Anger Triggers Worksheet

Name: _______________________ Date: _______________

1. Draw a picture of a time you felt frustrated or angry while working on something at school:

1. Describe what happened. What made you feel angry or frustrated?

1. Which feeling best matches how you felt? (Use the Feelings Chart Poster to help you choose.)

1. What can you do to calm down the next time you feel this way? (Try following the steps in the Mindful Breathing Guide.)

1. Write a positive phrase you can say to yourself when you start to feel angry:

Great job thinking about your triggers and calming strategies! We’ll use these ideas in our next activities to help you feel more in control when frustration strikes.

Session 1 Discussion: Identifying Anger Triggers

Objective:
Students will practice sharing situations that make them angry or frustrated, connect those situations to feeling words, and listen respectfully to classmates.

Materials:

• Feelings Chart Poster
• (Optional) Anger Triggers Worksheet

Discussion Guidelines:

• One person speaks at a time.
• Listen without interrupting.
• Share only what you feel comfortable sharing.
• Use kind and encouraging words.

Discussion Starters

1. Remember a time you felt frustrated or angry while working on something.
   • What were you doing? Who was there?
   • Follow-up: How did your body feel? (e.g., tight muscles, fast heartbeat)
2. What kinds of challenges or mistakes make you the most upset at school?
   • Is it a tricky question, too much work, or something else?
   • Follow-up: Why do you think that specific challenge bothers you?
3. Look at the Feelings Chart Poster.
   • Which feeling word best matches how you felt in your example?
   • Follow-up: What made you choose that word?
4. How have you tried to calm yourself down when you start to feel angry?
   • Have any of those ideas helped before?
   • Follow-up: What worked, and what didn’t?
5. What new ideas might you use to calm down?
   • (Introduce that we’ll learn a breathing technique next.)

Partner Turn & Talk (2 minutes)

• Pair up with a classmate.
• Share one trigger and the feeling word you picked.
• Listen carefully and repeat back your partner’s trigger and feeling.

Closing

• Thank everyone for their thoughtful sharing.
• Remind students that we’ll use these ideas soon in our worksheet and practice a mindful breathing strategy to help us feel calmer when frustration strikes.

Calming Cube Game

Objective:
Students will practice a variety of simple calming strategies in a fun, hands-on game to build confidence using techniques when they feel angry or frustrated.

Materials:

• A large foam or cardboard cube with one calming strategy on each side (use the Calming Cube Cards to make your own)
• Class Timer or stopwatch
• (Optional) Spare paper and markers for decorating the cube

Prep (10 minutes):

• Print and cut out the six Calming Cube Cards.
• Attach one card to each side of a cube (foam block or sturdy cardboard).
• Review each strategy so you can model or explain it.
• Set the Class Timer to 30 seconds for each turn.

Instructions

1. Gather students in a circle (chairs or on the floor).
2. Demonstrate one side of the cube. Read the strategy aloud and talk through how to do it (e.g., “Orange side: Take three slow, deep breaths. Breathe in for 3 seconds, breathe out for 3 seconds.”).
3. Pass the cube to the first student. They roll it or turn it so one side faces up.
4. Read and practice: The student reads the strategy on the top side, then practices it for 30 seconds while the timer runs.
5. Rotate: After 30 seconds, the cube moves to the next student. Continue until each student has had a turn or time runs out (about 8 minutes total).
6. Celebrate effort: After each turn, offer a quick compliment (“Nice job breathing slowly!”) and encourage applause or a thumbs-up.

Sample Cube Sides (Calming Cube Cards)

1. Three Deep Breaths: Breathe in through your nose for 3 seconds, out through your mouth for 3 seconds.
   
   
2. Count to Five: Slowly count 1–5 in your head, focusing on each number.
   
   
3. Positive Phrase: Say to yourself, “I can keep trying” or “I am calm and strong.”
   
   
4. Stretch & Shake: Stand up, stretch your arms wide, then gently shake your hands for 5 seconds.
   
   
5. Name 3 Sounds: Close your eyes and notice three different sounds around you.
   
   
6. Tense & Release: Squeeze your fists tight for 3 seconds, then release and relax.
   
   

Follow-Up Discussion (2 minutes)

• Ask: “Which strategy did you like best? Why?”
• Encourage students to share times they might use these techniques when they feel frustrated.
• Remind them they can use any of these strategies whenever they start to feel angry or upset.

Extension: Keep the cube in the classroom as a calm-down tool. Students can use it independently when they need a short break.

Self-Talk Worksheet

Name: _______________________ Date: _______________

1. Write one positive phrase you can say to yourself when you feel stuck or frustrated:

Draw a picture that shows you using this phrase:

1. Write a second positive phrase you can use when things get challenging:

Draw a picture that shows you saying this phrase:

1. Write a third encouraging phrase you can tell yourself when you feel upset:

Draw a picture that shows how this phrase helps you feel calm:

1. Which of these three phrases will you choose to say next time you feel angry or frustrated? Why does it help you?

Great work creating your self-talk phrases! Keep this worksheet handy to remind yourself how strong and capable you are.

Self-Talk Poster Template

Name: _______________________ Date: _______________

My Power Phrase:

Write one of your favorite self-talk phrases in the box below (make the letters big and bold!):

┌──────────────────────────────────────────────────┐
│ │
│ ____________________________________________ │
│ │
└──────────────────────────────────────────────────┘

Why I Chose This Phrase:
Explain in one or two sentences how this phrase helps you feel calmer or more confident when you’re frustrated:

Decorate Your Poster:
Use the space around your phrase box to draw pictures, shapes, or symbols that show how the phrase makes you feel. You can:

• Draw colors or patterns that feel calming
• Sketch things that make you smile or feel strong
• Add small words or emojis that remind you of confidence

Mindful Freeze Game

Objective:
Students will combine gentle movement with mindful breathing to practice pausing and self-regulation in a playful way.

Materials:

• Music track (or Class Timer with music)

Prep (5 minutes):

• Choose a calm, instrumental music track or set the Class Timer for 20–30 seconds per round.
• Clear an open space in the classroom for students to move safely.

Instructions

1. Gather in the space.
   Ask students to spread out so they have room to move without bumping into one another.
2. Explain the rules.
   • When the music plays (or timer starts), move slowly however you like: walk, stretch, sway, or reach toward the ceiling.
   • When the music stops (or timer rings), freeze immediately and take three slow, deep breaths:
     • Breathe in through your nose for 3 seconds
       
       
     • Breathe out through your mouth for 3 seconds
       
       
     • Repeat until you’ve done three full breaths.
3. Play 4–5 rounds.
   • Start the music and let students move for 20–30 seconds.
   • Stop the music and ring the timer for the freeze and breath.
   • After each round, give a quick, positive comment (“Great freeze and breaths!”).
4. Volunteer sharing.
   After the final freeze, invite 1–2 students to describe how pausing and breathing felt compared to moving.

Follow-Up Discussion (2–3 minutes)

• Ask: “What did you notice in your body when you froze and breathed?”
• Ask: “How could this pause-and-breathe game help you when you feel frustrated or angry?”
• Reinforce that a short freeze and three deep breaths can calm our minds and bodies before we react.

Extension:
Keep this pause-and-breathe routine in mind during challenging tasks. Whenever work feels hard, pause your body and take three slow breaths to help reset your focus and mood.

Coping Toolbox Worksheet

Name: _______________________ Date: _______________

1. Strategy #1:

Draw a small picture here to remind you how it works:

1. Strategy #2:

Draw a small picture here to remind you how it works:

1. Strategy #3:

Draw a small picture here to remind you how it works:

1. Strategy #4:

Draw a small picture here to remind you how it works:

1. When will you use each strategy? Write one sentence for each:
   a. Strategy #1:
   
   
   
   
   b. Strategy #2:
   
   
   
   
   c. Strategy #3:
   
   
   
   
   d. Strategy #4:
   
   
   
   
2. Which strategy will you practice first? Why is this tool helpful for you?

Use your ideas here to fill in your Coping Toolbox Template. Keep this worksheet close and choose a tool any time frustration strikes!

Coping Toolbox Template

Name: _______________________ Date: _______________

My Coping Toolbox

Draw your toolbox below. Write one strategy in each section and decorate to remind you of calm and confidence.

┌─────────────────────────────────┐
│ My Coping Toolbox │
├─────────────────────────────────┤
│ 1. ___________________________ │
│

│
├─────────────────────────────────┤
│ 2. ___________________________ │
│

│
├─────────────────────────────────┤
│ 3. ___________________________ │
│

│
├─────────────────────────────────┤
│ 4. ___________________________ │
│

│
└─────────────────────────────────┘

Decorate Your Toolbox
Use colors, shapes, or symbols around your box to show how these tools help you feel calm and strong.

Coping Strategies Cards Game

Objective:
Students will apply their personalized coping toolbox by selecting and explaining strategies in response to common frustrating scenarios.

Materials:

• A set of printed and cut Coping Strategies Cards (scenario cards)
• Personal Coping Toolbox Worksheet or Coping Toolbox Template
• Class Timer or stopwatch
• Feelings Chart Poster (optional reference)

Prep (10 minutes):

• Write or print 10–12 scenario cards describing common school frustrations (see Sample Scenarios below).
• Cut cards and shuffle into a face-down stack.
• Ensure each student has their worksheet or completed template accessible.
• Set the Class Timer for 1 minute per turn.

Instructions

1. Form small groups (3–4 students) or pairs and sit in a circle.
2. Explain the activity:
   • Each student will draw a scenario card, read it aloud, then choose one coping tool from their personal toolbox to address the scenario.
   • They will describe or role-play how they’d use that strategy.
   • The group can offer one positive comment or question after each turn.
3. Begin the rounds:
   • Student A draws a card and reads: e.g., “You get a math problem wrong on a test.”
   • Student A states: “I’ll use ______ (e.g., three deep breaths) because ______ (reason).”
   • Student A demonstrates or explains briefly (30–45 seconds).
   • Group members applaud or share one encouraging remark (e.g., “Great idea!”).
   • Set the timer for 1 minute and move to Student B.
4. Continue until each student has drawn and responded to at least one card (about 8 minutes total).

Sample Scenario Cards

• “You get a math problem wrong on a test.”
• “Your pencil breaks in the middle of writing.”
• “You can’t find your homework.”
• “You made a mistake coloring your picture.”
• “A classmate finished faster than you.”
• “The computer program you’re using crashes.”
• “You can’t solve a tricky puzzle.”
• “You spill paint on your art project.”

Follow-Up Discussion (2–3 minutes)

• Ask: “Which tool did you use most today? How did it help you feel calmer?”
• Encourage students to recall times they’ll use these strategies in real classwork.
• Remind them their toolbox is always available—no matter what scenario they face.