Impulse Control Script

Warm Up: Impulse Check (5 minutes)

Teacher: "Good morning, everyone! Let's get our brains warmed up. I want everyone to quickly think of one thought or feeling you have right now. It could be, 'I'm excited,' 'I'm a little tired,' 'I'm hungry for lunch!' No need to overthink it, just whatever pops into your head first. Turn to a partner and quickly share your thought or feeling. Ready? Go!"

(Allow 1-2 minutes for quick sharing. Bring the class back together.)

Teacher: "Alright, who wants to share what they thought or felt? Anyone have an impulse to say something silly? Or perhaps an impulse to share something serious? This quick, unthinking response is a little like what we're going to talk about today!"

Introduction: What is Impulse Control? (10 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 1). Today, we're going to learn about something super important for making great choices: it's called 'Stop, Think, Act! Your Brain's Superpower'!"

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 2). So, what exactly is an impulse? An impulse is a quick feeling or thought that makes you want to do something without really thinking it through. It's like your brain has a 'GO' button that sometimes gets pushed too fast! Can anyone think of a time when they felt a sudden urge to do something, and maybe it wasn't the best idea? Don't worry, we all have them!"

(Pause for student responses. Guide them with examples like shouting out, grabbing a toy, or eating all the candy.)

Teacher: "Exactly! Sometimes, these impulses can be helpful, like quickly moving your hand away from something hot. But other times, they can lead to problems, like accidentally hurting someone's feelings or getting into trouble. That's why learning to control our impulses is such a powerful skill!"

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 3). Lucky for us, we have a superpower strategy called 'Stop, Think, Act!' When you feel an impulse, remember these three steps:

1. STOP: What's the first thing you should do? Yes, stop! Take a deep breath. Don't act immediately.
2. THINK: What comes after stopping? Think! What will happen if I do this? What are my other choices?
3. ACT: And finally, act! Choose the best option after you've thought it through.

This strategy helps us slow down our 'GO' button and make smart choices."

Reading & Discussion: The Marshmallow Test (15 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 4). Has anyone ever heard of 'The Marshmallow Test'? It's a very famous experiment that taught us a lot about waiting and making smart choices. I'm going to hand out a reading about it now. (Distribute The Marshmallow Test Reading)."

(Read The Marshmallow Test Reading aloud as a class or have students read independently.)

Teacher: "Okay, now that we've read about 'The Marshmallow Test,' let's discuss it. Use the Discussion Prompts to guide our conversation:

• What did the children in the experiment have to do? (Wait for the second marshmallow)
• Why do you think it was so hard for them to wait?
• What did the children who waited get? (More marshmallows!)
• What does this tell us about controlling our impulses?"

(Facilitate a discussion using the prompts, encouraging students to connect the test to the 'Stop, Think, Act!' strategy.)

Activity: Freeze Dance (10 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 5). Now, let's get our bodies moving and practice our stopping skills with a game of Freeze Dance! When the music plays, you can dance around. But when the music stops, what do you need to do? That's right, FREEZE! No wiggling, no giggling, just completely still. This helps us practice stopping our bodies and controlling our urge to keep moving, just like controlling other impulses. Ready?"

(Play music and pause it periodically for the Freeze Dance Activity.)

Teacher: "Great job, everyone! That was a fun way to practice controlling our bodies and our impulses to keep dancing. It shows us that with a little practice, we can pause before we act."

Worksheet: Impulse Scenarios (10 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 6). You all did wonderfully with Freeze Dance. Now, let's put our 'Stop, Think, Act!' superpower to work in some real-life situations. I'm going to give each of you an Impulse Scenarios Worksheet. You'll read a short story and decide how the character can use our strategy to make a good choice. You can work by yourself or with a partner."

(Distribute Impulse Scenarios Worksheet. Circulate and assist students as they work.)

Teacher: "Alright, let's go over some of these scenarios. Who would like to share how they applied 'Stop, Think, Act!' to one of the situations?"

(Review answers as a class, encouraging students to explain their reasoning. Refer to Answer Key as needed.)

Game: Impulse Control Bingo (5 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 7). To wrap up our main learning, let's play a quick game of Impulse Control Bingo Game! I'll call out different impulse control strategies or scenarios, and if you have it on your card, you can mark it. First one to get Bingo wins!"

(Play Impulse Control Bingo Game for 5 minutes.)

Cool Down: Reflection (5 minutes)

Teacher: "(Display Stop, Think, Act! Slide Deck - Slide 8). Wow, you've all learned so much about being the boss of your impulses today! To finish up, I want you to complete this Reflection Cool Down.

Think about what we learned and write down:

1. One thing you learned about impulse control today.
2. One situation where you can practice 'Stop, Think, Act!' in your own life.

(Distribute the Reflection Cool Down and allow students to write their responses.)

Teacher: "Thank you all for an amazing lesson today! Remember, you have the superpower to control your impulses! Keep practicing, and you'll make amazing choices every day!"

Impulse Check Warm Up

Instructions:

1. Close your eyes for a moment and take a deep breath.
2. Think about how you are feeling right now. What is the very first thought or feeling that pops into your head? Don't censor it, just notice it.
3. Now, quickly, turn to a partner and share that first thought or feeling you had.

Reflection Questions (for class discussion):

• Was it easy or hard to share the first thing that came to mind?
• Did anyone have an impulse to say something different than what they first thought?
• How does this relate to acting without thinking?

The Marshmallow Test

Imagine you are a little kid, maybe around your age. You are sitting at a table, and in front of you is a delicious, fluffy marshmallow. A grown-up tells you something very interesting:

"You can eat this one marshmallow right now if you want. But... if you can wait just a little while, until I come back, you will get two marshmallows!"

What would you do? Would you gobble up the first marshmallow right away? Or would you try very hard to wait so you could have a double treat later?

This is what happened in a famous experiment called "The Marshmallow Test" at Stanford University. Scientists wanted to see how good children were at waiting for something better, instead of taking what was offered immediately.

The Waiting Game

Some children found it very, very difficult to wait. They stared at the marshmallow, wiggled in their chairs, covered their eyes, or even sniffed the sweet treat. For some, the temptation was too much, and chomp! down went the marshmallow before the grown-up returned.

But other children found ways to help themselves wait. Some sang songs, some turned away from the marshmallow, some tried to think about other things. These children showed amazing self-control. When the grown-up came back, they were so excited to get not one, but two marshmallows!

What We Learned

The scientists found that the children who were able to wait, who controlled their impulse to eat the first marshmallow right away, often did better in school and in life many years later. They were better at planning, solving problems, and getting along with others.

This experiment shows us how important it is to sometimes pause and think before we act. It teaches us that waiting for a bigger reward, or making a better choice, can lead to much happier results in the long run. Just like the children who got two marshmallows instead of one! It's all about being the boss of your brain and your choices.

Impulse Control Discussion Prompts

Introduction Discussion:

• What is an impulse in your own words?
  
  
  
• Can you think of a time when you had a sudden urge to do or say something without thinking? What happened?
  
  
  
  
  
  
• Why do you think it's sometimes hard to control our impulses?
  
  
  
• When might it be helpful to act on an impulse quickly? (e.g., pulling your hand away from something hot)
  
  
  

Marshmallow Test Reading Discussion:

• What did the children in the Marshmallow Test experiment have to do?
  
  
  
• Why do you think it was so hard for some of them to wait for the second marshmallow?
  
  
  
  
  
  
• What did the children who were able to wait get in the end?
  
  
  
• How does this story show us why it's a good idea to

Freeze Dance: Stop Your Body!

Objective: To physically practice stopping an impulse (the urge to keep dancing) and connect it to self-control.

Materials:

• Music player
• Age-appropriate upbeat music

Instructions:

1. Explain the Game: "We're going to play Freeze Dance! When the music plays, you can dance, wiggle, and move around the room. But listen carefully! When the music stops, you must FREEZE immediately, like a statue! No wiggling, no giggling, no moving at all until the music starts again."
2. Connect to Impulse Control: "This game is a fun way to practice our 'Stop' power. When the music stops, your body might have an impulse to keep dancing, but you have to use your brain to tell your body to stop and freeze. This is just like when we have an impulse to do something, and we need to stop and think before we act."
3. Start the Music: Begin playing the music.
4. Play Rounds: Let students dance for a short period (15-30 seconds), then pause the music. Observe students to see who freezes successfully. Offer encouraging words and gentle reminders.
5. Repeat: Play several rounds, making the dance and freeze times varied.
6. Debrief: After a few rounds, bring students back together.
   • "Was it easy or hard to freeze when the music stopped?"
   • "What did you have to do to stop your body from moving?"
   • "How is this like stopping an impulse to say something you shouldn't, or to grab something without asking?"

Differentiation:

• Support: For students who struggle, remind them to take a quick breath when the music stops. Pair them with a peer who demonstrates good freezing.
• Challenge: Add a rule: if you move during the freeze, you do a silly dance move for 5 seconds before rejoining.

Impulse Scenarios Worksheet

Name: _________________________

Instructions: Read each scenario below. Then, use the "Stop, Think, Act!" strategy to decide what the character should do. Write down your answers in the space provided.

Scenario 1: The Exciting Story

Your friend, Maya, is telling a really exciting story about her weekend. You suddenly remember something super cool that happened to you and you really want to tell everyone right now!

STOP: What should you do first?

THINK: What might happen if you interrupt Maya? What are other choices you have?

ACT: What is the best choice you can make?

Scenario 2: The Dropped Pencil

You are working on a drawing, and your classmate, Leo, accidentally bumps your desk and all your colored pencils roll onto the floor. You feel a sudden burst of anger and want to yell at him.

STOP: What should you do first?

THINK: What might happen if you yell at Leo? What are other choices you have?

ACT: What is the best choice you can make?

Scenario 3: The Delicious Treat

It's snack time, and your teacher has given everyone one cookie. You finish yours quickly and see your friend, Sam, has left his cookie on his desk to go to the bathroom. You have a strong urge to just grab it and eat it!

STOP: What should you do first?

THINK: What might happen if you take Sam's cookie? What are other choices you have?

ACT: What is the best choice you can make?

Impulse Control Bingo!

Objective: To reinforce understanding of impulse control strategies and scenarios in a fun, interactive way.

Materials:

• Impulse Control Bingo Cards (one per student)
• Small markers (beans, paper squares, buttons) for each student
• Bingo Call List (for teacher)

Instructions:

1. Distribute Materials: Give each student an Impulse Control Bingo Card and about 10 small markers.
2. Explain the Game: "We're going to play Impulse Control Bingo! Your card has different actions or strategies related to controlling impulses. I will call out a statement or a scenario. If you have a square that matches what I say, you can put a marker on it. The first person to get five markers in a row (horizontally, vertically, or diagonally) shouts 'BINGO!'"
3. Review the Cards (Optional): Quickly go over the squares on the Bingo card to ensure students understand the meaning of each one.
4. Start Calling: Begin calling out items from the Bingo Call List one by one. After each call, pause to allow students to find and mark their squares.
5. Check for Bingo: When a student calls "BINGO!", ask them to read out the squares they've marked to verify their win. If correct, celebrate their Bingo!
6. Continue Playing (Optional): You can continue playing for a second or third winner, or clear cards and play another round if time permits.

Impulse Control Bingo Cards (Example - print multiple variations)

Card 1

Card 2

Bingo Call List (Teacher's Script)

(Cut these into strips or read from the list)

1. What's the first step in "Stop, Think, Act!"?
2. Taking a deep breath.
3. Waiting for a second marshmallow.
4. Thinking about what might happen next.
5. Using kind words instead of yelling.
6. Letting someone else have a turn first.
7. Choosing the best option.
8. Counting to five when you feel angry.
9. Asking permission before you touch something.
10. Keeping your hands to yourself.
11. When the music stops, your body freezes!
12. Thinking about other choices you could make.
13. Remembering to share your ideas at the right time.
14. Letting your friend finish their story.
15. Walking away from a tempting situation.
16. Having a calm body and mind.
17. Thinking about how your actions affect others.
18. The reward you get for waiting patiently.
19. Talking about your feelings instead of acting out.
20. Making a smart decision.
21. Giving someone space.
22. Considering what might happen if you don't control your impulse.
23. Taking a moment to pause.
24. Being patient.
25. A happy ending because of a good choice.

Reflection Cool Down: My Impulse Control Insights

Name: _________________________

Instructions: Please answer the following questions to help you remember what you learned about impulse control today.

1. What is one new thing you learned about controlling your impulses today? (Think about the "Stop, Think, Act!" strategy or the Marshmallow Test.)
   
   
   
   
   
   

2. Can you think of one specific situation in your life (at home, at school, or with friends) where you could use the "Stop, Think, Act!" strategy this week? Describe the situation and what you would do.
   
   
   
   
   
   
   
   
   
   
   

3. On a scale of 1 to 5, how confident do you feel about using the "Stop, Think, Act!" strategy?

   • 1 = Not confident at all
   • 2 = A little confident
   • 3 = Somewhat confident
   • 4 = Very confident
   • 5 = Super confident!

   Circle your answer:    1    2    3    4    5

Answer Key: Stop, Think, Act!

Impulse Scenarios Worksheet Answers

Scenario 1: The Exciting Story

STOP:

• Don't interrupt. Take a deep breath.

THINK:

• If I interrupt, Maya might feel sad, unheard, or annoyed. It's rude to cut someone off. I might also forget what I wanted to say.
• Other choices: Wait until Maya finishes her story, then raise my hand, or politely say, "That reminds me of something! Can I share when you're done?"

ACT:

• Wait patiently for Maya to finish her story. When she's done, I can then share my own exciting news.

Scenario 2: The Dropped Pencil

STOP:

• Don't yell. Take a deep breath and count to three.

THINK:

• If I yell at Leo, he might feel bad, get upset, or yell back. It could start an argument. It was an accident.
• Other choices: Ask him to help pick them up, or simply pick them up myself.

ACT:

• Calmly say, "It's okay, Leo, can you help me pick them up?" or just start picking them up with a calm face.

Scenario 3: The Delicious Treat

STOP:

• Don't grab the cookie. Stop my hand and take a deep breath.

THINK:

• If I take Sam's cookie, he will be very upset and sad when he comes back. It's not fair or kind to take something that isn't mine. I could get into trouble.
• Other choices: Wait for Sam to come back and ask if he's going to eat it, or just accept that I had my cookie and his is his.

ACT:

• Leave Sam's cookie on his desk and wait for him to return. Focus on my own work or something else.

Impulse Control Quiz Answers

1. What is an impulse?

   • A. A sudden urge to do something without thinking.

2. What is the first step in the "Stop, Think, Act!" strategy?

   • C. Stop

3. In the Marshmallow Test, what did the children who waited patiently get?

   • B. Two marshmallows

4. Name one situation where controlling your impulse could help you make a better choice.

   • (Open-response, answers will vary but should be logical and connect to impulse control. Example: "Not grabbing my friend's toy without asking first.")

5. How important do you think it is to control your impulses?

   • (Likert scale, answers will vary but ideally higher confidence.)

Impulse Control Test Answers

1. Which of these is the BEST example of an impulse?

   • B. Grabbing a toy from a friend without asking.

2. Explain, in your own words, what the 'STOP' part of "Stop, Think, Act!" means.

   • (Answers will vary but should convey pausing, taking a breath, not acting immediately. Example: "It means to pause, take a breath, and not do anything immediately. Give yourself a moment to calm down or think.")

3. If you are feeling angry and want to shout, what is a good 'THINK' step to take?

   • B. Think about why you are angry and what might happen if you shout.

4. Describe a time when you saw someone (or yourself) make a good choice by controlling an impulse. What was the situation and what did they do?

   • (Open-response, answers will vary, but should demonstrate an understanding of recognizing an impulse and applying control. Example: "My friend wanted to cut in line, but he stopped, thought about how it would make others feel, and decided to wait his turn.")

5. What was the main lesson learned from the Marshmallow Test?

   • C. Waiting patiently for a bigger reward can lead to better outcomes.

6. Imagine you see a classmate struggling to open their lunchbox. Your first thought is to laugh. How can you use "Stop, Think, Act!" in this situation to make a kind choice?

   • (Open-response, answers should follow the "Stop, Think, Act" structure. Example: "STOP: Don't laugh immediately. Take a moment.
     THINK: If I laugh, it might make my classmate feel sad or embarrassed. A better choice would be to offer help.
     ACT: Ask, 'Do you need help with your lunchbox?' or offer to open it for them.")

My Impulse Control Project: Being the Boss of My Brain!

Objective: To practice and demonstrate your understanding of impulse control in real-life situations over a few days or a week.

Due Date: __________________________

Part 1: Impulse Tracker (3 Days)

For three days, you will become an "Impulse Detective"! Your job is to notice your own impulses and how you respond to them. You don't have to write down every impulse, just choose 2-3 each day that you really notice.

Instructions:

1. Each day, think about times you felt a strong urge to do or say something without thinking.
2. Fill in the chart below for 2-3 impulses you noticed each day.

Part 2: Impulse Control Poster or Storybook

Choose ONE of the following options to show what you've learned. Be creative and make it colorful!

Option A: "Stop, Think, Act!" Poster

Create a poster that teaches others about impulse control. Your poster should include:

• A clear title (e.g., "Be the Boss of Your Impulses!")
• The three steps: STOP, THINK, ACT! (with a small explanation for each)
• At least two drawings or pictures that show someone using "Stop, Think, Act!" in a situation.
• Tips for controlling impulses (e.g., take a deep breath, count to 5).
• Colorful and neat presentation.

Option B: Impulse Control Storybook

Write and illustrate a short story (at least 3 pages) about a character who learns to control their impulses. Your story should include:

• A main character who has an impulse.
• The character using the "Stop, Think, Act!" strategy.
• What happens before they use the strategy (the impulse).
• What happens after they use the strategy (the good outcome).
• Pictures or drawings on each page.
• A clear beginning, middle, and end.
  
  
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Presentation (Optional)

You will have the chance to share your poster or storybook with the class. Be ready to explain:

• What you learned from tracking your impulses.
• How your project shows the "Stop, Think, Act!" strategy.

Project Rubric: My Impulse Control Project

Student Name: _________________________

Project Type: (Circle one) Poster / Storybook

Teacher Comments:

Total Score: ________ / 16