Self-Regulation Check-In

Instructions: Think about a time recently when you felt a strong emotion (like happy, frustrated, or excited). How did you react? Did you stop and think before you acted?

Share with a partner (or write down your thoughts):
1. What was the situation?
2. What emotion did you feel?
3. How did you react?
4. Looking back, is there anything you would do differently?

Self-Regulation Superpowers Script

Warm-Up: Self-Regulation Check-In (10 minutes)

Teacher: Good morning, everyone! Let's start with a quick check-in. Think about a time recently when you felt a really strong emotion. Maybe you felt super happy, really frustrated, or very excited.

Pause for a few seconds to let students think.

Teacher: Now, in your head, or if you want to jot it down, think about these questions:

1. What was the situation?
   
2. What emotion did you feel? (e.g., mad, sad, happy, worried)
   
3. How did you react? What did you do or say?
   
4. And looking back, if you could, would you do anything differently?
   
   

Give students about 2-3 minutes to think or write. Encourage them to use the Self-Regulation Check-In Warm Up if they prefer to write.

Teacher: Now, turn to a partner and briefly share your experience. Remember, there's no right or wrong answer here, just honest reflection.

Allow 5 minutes for partner sharing. Circulate and listen, offering support as needed.

Teacher: Great discussions, everyone! Did anyone notice if they stopped to think before reacting, or did their feelings just take over? This idea of stopping and thinking before we act is a big part of what we're going to talk about today.

Introduction to Self-Regulation (20 minutes)

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 1) Our lesson today is called "Self-Regulation Superpowers!" Does that sound interesting? Why do you think we call it "superpowers"?

Allow a few student responses. Guide them toward ideas of control, strength, and making good choices.

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 2) So, what exactly is self-regulation? Simply put, it's about being able to manage your own thoughts, feelings, and actions. It's like having a remote control for yourself! Instead of your emotions controlling you, you learn how to be in charge of them.

Think about it: have you ever felt so angry or frustrated that you said or did something you later regretted? Self-regulation helps us to pause, think, and choose a better way to respond.

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 3) Why is this important? Why do you think it's a useful skill to have? How can it help you in school, with your friends, or even at home?

Elicit student responses. Guide the discussion to cover points like: succeeding in school (focus, completing tasks), getting along with others (managing conflicts), feeling happier (less stress, more control), and solving problems better.

Teacher: Exactly! Self-regulation is a skill that can help you in so many parts of your life. It's about being in control of yourself, which makes everything a little smoother.

Exploring Self-Regulation Strategies (25 minutes)

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 4) The first step to using your self-regulation superpower is to recognize your feelings. Our bodies often give us clues. Has anyone ever felt their heart beat fast when they were nervous? Or felt their shoulders get tense when they were frustrated?

Allow for student sharing.

Teacher: Learning to notice these physical clues is super important because it tells you when you might need to use a self-regulation strategy. What are some things that make you feel strong emotions? Like, what makes you feel really mad? Or really worried?

List a few student responses on the board or chart paper.

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 5) Now, let's talk about some actual strategies – tools you can use to help you take control when you feel those big emotions. We call this your "Self-Regulation Toolkit"!

Here are some common tools:

• Deep Breaths: Let's all try this together. Breathe in slowly through your nose, hold it for a count of three, and then breathe out slowly through your mouth like you're blowing out a candle.
  

Lead students through 2-3 deep breaths.

Teacher: How does that feel? A little calmer, maybe? This is a great tool for when you feel stressed or angry.

• Count to 10: This gives your brain a moment to catch up and think.
  
• Ask for Help: Sometimes we can't solve everything alone. It's strong to ask for help from a teacher, a friend, or a family member.
  
• Take a Break: If you're feeling overwhelmed, sometimes just walking away from a situation for a few minutes can make a big difference.
  
• Talk to a friend or trusted adult: Sharing what you're feeling can help you process it and get advice.
  
• Think Positive Thoughts: Our thoughts have a lot of power! If you're thinking "I can't do this," try changing it to "I can try my best."

Teacher: Does anyone use any of these strategies already? Or have others they use?

Elicit student responses.

Teacher: Now, I'm going to hand out a worksheet called the My Self-Regulation Toolkit Worksheet. We'll start filling this out together.

Distribute the My Self-Regulation Toolkit Worksheet.

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 6) On this worksheet, you'll think about what makes you feel different emotions and which of these strategies you think might work best for you. This is your personal toolkit, so choose what feels right for you.

My Self-Regulation Toolkit Worksheet (15 minutes)

Teacher: Take the next 15 minutes to work on your My Self-Regulation Toolkit Worksheet. Think about different situations where you might need to use these skills. Maybe when you're working on a hard assignment, or if you have a disagreement with someone.

Circulate around the room, offering individual support, answering questions, and prompting students to think of specific scenarios.

Project Introduction: Self-Regulation Strategy Project (15 minutes)

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 7) Alright, class, for our final activity for this lesson, we have a fun project! You are going to become "Self-Regulation Superpower" teachers yourselves! Your task is to choose one self-regulation strategy that you learned about today, or one that you already use, and create something to teach it to others.

This could be:

• A poster with pictures and words explaining the strategy.
• A drawing that shows how to use the strategy.
• A short presentation or even a skit to demonstrate it.

Your goal is to explain the strategy clearly so someone else could learn how to use it. Think about: What is the strategy? When should someone use it? How do they do it?

Refer to the Self-Regulation Strategy Project document for more details.

Teacher: This project will be due [Teacher will insert due date here]. I'm really excited to see what you all come up with!

Wrap-Up and Reflection (5 minutes)

Teacher: (Transition to Self-Regulation Superpowers Slide Deck - Slide 8) We're almost out of time! Before we finish, can anyone share one new thing they learned today about self-regulation, or one strategy they are excited to try?

Allow a few students to share.

Teacher: Remember, self-regulation is a skill, and like any skill, it gets better with practice. The more you notice your feelings and try different strategies, the stronger your self-regulation superpowers will become. You have the power to choose how you react, and that's a truly amazing superpower! Keep practicing, and I'll see you next time!

My Self-Regulation Toolkit

Name: ____________________________

Self-regulation is your superpower to manage your thoughts, feelings, and actions! Use this worksheet to build your own personal toolkit.

Part 1: Recognizing My Feelings and Triggers

Think about different emotions. What kinds of situations or things make you feel these emotions? Write them down.

1. When I feel Happy/Excited, I usually... (What makes you feel this way?)
   
   
   
   

2. When I feel Frustrated/Annoyed, I usually... (What makes you feel this way?)
   
   
   
   

3. When I feel Worried/Anxious, I usually... (What makes you feel this way?)
   
   
   
   

4. When I feel Angry/Mad, I usually... (What makes you feel this way?)
   
   
   
   

Part 2: My Self-Regulation Strategies

Here are some strategies we talked about. Choose the ones you think will work best for you! You can also add your own ideas.

• Deep Breaths: Breathe in slowly, hold, breathe out slowly.
• Count to 10: Take a moment before reacting.
• Ask for Help: Talk to a teacher, friend, or family member.
• Take a Break: Step away from the situation for a few minutes.
• Talk it out: Share your feelings with someone you trust.
• Positive Self-Talk: Tell yourself, "I can do this!" or "It's okay to feel this way."
• Change Activity: Do something different for a bit (e.g., draw, listen to music).
• My Own Idea: _________________________________________

For each emotion, pick 1-2 strategies from the list (or your own) that you could use.

1. If I feel Frustrated/Annoyed, I will try to:

   • ---

   • ---

   
   
   

2. If I feel Worried/Anxious, I will try to:

   • ---

   • ---

   
   
   

3. If I feel Angry/Mad, I will try to:

   • ---

   • ---

   
   
   

Part 3: Practice Makes Perfect!

Think about one strategy you want to practice this week. What is it, and when will you try to use it?

Strategy I will practice: ____________________________________________________

When I will try to use it: ____________________________________________________

Self-Regulation Strategy Project: Share Your Superpower!

Objective: To demonstrate your understanding of a self-regulation strategy by creating a visual aid or presentation to teach it to others.

Due Date: [Teacher will insert due date here]

Project Description:

You are a Self-Regulation Superpower teacher! Your task is to choose one self-regulation strategy that you learned about (or already use) and create a way to teach it to your classmates, friends, or family. Your goal is to make it easy for someone else to understand and use your chosen superpower.

Instructions:

1. Choose ONE Self-Regulation Strategy: Look back at your My Self-Regulation Toolkit Worksheet or think about the strategies we discussed. Pick the one you want to focus on.

   • Examples: Deep breathing, counting to 10, asking for help, taking a break, positive self-talk, changing activity, talking it out.

2. Create Your Teaching Aid: You can choose one of the following ways to present your strategy:

   • Poster/Drawing: Create a colorful poster or drawing that explains your strategy. Include pictures and words.
     • Think about: What does the strategy look like? What steps do you take? When should someone use it?
   • Short Presentation (3-5 slides): If you prefer, you can create a short digital presentation. You can use simple drawing tools or presentation software.
     • Think about: Slide 1: Title & your name. Slide 2: What is the strategy? Slide 3: How do you do it (steps)? Slide 4: When should you use it? Slide 5: Why is it helpful?
   • Short Skit/Demonstration: Work with a partner (if allowed by the teacher) or demonstrate it yourself. You can show a situation where the strategy is needed and how to use it.
     • Think about: What situation will you show? How will you demonstrate the strategy clearly?

3. Include Key Information: No matter which option you choose, make sure your project answers these questions:

   • What is the name of your strategy? (Give it a fun superpower name if you want!)
   • What does it mean? (Explain it in your own words.)
   • How do you do it? (List the steps or show them.)
   • When should someone use this strategy? (Give examples of situations.)
   • Why is it helpful? (How does it make someone feel or act better?)

Tips for Success:

• Be Clear: Make sure your explanation is easy to understand.
• Be Creative: Use colors, pictures, and your own ideas!
• Practice: If you are presenting, practice what you will say or do.

Grading: Your project will be graded on how clearly and creatively you explain your chosen self-regulation strategy, and how well you answer the key information questions.