Trigger Tracking Sheet

Use this sheet to record times when you noticed an impulse, plan a strategy, and reflect on how it went.

Entry 1:

Date: ___________________________



Trigger (What happened?): ___________________________



Emotion (How did you feel?): ___________________________



Strategy Plan (Which self-control strategy will you try?): ___________________________



Actual Outcome (What happened when you tried it?): ___________________________

Entry 2:

Date: ___________________________



Trigger (What happened?): ___________________________



Emotion (How did you feel?): ___________________________



Strategy Plan (Which self-control strategy will you try?): ___________________________



Actual Outcome (What happened when you tried it?): ___________________________

Entry 3:

Date: ___________________________



Trigger (What happened?): ___________________________



Emotion (How did you feel?): ___________________________



Strategy Plan (Which self-control strategy will you try?): ___________________________



Actual Outcome (What happened when you tried it?): ___________________________

Coaching Conversation Guide

Build Rapport and Set Goals (5 minutes)

Teacher: "Hi there! I’m really glad we’re spending time together today. We're going to learn some simple ways to help you feel more in control when you notice strong feelings or urges. How does that sound to you?"

Teacher: "Can you think of a time in the last few days when you felt a strong impulse—maybe you interrupted someone, snapped at a friend, or had a hard time focusing? Tell me what happened."



Follow-up prompts:

• "What was happening right before you felt that impulse?"
• "How did your body feel in that moment—your heart, your hands, your breathing?"
• "What did you do next?"

Teacher: "Thanks for sharing that. Today our goal is to choose one self-control strategy from CASEL’s self-management tools, and plan exactly when and how you’ll use it. What would you like your goal to be for today?"

Discover Triggers (7 minutes)

Teacher: "Let’s look at the Trigger Tracking Sheet. I’ll model filling in one entry first."

Teacher (model):

• Date: April 10
  
• Trigger: Waiting a long time in the lunch line
  
• Emotion: Frustration, restlessness
  
• Strategy Plan: Take three deep breaths
  
• Actual Outcome: Felt calmer and waited patiently

Teacher: "Now it’s your turn. Think of a recent moment when you felt out of control. Write today’s date, describe what happened, and tell me how you felt."

Teacher: "Great job. Recognizing your triggers early helps you know when it’s time to use a strategy. Let’s talk about what you wrote."

Introduce Self-Control Strategies (8 minutes)

Teacher: "Next, we’ll explore four strategies on the Impulse Management Slides."

Slide 1–2 (overview): Teacher: "Self-management is one of the five CASEL competencies. It’s about noticing your feelings and choosing actions that help you stay in control."

Slide 3 (list strategies): Teacher: "Here are four ways you can manage impulses: deep breathing, counting, visualization, and positive self-talk. Let’s try each one briefly."

Slide 4 (Deep Breathing): Teacher: "Watch me inhale for four seconds…hold for two…exhale for four. Now you try with me."

Slide 5 (Counting): Teacher: "We’ll count slowly to ten in our head. If you’re upset, you can count backward from ten. Let’s practice: 10…9…8…"

Slide 6 (Visualization): Teacher: "Close your eyes. Picture a calm place—maybe a beach or your bedroom. Describe what you see and how it feels."

Slide 7 (Positive Self-Talk): Teacher: "Say to yourself: ‘I can handle this.’ Or ‘Stay calm and keep going.’ Try one now out loud."

Teacher: "Which of these four strategies feels most comfortable or helpful for you?"

Plan and Commit (7 minutes)

Teacher: "You’ve picked [name of chosen strategy]. Let’s write a clear step-by-step plan on your Trigger Tracking Sheet."

Teacher (prompt):

1. "When will you notice the trigger? Where will you be?"
2. "Exactly what will you do first? (For example, take three deep breaths a specific way.)"
3. "What will you say to yourself or count?"
4. "How long or until when will you do it?"

Teacher: "Go ahead and fill in those details. Let me know if you need help making it clear."

Teacher: "Perfect. So you’ll use [strategy] on [trigger] by doing these steps. When and where will you practice it this week?"

Reflect and Close (3 minutes)

Teacher: "Now let’s answer two quick reflection questions:"

1. "What did you learn about yourself today?"
   
   
   
2. "How confident are you that you can use your plan when you notice that trigger?"
   
   
   

Teacher: "You did fantastic work today! I’ll give you some feedback in a moment based on your answers. Remember, next week we’ll check in to see how your plan went. Keep practicing and I’m proud of your effort!"

Goal-Setting Reflection Answers

Use this key to guide your feedback on the student’s reflections at the end of the session.

1. What did you learn about yourself today?

What to look for in student responses:

• Recognition of a personal trigger (e.g., “I noticed I get impatient when I wait.”)
• Awareness of one chosen strategy and why it fits them (e.g., “Deep breathing helps calm my racing heart.”)
• Understanding of the link between noticing a feeling and using the strategy (e.g., “When I feel frustrated, I can count to five instead of shouting.”)

Sample strong responses:

• “I learned that I tend to get really tense before math tests, and visualization will help me feel calm.”
• “I noticed I get annoyed when friends talk during quiet time, and I can use positive self-talk to remind myself to stay patient.”

Teacher feedback tips:

• If the student clearly names a trigger and a strategy, praise their insight: “Great job identifying your trigger and matching it with a strategy you feel comfortable using.”
• If the student’s answer is vague, prompt for specifics: “Can you tell me more about when you might use that strategy and what you’ll say or do first?”

2. How confident are you that you can use your plan when you notice that trigger?

What to look for:

• A numeric or descriptive confidence rating (e.g., “4 out of 5” or “I feel pretty sure.”)
• Brief rationale for their confidence level (e.g., “I’ve practiced deep breathing before and it worked.” or “I’m not sure I’ll remember in the moment.”)

Confidence levels and feedback strategies:

• High confidence (4–5):
  • Acknowledge their readiness: “I’m so glad you feel ready. Remember, the more you practice, the more natural it will become.”
  • Offer encouragement to try with increasingly challenging triggers.
• Moderate confidence (2–3):
  • Validate their honesty: “It’s normal to feel unsure at first.”
  • Reinforce their plan’s clarity and suggest extra practice: “Let’s role-play one more time so you feel even more prepared.”
• Low confidence (1):
  • Show empathy: “I understand—it can be hard to try something new.”
  • Break the plan into smaller steps or add a visual reminder (e.g., a sticky note cue): “What if we put a reminder on your desk to pause and count?”

Sample responses and feedback:

• Student: “I’d say I’m a 5—I know I’ll remember to take deep breaths.”
  Teacher: “Fantastic! I trust you’ll do great. Next time you feel that trigger, notice that moment and start with your three breaths.”
• Student: “I feel like a 3 because I might forget when I’m upset.”
  Teacher: “That makes sense. Let’s practice setting a reminder on your water bottle to stop and visualize.”

Use these guidelines to provide specific, positive, and growth-oriented feedback. Reinforce effort and offer concrete supports when confidence is low.