could use to express your feelings respectfully:
   "I feel __________ when __________ because __________."
   
   
5. Brainstorm two win-win solutions:
   • _______________________________
   • _______________________________
   
   
6. Choose one solution and explain why it works:
   _______________________________
   
   
   

End of Session Worksheets Pack
Use these worksheets alongside the activities in each session. Students’ answers and drawings will guide your group discussions and reflections.

Guided Discussions for Regulate & Relate

Use these discussion prompts and guidelines alongside each cluster of sessions. Encourage respectful listening, “I” statements, and open‐ended sharing. For each discussion:

• Establish a talking piece or signal to indicate whose turn it is.
• Remind students to listen without interrupting and to use kind language.
• Prompt quieter students by inviting their perspective.

Sessions 1–8: Emotions Recognition

Objective: Deepen understanding of emotion vocabulary, body cues, triggers, and intensity.

Prompts:

• “Which primary emotion (happy, sad, angry, surprised) is easiest for you to recognize in yourself? Hardest? Why?”
• “How did marking a body map for anger or joy help you notice the emotion sooner?”
• “When sorting nuanced feelings, which new word surprised you? How might you use it?”
• “Can one emotion feel both positive and negative? Share an example.”

Follow-Up Questions:

• “What physical signal (heart rate, breathing, muscle tension) alerts you first?”
• “How can you remind yourself to pause and name an emotion when you notice that signal?”

Sessions 9–16: Impulse Control

Objective: Explore pausing strategies, delay tactics, and self‐talk scripts.

Prompts:

• “What was most challenging about the ‘Stop & Think’ game? What helped you pause?”
• “During the marshmallow challenge, what feeling came up while waiting? How did you manage it?”
• “Which breathing or counting strategy felt most calming? Why?”
• “Share a self-talk script you created. When could you use it outside this group?”

Follow-Up Questions:

• “When you need to pause in a real‐life moment, what mental ‘red light’ cue could you use?”
• “How might changing your self-talk change your actions?”

Sessions 17–24: Perspective-Taking

Objective: Strengthen empathy by stepping into others’ shoes and considering diverse viewpoints.

Prompts:

• “How did you feel when you role-reversed in a conflict scenario?”
• “What new insight did you gain about a friend or classmate’s feelings?”
• “In the empathy letter, how did writing in someone else’s voice affect your understanding?”
• “What cultural differences in emotion expression surprised your group?”

Follow-Up Questions:

• “How can noticing another’s perspective prevent misunderstandings?”
• “When someone shares a difficult story, what is one empathic statement you could offer?”

Sessions 25–32: Conflict Resolution

Objective: Practice problem identification, I-messages, collaborative solutions, and mediation steps.

Prompts:

• “What part of writing an I-message felt most natural? Most awkward?”
• “Describe a win-win solution your group created. How did you decide on it?”
• “What was the hardest step in the mini-mediation script?”
• “When adapting a script to your real scenario, what change did you make and why?”

Follow-Up Questions:

• “How does using an I-message influence the tone of a conflict?”
• “What listening skill keeps a mediation on track?”

Sessions 33–40: Integration & Reflection

Objective: Consolidate skills, self-assess growth, plan personal applications, and celebrate achievements.

Prompts:

• “What self-regulation tool did your team rely on most during the group project?”
• “Using the Rubric for Self-Regulation Progress, which area are you strongest in? Which needs more practice?”
• “How will you apply one key strategy (e.g., pausing, empathy statement, I-message) next week?”
• “What moment from this series are you most proud of? Why?”

Follow-Up Questions:

• “What is one concrete goal you will write in your final journal commitment?”
• “How can you remind yourself daily to use the skills you’ve learned?”

Tailor these prompts to your group’s needs. Rotate who answers first and invite peer feedback. Use students’ responses to guide short journal reflections in the Reflection Journal Template.

Core Activities for Regulate & Relate

These hands-on tasks form the heart of each 30-minute session. Allocate ~12 minutes to the Core Activity, then move into discussion and journaling. Choose one main activity per session, with optional extensions as time allows.

Sessions 1–8: Emotions Recognition (Core Activity ~12 min)

Select one primary activity (12 min), then optional extension (4–5 min) if you finish early:

1. Emotion Cards Match (4 min)
   • Shuffle and deal cards. Students name the emotion and share a quick memory.
   • Call out definitions; students hold up the matching card.
2. Body-Map Marking (5 min)
   • Distribute the worksheet. Students outline themselves and color–code where they feel anger, joy, nervousness.
   • Pair-share: “What did your colors tell you?”
3. Word-Sort Collaboration (5 min)
   • In pairs, categorize 20 feeling words into self-created groups.
   • Present one category; explain the rationale.
4. Type Sorting (4 min)
   • Individually sort words under Positive/Negative/Neutral.
   • Small-group debate: “Can one emotion be both?”
5. Intensity Line (4 min)
   • Tape a 1–5 line on the floor. Students place an emotion card at their chosen intensity.
   • Debrief: “What influenced your rating?”
6. Trigger Brainstorm (3 min)
   • Write a personal trigger on a sticky note; post under Anger/Sadness/Anxiety.
   • Identify common triggers; journal a coping plan.
7. Strategy Sampler (3 min)
   • Quick practice of breathing and counting strategies.
   • Volunteer share: “Which tool felt easiest?”

Sessions 9–16: Impulse Control (Core Activity ~12 min)

Choose one game or challenge:

1. Stop & Think Game (5 min)
2. Red/Green Light with Breaths (4 min)
3. Delay-of-Gratification Challenge (5 min)
4. Mindful Movement Stations (6 min)
5. Self-Talk Relay Race (6 min)

Sessions 17–24: Perspective-Taking (Core Activity ~12 min)

Select one exercise:

1. Walk in Their Shoes Role-Play (5 min)
2. Empathy Letters (6 min)
3. Diverse Scenarios Worksheet (6 min)
4. Cultural Emotion Research Share-Out (7 min)
5. Video Reflection (8 min)

Sessions 25–32: Conflict Resolution (Core Activity ~12 min)

Pick one activity:

1. Intro Role-Play with Scripts (6 min)
2. I-Message Workshops (5 min)
3. Active Listening Drills (5 min)
4. Win-Win Brainstorm (6 min)
5. Mini-Mediation Practice (7 min)

Sessions 33–40: Integration & Reflection (Core Activity ~12 min)

Rotate through or combine:

1. Peer-Support Project Planning (7 min)
2. Guided Journal Growth (5 min)
3. Self-Assessment with Rubric (6 min)
4. Final Role-Play Showcase (8 min)
5. Celebrate Growth Game (6 min)

Tips:
• If a task ends early, invite students to add a quick extension (e.g., extra journal detail or peer feedback).
• Always connect the activity back to real-life application in the following discussion.
• Adjust pacing for different learners to ensure engagement and success.

Impulse Control Game Materials

Use these materials to run a series of fun, movement-based impulse control games (Sessions 9–16). Each game encourages students to pause, notice emotions, and practice self-regulation in an active way.

1. Stop & Think Game (Simon-Says Variation)

Objective: Teach students to pause and identify their feelings before acting.

Materials Needed:

• A list of 8–10 simple commands (e.g., “jump,” “spin,” “touch your toes”) written on index cards
• A token or beanbag to signal whose turn it is

Setup:

1. Students stand in a circle facing the teacher.
2. Shuffle the command cards and place them face down.

How to Play:

1. The teacher draws a card and calls out the command, but students must first pause and name an emotion (aloud or silently) before performing the action.
2. If a student moves without naming an emotion, they sit out the next round (brief timeout).
3. Continue until each student has had 2–3 turns drawing a card.

Debrief Questions:

• What made you remember (or forget) to name an emotion first?
• How did naming the emotion change how you felt about doing the action?

2. Red Light / Green Light with Emotion Cues

Objective: Practice quick impulse stopping and breathing strategies.

Materials Needed:

• A large open space or hallway
• A “Red Light/Green Light” signal (e.g., red/green colored cards or scarves)

Setup:

1. One student (or the teacher) is the caller at the “home” end of the space holding the red/green signals.
2. The rest line up 10–20 feet away.

How to Play:

1. On Green Light, students walk or jog forward.
2. On Red Light, students must freeze, place hand on chest, and take 3 deep breaths before moving again.
3. If a student moves before finishing breaths, they step back 2 paces.
4. First student to reach the caller becomes the next caller.

Debrief Questions:

• How did focusing on breathing help you stay in control?
• When might you use an internal “red light” in real life?

3. Delay-of-Gratification Challenge

Objective: Strengthen waiting skills and self-talk strategies.

Materials Needed:

• Small rewards (marshmallows, candies, or tokens)
• Timer or stopwatch

Setup & Play:

1. Give each student one reward and explain they can eat it now, or wait 2 minutes to receive a second reward.
2. Set the timer and leave the room or turn your back.
3. After 2 minutes, return and distribute the second reward to those who waited.

Debrief Questions:

• What thoughts or self-talk helped you wait (or made you eat it early)?
• How could you use that self-talk when waiting for something important?

4. Mindful Movement & Pause Stations

Objective: Link physical cues to emotional awareness and impulse control.

Materials Needed:

• Four station signs labeled: “Breathe,” “Stretch,” “Count,” “Pause”
• Simple instructional posters at each station

Setup:

1. Place stations around the room.
2. Divide students into small groups.

How to Play:

1. Groups rotate every 1 minute through each station:
   • Breathe: Guided 3-breath pattern
   • Stretch: Simple muscle-release stretches
   • Count: Silent count from 1–10
   • Pause: Stand still and notice physical sensations
2. After full rotation, gather for discussion.

Debrief Questions:

• Which station helped you calm your body fastest?
• Which stations might you try when you feel upset in class?

5. Self-Talk Relay Race

Objective: Reinforce custom self-talk scripts under light pressure.

Materials Needed:

• Cones to set up a relay course
• Index cards with self-talk prompts (e.g., “I can pause,” “One step at a time,” “Breathe in calm”)

Setup:

1. Divide into two teams at the starting line.
2. Place cones 20 feet away and a stack of index cards at the turnaround cone.

How to Play:

1. First student runs to the cone, picks a self-talk card, reads it aloud, uses it silently 5 times, then races back.
2. Tag the next teammate. Repeat until all have gone.

Debrief Questions:

• Which self-talk phrase felt most helpful when you read it?
• How can you remember to use your self-talk in a real situation?

Tips for Success:

• Always connect the game back to real-life situations in discussion.
• Praise students for naming emotions and using breathing or self-talk strategies.
• Adjust timing or simplify rules for students with different needs or attention levels.

Use these materials to make impulse control practice both active and meaningful!

Rubric for Self-Regulation Progress (#rubric-self-regulation)

Use this rubric during Session 36: Self-Assessment and in peer-feedback activities to provide clear, objective feedback on students’ self-regulation growth. Each criterion is scored on a 4-point scale:

• 1 = Beginning: Needs significant support

• 2 = Developing: Some independent use, with reminders

• 3 = Proficient: Consistent, effective use

• 4 = Exemplary: Mastery; can teach/support others

Scoring Guidance:

• Total each row’s score to create a self-assessment or peer-feedback total (max = 20).
• Use the Reflection Journal Template (link) to record evidence for each level.
• During Session 36, students should circle their level per criterion and write a brief justification below the table.

Next Steps:

• Identify one criterion to improve next week and plan a small action step.
• Use the rubric again in Session 40 to measure growth and celebrate progress.