Lesson Plan
Stop Think Act Lesson Plan
Students will learn the Stop, Think, Act self-management process to pause, consider options, and choose positive actions when facing conflicts or strong impulses, and will practice each step through individual and group activities.
Building self-management skills helps students control impulses, resolve conflicts calmly, and make thoughtful choices, fostering a positive and safe classroom climate.
Audience
3rd Grade
Time
25 minutes
Approach
Interactive teach–practice–reflect cycle
Prep
Review and Prepare Materials
5 minutes
- Open and review each digital resource to familiarize yourself with content and flow.
- Print enough copies of the Choice Chart Worksheet and Role-Play Scenarios Activity for all students.
- Queue up the Three-Step Strategy Slides on your display device.
- Read through the Group Reflection Discussion Guide and prepare discussion prompts.
Step 1
Opening Scenario
3 minutes
- Present a brief, relatable conflict or impulse example (e.g., someone cutting in line).
- Ask students: “What might you feel? What could you do?”
- Explain that today they’ll learn a simple three-step strategy to help with choices.
Step 2
Teach Stop, Think, Act
5 minutes
- Display the Three-Step Strategy Slides.
- Introduce each step:
- Stop: Pause before reacting.
- Think: Consider possible actions and consequences.
- Act: Choose the best option.
- Model applying it to the opening scenario.
Step 3
Choice Chart Practice
5 minutes
- Distribute the Choice Chart Worksheet.
- Ask students to write a short scenario and list what they would Stop, Think, and Act.
- Circulate and provide support or examples as needed.
Step 4
Role-Play Activity
7 minutes
- Divide students into pairs or small groups.
- Give each group a set of cards from the Role-Play Scenarios Activity.
- In turns, students act out their scenario, verbalizing Stop, Think, Act steps.
- Encourage peers to offer positive feedback.
Step 5
Group Reflection Discussion
5 minutes
- Bring the class back together.
- Use the Group Reflection Discussion Guide.
- Ask:
- How did Stop, Think, Act help you?
- Which step was easiest or hardest?
- Where will you use this strategy next?
- Summarize key takeaways and encourage ongoing practice.
Slide Deck
Stop, Think, Act
A simple three-step self-management process to help you make wise choices.
Welcome students! Today we’re learning a simple process to help us make good choices when we feel strong emotions or face conflicts.
Why Self-Management Matters
When we manage our feelings and actions, we can solve problems calmly and kindly. Self-management keeps our classroom safe and fun.
Explain why controlling impulses matters. Invite a few examples: maybe keeping calm when someone cuts in line.
Step 1: Stop
• Pause
• Take a deep breath
Give yourself a moment before reacting.
Introduce Step 1. Demonstrate taking a deep breath and pausing. Have students practice together.
Step 2: Think
Ask yourself:
• What are my choices?
• What could happen next?
• Which choice is best?
Highlight the questions we ask ourselves in the Think step. Show an example scenario as you speak.
Step 3: Act
Pick the best option and do it! Remember your plan.
Explain that acting means doing the choice you decided. Encourage students to follow through kindly and safely.
Putting It All Together
Scenario: A classmate takes the last paintbrush you wanted.
• Stop: _______
• Think: _______
• Act: _______
Work through this scenario with the class. Ask students to fill in each blank out loud, modeling the process.
Let’s Practice!
Use the Choice Chart Worksheet to write your own scenarios and steps.
Then role-play using cards from the Role-Play Scenarios Activity.
Introduce the next activities. Explain that they’ll write their own examples and then practice with partners.
Remember Your Three Steps
STOP → THINK → ACT
Use these steps whenever you need to make a good choice!
Remind students to use these steps every time they need to make a good choice.
Activity
Stop Think Act Role-Play Scenarios
Use these scenario cards in small groups. Each student takes a turn acting out the situation and saying aloud what they would Stop, Think, and Act.
- Scenario: Someone cuts in front of you in the lunch line and you feel upset.
Stop: _______
Think: _______
Act: _______ - Scenario: A friend accidentally spills paint on your artwork and keeps painting.
Stop: _______
Think: _______
Act: _______ - Scenario: A classmate teases you by calling you a name during recess.
Stop: _______
Think: _______
Act: _______ - Scenario: You forgot your homework and the teacher asks for it.
Stop: _______
Think: _______
Act: _______ - Scenario: A teammate won’t pass you the ball in a game.
Stop: _______
Think: _______
Act: _______ - Scenario: You see someone drop their book and call for help, but other kids are ignoring them.
Stop: _______
Think: _______
Act: _______ - Scenario: A friend asks you to cheat on a test so you both get good grades.
Stop: _______
Think: _______
Act: _______ - Scenario: Someone takes the last piece of playground equipment you wanted to use.
Stop: _______
Think: _______
Act: _______
Worksheet
Choice Chart Worksheet
Use this chart to practice the Stop, Think, Act steps. In the first column, write a scenario you might face. Then pause to fill in each step.
| Scenario | Stop | Think | Act |
|---|---|---|---|
| 1. ____________________________ | • Pause: _______ | • Choices: _______ | • Action: _______ |
| 2. ____________________________ | • Pause: _______ | • Choices: _______ | • Action: _______ |
| 3. ____________________________ | • Pause: _______ | • Choices: _______ | • Action: _______ |
| 4. ____________________________ | • Pause: _______ | • Choices: _______ | • Action: _______ |
Discussion
Group Reflection Discussion Guide
Use this guide in the last 5 minutes to help students reflect on and personalize the Stop, Think, Act strategy.
1. Whole-Class Share (2 minutes)
- Ask: “When you heard the scenario or chose your own, how did the Stop step help you pause?”
• Follow-up: Which step felt easiest? Which felt hardest? - Ask: “What kinds of choices did you consider in the Think step?”
• Follow-up: Did thinking help you avoid a quick, unhelpful reaction? - Ask: “How did your action (the Act step) turn out?”
• Follow-up: Did it solve the problem? How did it make you feel?
2. Partner Turn & Talk (1 minute)
- Prompt students to pair up and share one real situation (in class, at home, on the playground) where they will try Stop, Think, Act this week.
- Encourage them to name each step aloud as they describe the scenario.
3. Application & Goal Setting (1 minute)
- Write on board: “This week, I will use Stop, Think, Act when…”
- Invite 3–4 volunteers to complete the sentence.
- Encourage students to keep that goal in mind and look for opportunities to practice.
4. Quick Exit Ticket (optional)
- Distribute a 3×5 card or sticky note.
- Prompt: “Draw or write one situation and label what you’ll Stop, Think, and Act.”
- Collect cards as students leave or post them on a ‘Strategy Wall.’
Materials referenced: