Lesson Plan
Mindful Pause Steps
Teach the student a four-step mindful pause technique to recognize and regulate emotions within challenging moments, practice the steps through guided dialogue, reflect on their effectiveness, and set a personal goal for real-time self-regulation.
Equipping students with simple, concrete self-regulation strategies helps them manage stress, reduce impulsive reactions, and build long-term emotional resilience and academic engagement.
Audience
8th Grade Student
Time
20 minutes
Approach
Model, practice, reflect, and self-assess.
Materials
Prep
Teacher Preparation
5 minutes
- Review Mindful Pause Steps guide to familiarize yourself with each step.
- Read through the Guided Pause Dialogue script and note pacing cues.
- Print or prepare the Pause Reflection Prompts journal page.
- Study the Self-Regulation Progress Rubric to guide feedback and discussion.
- Arrange a quiet, comfortable space and have a timer ready for practice sessions.
Step 1
Introduction to Mindful Pause
2 minutes
- Explain that a brief pause can help reset emotions.
- Share the session’s goal: learn a simple 4-step strategy to calm down.
- Show the Mindful Pause Steps overview and walk through each step title.
Step 2
Teach the Steps
5 minutes
- Go through each step on Mindful Pause Steps:
- Notice your body’s signals.
- Take three slow, deep breaths.
- Name one feeling aloud.
- Choose a calming action (e.g., stretching, counting).
- Model each step yourself and invite student questions.
Step 3
Guided Pause Practice
5 minutes
- Use the Guided Pause Dialogue script to simulate a challenging scenario.
- Prompt the student to pause and lead them through each mindful step.
- Encourage student to verbalize their experience during the practice.
Step 4
Reflection and Goal Setting
5 minutes
- Distribute the Pause Reflection Prompts.
- Ask the student to journal about:
- Which step was easiest/hardest?
- How did their body and mind feel?
- When they might use this in real life.
- Guide the student to set one personal goal for using the pause this week.
Step 5
Self-Assessment and Feedback
3 minutes
- Review the Self-Regulation Progress Rubric together.
- Have the student self-rate their understanding and confidence.
- Provide targeted feedback and celebrate progress.
- Confirm next steps and encourage practice during daily challenges.
Script
Guided Pause Dialogue
Estimated Time: 5 minutes
Overview: In this guided practice, the teacher will lead the student through a brief, four-step mindful pause using a realistic scenario. The script includes clear prompts, pacing cues, and reflective questions to encourage active participation.
T: “Today we’re going to practice our four-step mindful pause in a pretend situation. I’ll guide you through each step, and you’ll tell me what you notice.”
Scenario Setup
T: “Imagine you’re sitting in class and you just get a text from a friend that makes you feel upset—maybe it’s a mean comment or some surprising news. Take a moment to picture that.”
Pause briefly.
T: “When you imagine that, what do you notice in your body?”
Step 1: Notice Body Signals
T: “Step one is noticing body signals. Gently scan from your head down to your toes and notice any tightness or tension. I’ll count to five quietly while you notice.”
[Teacher counts slowly from 1 to 5]
T: “What did you notice in your body?”
Step 2: Three Slow, Deep Breaths
T: “Step two is taking three slow, deep breaths. We’ll breathe in through our nose for a count of three—1...2...3—then breathe out through our mouth for three—1...2...3. Let’s do it together.”
Inhale 1...2...3
Exhale 1...2...3
(repeat two more times)
T: “How did that feel? Did you notice any change in your body or mind?”
Step 3: Name One Feeling Aloud
T: “Now, step three: say one word to name how you’re feeling right now. It might be ‘frustrated,’ ‘sad,’ or something else that fits.”
Pause for student to respond.
T: “Naming our emotions helps us understand them better—thank you for sharing.”
Step 4: Choose a Calming Action
T: “Finally, choose one simple action to calm yourself. You could:
- Stretch your arms overhead,
- Slowly shake out your hands, or
- Count backward from five.
Which one do you want to try?”
Pause for student choice.
T: “Great—let’s do that together now.”
[Lead the chosen action]
Reflection Questions
T: “You did a wonderful job. Let’s reflect for a moment:
- Which step felt easiest for you?
- Which step felt hardest?
- How did your body and mind feel after the pause?
- When do you think you might use this in real life?”
Give the student time to respond.
T: “Thank you for practicing with me. Remember, you can use these four steps anytime you notice strong emotions and need a quick reset.”
Journal
Pause Reflection Prompts
After practicing the mindful pause, reflect on each question below.
-
Which step of the pause was easiest for you and why?
-
Which step of the pause was hardest for you and why?
-
How did your body feel during and after the pause?
-
How did your mind or emotions feel during and after the pause?
-
When might you use this mindful pause in real life? Describe a situation and how you would apply it.
-
What personal goal will you set for practicing the mindful pause this week?
Tip: Refer back to Mindful Pause Steps if you need a reminder of each step.
Rubric
Self-Regulation Progress Rubric
Use this rubric to assess the student’s understanding, practice, reflection, and confidence with the four-step mindful pause.
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Understanding of Mindful Pause Steps | Accurately describes all four steps and clearly explains their purpose. | Describes all four steps with minor inaccuracies in explanation. | Describes 2–3 steps correctly; explanations are incomplete or partially inaccurate. | Describes fewer than two steps or explanations are largely incorrect. |
| Application during Practice | Independently and smoothly applies each step in sequence with ease. | Applies each step with minimal prompting; may need occasional cues. | Applies 2–3 steps correctly; requires frequent guidance to complete the sequence. | Struggles to apply the steps; needs full support and prompts. |
| Depth of Reflection & Goal Setting | Provides thoughtful, detailed reflections on body/mind; sets a specific, realistic goal. | Provides clear reflections and a workable goal with some detail. | Reflections are general or missing details; goal is vague. | Reflections are minimal or off-topic; goal is missing or unrealistic. |
| Confidence & Self-Assessment | Self-rates accurately; articulates strengths and areas for growth. | Self-rates appropriately; identifies one strength or challenge. | Self-assessment is inconsistent with performance; limited insight. | Self-assessment is inaccurate or missing; shows little self-awareness. |
Scoring guide:
- 4 = Exceeds expectations; consistent, independent mastery.
- 3 = Meets expectations; competent with minor support.
- 2 = Approaching expectations; developing skills with moderate support.
- 1 = Below expectations; beginning understanding and application.
Total Possible Points: 16
To calculate the student’s score, sum the points earned across all criteria (maximum 4 points per criterion).