Self-Control Script

Teacher: “Good morning, everyone! Today we are going to learn a three-step way to handle big feelings called Stop, Think, Shine. Can you say that with me?”
Students (choral): “Stop, Think, Shine!”

Teacher: “Fantastic! Let’s learn what each word means.”

Step 1: Stop

Teacher: “The first word is Stop. When we feel like acting too quickly—like blurting out or grabbing something—‘Stop’ helps us pause. Say ‘Stop’ in your head and take one deep breath.”
Teacher: “Let’s practice together. Ready? I’m going to pretend I want to shout out the answer without raising my hand. What do I do first?”
Students (choral): “Stop!”
Teacher: Takes a deep breath “Great job! Stopping gives us a moment to calm down.”

Step 2: Think

Teacher: “Next is Think. After you stop, you ask yourself: ‘What are my choices?’ and ‘What could happen next?’”
Teacher (asks): “If I feel upset because my friend took my turn first, what could I think of? Turn to your partner and whisper one idea.”
Students (paired whisper): “Take turns next time!” / “Use my words to say how I feel.”
Teacher: “Those are excellent ideas!”

Step 3: Shine

Teacher: “The last word is Shine. That means choosing the best, kind action—one that helps you and others. It’s your time to show your best self.”
Teacher (models): “I could push back or I could say, ‘Could I have a turn next?’ I choose to Shine by using my words politely.”

Putting It All Together

Teacher: “Let’s try a quick practice. Imagine you’re next in line for lunch but someone cuts in front of you.”
Teacher: “What do we do first?”
Students: “Stop!”
Teacher: “Then what?”
Students: “Think!”
Teacher: “And finally?”
Students: “Shine!”

Teacher: “Wonderful! You just used Stop, Think, Shine. Tomorrow, we’ll practice this more and earn tokens each time we use our steps in real situations.”

Teacher: “Remember: Stop and breathe, Think of your choices, and Shine by choosing the best action. Let’s be ready to shine today!”

Impulsivity Warm-Up Cards

Use these cards at the start of each session to spark discussion about times students have acted too quickly. Shuffle and let each student pick one to read aloud. Then ask:

• “What happened?”
• “How did you feel?”
• “What could Stop, Think, Shine have looked like in that moment?”

Cards (print and cut apart):

• I shouted out an answer before raising my hand.
• I grabbed the toy without asking.
• I pushed someone in line when I was mad.
• I interrupted my friend while they were talking.
• I ran ahead on the playground without waiting.
• I took someone else’s marker because I wanted it.
• I hit my classmate when I got frustrated.
• I yelled when I didn’t like the game rules.

Turn Taking Game

Objective: Practice waiting your turn and using Stop, Think, Shine in a fun, interactive board game.

Materials:

• Turn-Taking Game Pieces
• Game board (numbered path with start and finish)
• One die per group
• Stickers or Reward Tokens
• Timer or stopwatch (optional)

Setup

1. Divide students into small groups of 3–4.
2. Give each group a game board, a set of game pieces, and a die.
3. Place the reward tokens within easy reach of the teacher or a designated “token keeper.”

How to Play

1. Students take turns rolling the die and moving their piece forward.
2. Before taking a roll, the player quietly says “Stop,” takes a deep breath, and thinks of one strategy (e.g., “I’ll wait patiently,” or “I’ll use my words if I’m upset”).
3. The player then chooses how to shine by moving and saying aloud one positive action (e.g., “I waited my turn” or “I asked politely if I could go next”).
4. If a player forgets to use Stop, Think, Shine or interrupts another student’s turn, the group pauses. The group gently reminds them of the three steps before continuing.

Awarding Tokens

• The teacher circulates and awards a reward token each time a student correctly uses all three steps before their turn.
• Bonus tokens can be given for particularly creative shining strategies (e.g., helping a peer or offering encouraging words).

Group Reflection Questions

After the game, gather in a circle and discuss:

1. What feelings did you notice when you had to wait?
   
   
   
   
   
   
   
   
   
   
   
   
2. How did saying “Stop” and taking a deep breath help you?
   
   
   
   
   
   
3. Which step—Stop, Think, or Shine—was the hardest? Why?
   
   
   
   
   
   
4. How can you use Stop, Think, Shine during our next class activity?
   
   
   
   
   
   
   
   
   
   
   
   

Turn Taking Game Pieces

Use these pieces to play the Turn Taking Game and practice the Stop, Think, Shine steps.

Contents (per small group):

• 4 Plastic Pawn Pieces (red, blue, green, yellow)
• 1 Die (standard six-sided)
• 12 Stop Cards (prints of red octagon shapes)
• 12 Think Cards (prints of yellow lightbulb shapes)
• 12 Shine Cards (prints of gold star shapes)

Preparation:

1. Print Stop, Think, and Shine cards on cardstock; cut apart and shuffle.
2. Place cards face down near the game board.
3. Provide each group with one set of pawn pieces and a die.

How to Use:

• Before rolling, each player draws one of each Stop, Think, and Shine card to hold as a reminder.
• Player says “Stop,” breathes, then flips over a Think card to remind themselves to consider options.
• After moving their pawn, the player reveals a Shine card to guide their positive action and earns a token if they apply it correctly.

These pieces visually cue students to practice self-control at each turn and reinforce the three steps throughout play.

Disappointment Worksheet

Name: _____________________ Date: ____________

When we don’t get called on in class, it can feel disappointing. Use this worksheet to reflect on your feelings and plan how you’ll use Stop, Think, Shine next time.

1. What happened?

Describe a time you were not called on when you wanted to share an answer or idea.

2. How did you feel?

Use words or draw a face to show your emotions when you felt left out or disappointed.

3. What did you think?

Write down the first thoughts that popped into your mind in that moment.

4. Plan with Stop, Think, Shine

Use your Stop Think Shine Slide Deck steps to plan how you’ll handle similar disappointment in the future.

Stop: What can you do first to calm down?

Think: What choices could you make instead of reacting right away?

Shine: Which positive action will you choose to show your best self?

5. After you shine...

How do you think you will feel once you’ve used your Stop, Think, Shine plan?

6. Draw your shining moment

On the back of this page, draw yourself using Stop, Think, Shine and feeling proud!

Reflection Worksheet

Name: _____________________ Date: ____________

Use this worksheet to think about your growth over the Stop, Think, Shine lessons and set goals for using these skills in the future.

1. What is one thing you learned about the Stop step?

2. Which step—Stop, Think, or Shine—was your favorite? Why?

3. Describe a time during our sessions when you used Stop, Think, Shine. What happened and how did it help you?

4. How have you grown in waiting your turn and handling disappointment?

5. What is one goal you have for using Stop, Think, Shine in our class moving forward?

6. Draw Your Shining Moment

On the back of this page, draw a picture of yourself using Stop, Think, Shine and feeling proud!

Session Cool Down

Name: _____________________ Date: ____________

1. What is one thing you learned about Stop, Think, or Shine today?

1. Which step was most helpful for you today, and why?

1. Describe a moment when you used Stop, Think, Shine during class.

1. What is one goal you have for using Stop, Think, Shine tomorrow?

Stickers or Reward Tokens

Use stickers or tokens to reinforce and celebrate students’ use of Stop, Think, Shine in real situations.

Contents:

• 60 small reward stickers (stars, smiley faces, or Stop/Think/Shine icons)
• 60 plastic tokens or poker chips in three colors (red, yellow, gold) to match each step

Setup:

1. Place stickers and tokens in a visible container on the teacher’s desk or a “token station.”
2. Assign each color token to one of the steps:
   • Red token = Stop
   • Yellow token = Think
   • Gold token = Shine
3. Decide on a reward exchange rate (e.g., 5 tokens = small prize or extra free choice time).

How to Award:

• When a student clearly stops and breathes before acting, give them a red token.
• When a student thoughtfully thinks of choices or strategies, give them a yellow token.
• When a student chooses a positive action and shines, give them a gold token and a sticker as a bonus.
• Teachers can also award a full set of three tokens (one of each color) at once when a student completes all steps smoothly.

Tracking and Rewards:

• Provide each student with a token sleeve or chart to collect tokens over the week.
• At the end of the week or session, students can turn in tokens for larger rewards:
  • 10 tokens = extra computer time
  • 15 tokens = homework pass
  • 20 tokens = small prize (pencil, eraser, or class coupon)

Tips:

• Offer immediate reinforcement: award tokens right after you observe the behavior.
• Use stickers sparingly for exceptional shining moments to maintain their special value.
• Rotate small prizes regularly to keep motivation high.
• Involve students in tracking their tokens to build ownership of their progress.