Lesson Plan
Impulse Insight Guide
In this 20-minute one-on-one session, the student will learn to identify personal impulse triggers, practice pause-and-plan strategies, and build a custom impulse control plan for emotional regulation.
Developing self-management skills empowers the student to regulate emotions, reduce impulsive behaviors, and make thoughtful decisions, boosting academic success and relationships.
Audience
8th Grade Student
Time
20 minutes
Approach
Guided identification, modeling, and personalized planning
Materials
- Trigger Tracker, - My Pause Plan, and - Coach’s Cue Cards
Prep
Review Materials
5 minutes
- Review the coaching session outline in Impulse Insight Guide.
- Familiarize yourself with Trigger Tracker.
- Read through Coach’s Cue Cards.
- Prepare My Pause Plan templates for the student.
Step 1
Introduction & Trigger Identification
5 minutes
- Explain the purpose of impulse control and session goals.
- Introduce the concept of personal triggers.
- Guide the student in using Trigger Tracker to list three recent situations that prompted strong impulses.
- Ask the student to describe emotions and physical signals experienced.
Step 2
Pause-and-Plan Modeling
8 minutes
- Present the Pause-and-Plan strategy: Stop, Breathe, Think, Act.
- Use Coach’s Cue Cards to model a scenario role-play demonstrating each step.
- Invite the student to practice with a second scenario, guiding them through Stop, Breathe, Think, and Act.
- Provide supportive feedback on their strategy use.
Step 3
Personalized Pause Plan Creation
5 minutes
- Hand the student the My Pause Plan.
- Instruct them to record their top personal triggers, preferred pause strategies, and concrete action steps.
- Encourage specific, realistic techniques (e.g., deep breaths, counting to five).
- Review entries together and refine for clarity.
Step 4
Reflection & Commitment
2 minutes
- Ask the student to share one key insight gained from the session.
- Have them state one concrete commitment to use their pause plan in an upcoming real-life situation.
- Praise effort and schedule a brief follow-up check-in to monitor progress.
Slide Deck
Trigger Tracker
Welcome to Trigger Tracker!
In this slide deck, you’ll learn to spot what sets off your impulses — your triggers — so you can manage your reactions and make thoughtful choices.
Introduce the concept of triggers and explain the purpose of this activity. Encourage the student to think honestly about moments they felt a strong urge or impulse.
What Are Triggers?
• Triggers are events or situations that spark strong urges or emotions.
• They can be internal (feelings, thoughts) or external (people, places, noises).
• Examples: Feeling ignored, seeing your phone buzz in class, a tough homework problem.
Define triggers with relatable examples. Emphasize that triggers can be anything from feelings to environments.
Identify Your Triggers
Take a moment to list three recent situations that prompted an urge you wished you’d handled differently:
Next to each, note how you felt (angry, anxious, frustrated) and what you did.
Guide the student through a brief journal exercise. Pause after asking each question to let them write or share verbally.
Recognize Emotions & Signals
When a trigger hits, notice both your emotions and body signals:
• Emotions: Anger, worry, excitement, embarrassment
• Physical Signals: Racing heart, sweaty palms, tight chest, clenched jaw
Recognizing these clues helps you pause before you act.
Explain the link between feelings and physical signals. Encourage the student to consider their own body’s warnings.
Next Steps
Great work spotting your triggers and signals!
Now, we’ll use this info to craft your very own Pause Plan in "My Pause Plan" — a step-by-step guide to help you stop and think before you act when triggers pop up.
Summarize and connect to the next step: creating a pause plan. Remind the student this is preparation for their personalized plan.
Journal
My Pause Plan
Use this personalized guide to help you pause, breathe, think, and act when you notice your impulse triggers.
1. My Top 3 Triggers
List three situations where you often feel a strong urge or emotion:
- ___________________________________________
- ___________________________________________
- ___________________________________________
2. Pause Steps
Stop: What will be your signal or reminder to pause?
___________________________________________
Breathe: How will you calm your body (e.g., deep breaths, count to five)?
___________________________________________
Think: What questions will you ask yourself before acting?
___________________________________________
3. Action Steps
After pausing and thinking, what concrete actions will you take?
- Action 1: ___________________________________________
- Action 2: ___________________________________________
- Action 3 (optional): _________________________________
4. Reflection & Commitment
Reflect on how using this plan can help you regulate your emotions and make better choices. Then, write one specific commitment to use this plan in a real-life situation (e.g., “Tomorrow when I feel frustrated in math class, I will pause and take three deep breaths before asking for help”).
___________________________________________
Script
Coach’s Cue Cards
Step 1: Stop
Teacher says: "Okay, let’s begin. Step 1 is Stop. When you notice your trigger—any urge or strong feeling—say the word ‘Stop’ in your head or out loud. This signals your brain to pause."
Teacher prompt: "What word or phrase will you choose to remind yourself to pause?"
[Pause for student response]
Teacher follow-up: "Great choice! Remember to use that word as soon as you notice one of your triggers."
Step 2: Breathe
Teacher says: "Next is Breathe. Take a few deep breaths to calm your body and mind."
Teacher prompt: "Which breathing method works best for you—deep belly breaths, counting to five, or something else?"
[Pause]
Teacher follow-up: "Awesome. Let’s practice that together right now: breathe in… and out…"
Step 3: Think
Teacher says: "Step 3 is Think. Ask yourself quick questions before you act."
Teacher prompt: "What questions will you ask yourself? For example: ‘What am I feeling?’ or ‘What’s the best choice right now?’"
[Pause]
Teacher follow-up: "Excellent. Let’s try it: what are you feeling at this moment?"
Step 4: Act
Teacher says: "Finally, Act. Choose one positive action from your plan to move forward."
Teacher prompt: "Which action step will you try first? For example: count to ten, step away for a moment, or ask for help."
[Pause]
Teacher follow-up: "Perfect. Keep that action in mind when you pause next time."
Role-Play Practice
Teacher says: "Let’s try a scenario. Imagine you’re frustrated because a classmate interrupted you. Show me how you would use your Pause Plan step by step."
Student role-plays: Stop → Breathe → Think → Act
Teacher feedback: "Nice job! I noticed how you [describe what student did well]. How did that feel? What might you try differently next time?"
Supportive Questions
- "How did each step help you feel more in control?"
- "Which step was easiest? Which felt hardest?"
- "How will you remember to use your Pause Plan in real life?"