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Stay and Learn

Lesson Plan

Stay and Learn Lesson Plan

Conduct a 30-minute individual counseling session for a 3rd grader who frequently elopes, aiming to build trust, identify personal triggers, teach safe staying strategies, and establish a self-monitoring plan to reduce elopement behaviors and boost classroom engagement.

This session tackles unsafe elopement by building rapport, uncovering triggers, and equipping the student with practical tools to feel secure and remain in class, thereby improving safety and participation.

Audience

3rd Grade Individual Student

Time

30 minutes

Approach

Targeted counseling with rapport building, trigger mapping, strategy instruction, and role-play.

Materials

Prep

Review Student Data & Materials

5 minutes

Step 1

Build Rapport

5 minutes

  • Greet the student warmly and invite them to the comfortable seating area.
  • Use open-ended questions (e.g., “How are you feeling today?”) to encourage sharing.
  • Listen actively and validate their feelings to establish trust.

Step 2

Identify Triggers

7 minutes

  • Present the Trigger Identification Chart.
  • Ask the student to point out or describe situations that make them want to leave class.
  • Note physical/emotional signals (e.g., frustration, noise sensitivity) to pinpoint triggers.

Step 3

Introduce Safe Staying Strategies

8 minutes

  • Explain three strategies: deep-breathing, requesting a break, and using a visual cue.
  • Demonstrate each using the Stay-and-Learn Visual Cue Cards.
  • Have the student select their preferred calming tools and discuss why they work.

Step 4

Practice via Role-Play

7 minutes

  • Present common classroom scenarios (e.g., loud noise, confusing instructions).
  • Role-play the student’s response: move to the calm corner, use breathing, or show a cue card.
  • Offer positive feedback and reinforce each successful stay.

Step 5

Self-Monitoring Plan & Closing

3 minutes

  • Introduce the Student Self-Monitoring Worksheet.
  • Set a simple daily goal (e.g., “Use a strategy instead of leaving twice today”).
  • Praise effort, schedule the next check-in, and remind them they’re supported.
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Slide Deck

Stay and Learn: Managing Classroom Elopement

• 30-minute individual counseling session
• Goal: Build trust, identify triggers, teach staying strategies, set a self-monitoring plan
• Audience: 3rd-grade student
• Tier 3 targeted support

Welcome the student and set a warm tone. Mention you’ll be working together to help them feel safe and stay in class. Use an enthusiastic, reassuring voice.

1. Build Rapport

• Greet warmly in a comfy seating area
• Ask: “How are you feeling today?”
• Listen actively and validate feelings
• Establish a safe, trusting environment

Explain that trust is the foundation for working together. Ask open-ended questions and validate their feelings.

2. Identify Triggers

• Present the Trigger Identification Chart
• Invite student to point out stressful situations
• Discuss physical/emotional signals (e.g., noise, frustration)
• Record top 2–3 personal triggers

Show the Trigger Identification Chart and guide the student to reflect on what makes them want to leave. Note both physical and emotional cues.

3. Safe Staying Strategies

• Deep-breathing exercises
• Requesting a brief break
• Using a visual cue card
• Demonstrate with Stay-and-Learn Visual Cue Cards
• Student selects preferred tool(s)

Introduce three clear, simple strategies. Demonstrate each with the visual cues. Let the student choose which they find most helpful.

4. Practice via Role-Play

• Scenario examples: loud noise, confusing instructions
• Student practices moving to calm corner or breathing
• Use visual cue when needed
• Provide praise and reinforce success

Role-play common classroom scenarios and have the student practice. Give positive, specific feedback for each successful response.

5. Self-Monitoring Plan & Closing

• Show Student Self-Monitoring Worksheet
• Set a daily goal (e.g., use a strategy instead of leaving twice)
• Praise effort and progress
• Schedule next check-in and offer continued support

Introduce the self-monitoring worksheet and set a realistic goal. Emphasize the next check-in to reinforce support.

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Worksheet

Trigger Identification Chart

Name: _______________________ Date: ____________


Think about times when you feel like leaving the classroom. For each trigger below, write or draw: what happened, how you felt, and what you felt in your body.

Trigger 1

What happened?





How did I feel?





What did I feel in my body?







Trigger 2

What happened?





How did I feel?





What did I feel in my body?







Trigger 3

What happened?





How did I feel?





What did I feel in my body?







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Worksheet

Student Self-Monitoring Worksheet

Name: _______________________ Week of: ________________


Use this sheet each day to keep track of when you feel like leaving class and the strategies you tried instead. Be honest and remember every effort counts!

Monday

  1. Times I felt like leaving the classroom: ____________



  1. Strategy I used instead (circle all that apply):
    • Deep-Breathing • Taking a Break • Using a Cue Card • Other: ____________



  1. Did I stay in class? Yes ☐ No ☐


  1. How I feel about staying today:





Tuesday

  1. Times I felt like leaving the classroom: ____________



  1. Strategy I used instead (circle all that apply):
    • Deep-Breathing • Taking a Break • Using a Cue Card • Other: ____________



  1. Did I stay in class? Yes ☐ No ☐


  1. How I feel about staying today:





Wednesday

  1. Times I felt like leaving the classroom: ____________



  1. Strategy I used instead (circle all that apply):
    • Deep-Breathing • Taking a Break • Using a Cue Card • Other: ____________



  1. Did I stay in class? Yes ☐ No ☐


  1. How I feel about staying today:





Thursday

  1. Times I felt like leaving the classroom: ____________



  1. Strategy I used instead (circle all that apply):
    • Deep-Breathing • Taking a Break • Using a Cue Card • Other: ____________



  1. Did I stay in class? Yes ☐ No ☐


  1. How I feel about staying today:





Friday

  1. Times I felt like leaving the classroom: ____________



  1. Strategy I used instead (circle all that apply):
    • Deep-Breathing • Taking a Break • Using a Cue Card • Other: ____________



  1. Did I stay in class? Yes ☐ No ☐


  1. How I feel about staying today:





Weekly Reflection

  1. Which strategy helped me the most?






  1. What was hard for me this week?






  1. Goal for next week:






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Activity

Calm Corner Toolkit

Use this guide to set up a safe, inviting space where students can go when they feel overwhelmed or want to stay in class but need a moment to calm down.

Toolkit Supplies

• Soft Seating: bean bag chair, floor cushion, or small couch
• Low Lighting: soft lamp or string lights on a dimmer
• Noise Control: noise-canceling headphones or ear defenders
• Sensory Tools:

  • Fidget toys (stress balls, spinners, therapy putty)
  • Weighted lap pad or small blanket
  • Calm jar (glitter in water)
    • Visual Supports:
  • Breathing exercise poster or cue cards
  • Visual timer (sand timer or digital timer)
    • Cozy Touches:
  • Soft blanket or plush toy
  • Small plant or picture frame with calming image

Setting Up the Corner

  1. Choose a Quiet Spot: locate away from busy walkways but within view of the teacher.
  2. Define the Space: use a small rug or floor mat to mark the area.
  3. Arrange Supplies: place items on a low shelf or in clear bins labeled for easy access.
  4. Add Visuals: hang a simple poster showing deep-breathing steps and calm-down strategies.
  5. Keep It Consistent: always leave the corner set up the same way so the student knows exactly where to go and what to use.

Introducing the Calm Corner

  • Tour Together: explain each item and how it helps (e.g., “These headphones can help block noise when things feel too loud.”).
  • Model Use: demonstrate deep-breathing with the breathing poster or using a fidget toy.
  • Set Ground Rules: clarify when it’s okay to use the corner (e.g., “If you feel like leaving, try the Calm Corner first.”) and how long the student can stay (use the visual timer).

Usage Tips

  • Encourage Choice: let the student pick which tools feel best for them in the moment.
  • Check In: after corner time, discuss which tools helped and record on the Student Self-Monitoring Worksheet.
  • Refresh Weekly: replace worn-out items, rotate new sensory tools, and update visuals based on student feedback.

Tip for Teachers/Counselors: Keep the Calm Corner stocked, tidy, and inviting. Empower the student by involving them in selecting or decorating items to boost ownership and comfort.

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Activity

Stay-and-Learn Visual Cue Cards

Use these printed cards to let the teacher know which calming strategy you want to use without leaving your seat. Laminate the cards and attach to a ring or keep them in your desk for easy access.

Card 1: Deep Breathing

🔵 Front: Large blue circle with cartoon lungs icon and the words “BREATHE with me”



Back: Simple 4-step breathing guide:

  1. Breathe in (count 1-2-3)
  2. Hold (count 1-2)
  3. Breathe out (count 1-2-3)
  4. Repeat until calm

Card 2: Request a Break

🟢 Front: Green square with raised hand icon and the words “I need a break”



Back: Teacher reminder:
• Student can visit the Calm Corner for up to 3 minutes
• Use calm-down tools and check in when ready to return

Card 3: I’m OK, I’ll Stay

🟡 Front: Yellow star with a smiling face icon and the words “I’m OK, I’ll stay”



Back: Quick self-check prompts:
• How do I feel now?
• Which tool will help me?
• Ready to stay and keep learning!

How to Use

  1. When you feel upset or overwhelmed, quietly pick the card that matches what you need.
  2. Hold it up so your teacher can see it—no need to leave your seat.
  3. Use the back-of-card tips and the Calm Corner Toolkit to support yourself.
  4. After you feel better, switch back to the “I’m OK, I’ll stay” card or put them away until next time.

Tip: Practice using the cards during role-play so you feel confident choosing the right one in class.

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