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Stop, Think, Go

For Schools

Lesson Plan

Impulse Control Plan

Students will learn to regulate impulses by applying the Stop-Think-Go framework to real-life scenarios through role-play and reflection, practicing thoughtful decision-making and self-management.

Impulse control is crucial for self-management and positive classroom interactions; this lesson equips students with a simple strategy to pause, evaluate choices, and reduce impulsive behaviors.

Audience

4th Grade Group

Time

30 minutes

Approach

Interactive role-plays and guided reflection.

Materials

  • Stop-Think-Go Framework Slide Deck, - Role-Play Relay Scenario Cards, - Decision Diary Worksheet, - Pencils, and - Timer or stopwatch

Prep

Prepare Lesson Materials

10 minutes

  • Print and review Stop-Think-Go Framework Slide Deck.
  • Prepare sets of Role-Play Relay Scenario Cards by cutting along the guidelines.
  • Make copies of Decision Diary Worksheet for each student.
  • Gather pencils and set a timer or stopwatch.

Step 1

Introduction to Impulse Control

5 minutes

  • Display the first slides of the Stop-Think-Go Framework Slide Deck.
  • Ask students: "What is an impulse?" and record responses on the board.
  • Explain why pausing before reacting helps us make better choices.

Step 2

Teach Stop-Think-Go Steps

5 minutes

  • Show each step (Stop, Think, Go) with its color cue (red, yellow, green).
  • Discuss simple classroom examples for each step.
  • Check for understanding by asking volunteers to summarize each step.

Step 3

Role-Play Relay

15 minutes

  • Divide students into small groups of 3–4.
  • Give each group a set of Role-Play Relay Scenario Cards.
  • Student A reads and acts out an impulse situation; Student B guides them through Stop-Think-Go.
  • Rotate roles so each student practices all steps and gives feedback.
  • Circulate to observe and prompt deeper thinking with questions.

Step 4

Decision Diary Reflection

5 minutes

  • Distribute the Decision Diary Worksheet.
  • Students recall a recent impulse and complete the diary:
    • What did I Stop?
    • What did I Think about?
    • What did I Go on to do?
  • Invite a few volunteers to share their reflections.
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Slide Deck

Stop-Think-Go Framework

A quick, three-step strategy to help you pause and make thoughtful decisions:

  1. Stop
  2. Think
  3. Go

Welcome students! Today we’re learning a simple three-step way to make better choices when we feel an impulse. Introduce the name of the strategy and connect it to everyday situations (e.g., grabbing a toy without asking).

Step 1: Stop

• Pause right where you are.
• Take a deep breath.
• Give yourself a moment to cool down.

Point to the red color and traffic-light symbol. Tell students: “Red means stop. When you feel an urge or strong emotion, press the pause button.” Ask them to give examples of impulses they might stop (shouting out answers, grabbing items, blurting out).

Step 2: Think

• What are my options?
• What could happen next?
• Which choice is safest and kindest?

Highlight the yellow color. Explain: “Yellow means think. Now that you’re paused, consider what you want to do and what could happen.” Model thinking aloud for a sample scenario.

Step 3: Go

• Choose your best option.
• Act on your decision.
• Notice how you feel afterward.

Use the green color to show students that it’s time to act. Emphasize positive action and following through on the best choice. Ask a volunteer to share a small example of something they might ‘go’ on to do.

Let’s Practice!

In your groups, grab a set of Role-Play Relay Scenario Cards and take turns:

  1. One student acts out the impulse.
  2. A partner guides them with Stop-Think-Go.
  3. Rotate so everyone practices each step.

Explain the upcoming activity: role-play in small groups using scenario cards. Encourage students to coach each other through Stop-Think-Go during their skits. Remind them to use the color cues.

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Activity

Role-Play Relay Instructions and Scenario Cards

Materials:

  • Role-Play Relay Scenario Cards
  • Timer or stopwatch (optional)

Instructions for Teachers

  1. Divide the class into small groups of 3–4 students.
  2. Give each group a shuffled deck of scenario cards.
  3. Explain the relay format:
    • Student A draws a card and reads the scenario aloud.
    • Student A role-plays their initial, impulsive reaction.
    • Student B pauses the scene and guides Student A through the Stop-Think-Go steps:
      • Red (Stop): Pause, take a breath.
      • Yellow (Think): Consider options and consequences.
      • Green (Go): Choose the best action and act it out.
    • Students rotate roles clockwise so each student has a turn to act and to coach.
  4. Circulate and prompt deeper thinking:
    • What else could happen if we don’t stop?
    • How might someone else feel?
    • What might be a kind choice here?
  5. (Optional) Challenge groups to finish each round within 2 minutes to keep energy high.
  6. After all rounds, gather students to debrief:
    • Which step was hardest? Easiest?
    • How did it feel to coach a friend?
    • When might you use Stop-Think-Go outside of class?

Scenario Cards

  1. You’re excited and shout out the answer before the teacher calls on anyone.



  1. A friend is playing with a toy you want. You grab it before asking.



  1. Someone cuts in line at lunch and you want to push them aside.



  1. You lose a board game and feel like flipping the board over.



  1. You don’t know the answer on a test and feel like ripping the paper.



  1. Your partner in a project isn’t doing any work and you want to say something mean.



  1. You’re frustrated with a difficult math problem and want to crumple your paper.



  1. You hear a funny joke during quiet reading time and want to giggle loudly.
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Worksheet

Decision Diary Worksheet

Name: _______________________ Date: _________________

Instructions

Think back to a time you felt a strong impulse. Use the Stop-Think-Go steps below to record what happened and reflect on your choices.

  1. Situation: Describe what happened and the impulse you felt.






  1. Stop: What did you pause or stop yourself from doing when the impulse hit?






  1. Think: What options did you consider?
    • What could happen next?
    • Which choice seemed safest and kindest?











  1. Go: Which action did you choose? Describe exactly what you did.











  1. Reflection: How did you feel after you acted?
    • What did you learn about controlling impulses?












  1. Future Use: Think of two situations where you might use Stop-Think-Go again. List them below.






Use this worksheet alongside the Stop-Think-Go Framework and Role-Play Relay Scenario Cards to practice impulse control with your classmates.

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