Session 1 Self-Guide Script: Think Before Speaking

Welcome to Session 1! Today you’ll learn how to pause and THINK before you speak. Follow each step below at your own pace.

Step 1: Watch the THINK Strategy Video (5 minutes)

1. Play the THINK Strategy Intro Video.
2. As you watch, write down what each letter stands for:
   • T – ?
   • H – ?
   • I – ?
   • N – ?
   • K – ?
     
     
     
     

Step 2: Review Your Notes (3 minutes)

1. Look at your list of letters and questions in your notebook.
2. Next to each question, write a quick example. For instance:
   • Kind → “Use friendly words”
   • True → “Only tell things that really happened”
     
     
     
     

Step 3: Read the Story (4 minutes)

1. Read the Self-Monitoring Story Reading.
2. When you see each bolded impulsive phrase, pause reading.
3. Ask yourself: “Which THINK question could Mia have asked before saying this?”
4. Jot your answer next to that phrase.
   
   
   
   

Step 4: Complete Your Chart (5 minutes)

1. Open your Self-Monitoring Chart Worksheet.
2. For Scenario 1 and Scenario 2, decide if you would pause (Yes/No) and circle the THINK questions you’d ask yourself.
3. In row 3, write your own scenario. Then practice: Pause? (Yes/No) and circle your THINK questions.
   
   
   
   

Step 5: Reflect and Plan (3 minutes)

1. Think of one word you might blurt out this week (for example, “Stupid”).
2. Write that word under My Word to THINK About on your chart.
3. Keep your chart where you can see it each day to remind yourself: Pause, then THINK!

Self-Monitoring Chart

Instructions: For each scenario, decide if you would pause before speaking and circle the THINK questions you’d ask yourself. Then practice creating your own scenario and record a word you’ll focus on this week.

My Word to THINK About:

Keep this chart where you can see it. Each time you notice an urge to blurt something out, pause and ask your THINK questions!

Self-Monitoring Story: Mia’s Busy Morning

Mia bounced into class feeling excited. She had practiced her spelling words all week and was ready to show what she knew. Her teacher, Ms. Rivera, handed out index cards and asked students to pair up and quiz each other.

Mia and her partner, Aiden, started taking turns. Aiden hesitated on a tricky word, and the card slipped from his hand, tumbling to the floor.

Mia blurted without thinking: “You’re so clumsy!”

She saw Aiden’s face fall. Mia remembered she was supposed to think before speaking.

Next, it was time for art class. Mia loved painting, but today her watercolor tray spilled, and her picture smeared into a muddy blob.

Frustrated, she shot out: “This is stupid!”

Her art teacher gently reminded her that mistakes help us learn.

Finally, during recess, Mia raced toward the slide. Jamal stepped in front of her, and in a hurry she snapped: “Move out of my way!”

Jamal looked surprised and sad.

Mia took a deep breath. She knew her THINK questions could help:

• Was it True? Helpful? Inspiring? Necessary? Kind?

As she thought quietly, Mia realized she could say something better next time.

(End of story – pause here to ask: “Which THINK question could Mia have used at each moment?”)

Session 1 Answer Key

This answer key provides the correct responses and brief explanations for each question on the Session 1 Quiz.

Award full credit if the student lists all five questions accurately and gives a reasonable brief explanation for each. |
| 5 | Is it Kind? | When you feel like laughing at someone who fell, Is it Kind? helps you choose empathy over mockery. |

Pause and Think Self-Guide

Objective: Practice pausing and applying your THINK strategy all by yourself.

Materials:

• Your Self-Monitoring Chart Worksheet
• A timer or stopwatch

Steps:

1. Setup (1 minute)
   • Find a quiet spot and place your chart and timer in front of you.
   • Remind yourself of your THINK questions: True, Helpful, Inspiring, Necessary, Kind.

2. Practice Scenarios (12 minutes)
   For each scenario below:

   1. Read it quietly.
   2. Start your timer for 5 seconds—pause and THINK.
   3. Ask yourself: “Would I pause? Which THINK questions would I ask?”
   4. On your chart, mark Pause (Yes/No) and circle the THINK questions you used.

   Scenarios:

   1. Your friend drops your pencil and it rolls under a desk.
   2. You see a classmate trip and fall on the playground.
   3. Someone teases you about your drawing in art class.
   4. You find out your favorite snack is sold out at lunch.
   5. Your partner in a game makes a mistake and loses your team points.

3. Role-Play (4 minutes)
   • Pick the scenario you found most challenging.
   • Act out both parts: the situation and then your response.
   • Before you speak, pause and say your THINK questions out loud.

4. Reflection (3 minutes)
   • Which scenario was hardest to pause for?
   • Which THINK question helped you the most?
   
   
   
   
   • Write one word or phrase under My Word to THINK About on your chart to remind you this week.
   • Keep your chart where you can see it each day—pause, then THINK before you speak!

Session 2 Script: Choosing Kind Words

Warm-Up and Recap (3 minutes)

Teacher: “Welcome back, [Student Name]! I’m so glad to see you. Let’s start by reviewing our THINK strategy. What does the T in THINK remind us to ask?”

Teacher: “Yes—True! Great job. How about H?”

Teacher: “Helpful—perfect. I?”

Teacher: “Inspiring. And N?”

Teacher: “Necessary, finally, K?”

Teacher: “Kind! Awesome work. Now, can you share one time you paused and used THINK since our last session?”

Watch the Positive Words Video (4 minutes)

Teacher: “Today we’ll build on THINK by learning how to replace negative remarks with kind, helpful words. First, let’s watch a short video about positive words. Listen for any words or phrases you like.”
(Play Positive Words Video)
Teacher: “All right—video’s done! Which kind words or phrases did you notice?”

Brainstorm Positive Replacements (3 minutes)

Teacher: “Great listening! Sometimes when we feel upset, we say things that aren’t very kind. Let’s look at three common remarks and brainstorm better ways to say them.”

1. “You’re so clumsy.”
   Teacher: “What’s a kinder way to say that?”

1. “This is stupid.”
   Teacher: “How could we rephrase that using THINK?”

1. “Move out of my way!”
   Teacher: “What positive words could we use instead?”

Teacher: “Fantastic ideas! Those replacements show true kindness and helpfulness.”

Read the Story and Spot Kind Words (4 minutes)

Teacher: “Now I’ll read a short story from Choose Positive Words Story Reading. When I pause at each thoughtless remark, tell me how Mia could rephrase it kindly.”
(Read aloud. Pause at each negative phrase.)

At each pause, Teacher asks:
Teacher: “How could Mia rephrase that using kind or helpful words?”

Guided Practice with Worksheet (4 minutes)

Teacher: “Here’s your Positive Word Replacement Worksheet. I’ll describe two scenarios. After each one, write the original negative remark and your kinder replacement. Then share it with me.”

1. Scenario: “Your friend knocks over your blocks. They fall everywhere. You feel frustrated and want to say, ‘Watch it!’ What kind words could you use instead?”

1. Scenario: “You don’t like the game choices at recess and think, ‘This is boring.’ How could you rephrase that in a positive way?”

Teacher: “Great work! Thank you for sharing your kind phrases.”

Wrap-Up and Reflection (2 minutes)

Teacher: “You did an amazing job today. Tell me one positive phrase you will remember to use this week.”

Teacher: “Wonderful choice! Remember: Pause, THINK, and choose kind words. Keep practicing each day, and I’ll see how you’re doing next time. I’m proud of you—see you soon!”

Choose Positive Words Story: Mia’s Creative Afternoon

Mia was excited for art and playtime with her friend, Zoe. First, they decided to build a tall block tower together. As Mia placed the last block, Zoe bumped the table by accident, and the tower crashed.

Without thinking, Mia snapped: “You ruin everything!”

They moved on to painting. Mia dipped her brush into watercolors and accidentally knocked over a cup, splashing paint all over her paper.

Frustrated, she muttered: “This is pointless!”

Next, they went outside for recess. Mia raced to the front of the snack line, but Sam stepped ahead of her.

Annoyed, she yelled: “Move, slowpoke!”

Mia’s face fell when she saw Zoe and Sam look upset. She remembered the THINK questions could help her choose better words:

• Is it True? Helpful? Inspiring? Necessary? Kind?

As she took a deep breath, Mia thought quietly about what she could say instead.

(Pause here and ask: “How could Mia rephrase each of those remarks using kind, helpful words?”)

Positive Word Replacement Worksheet

Instructions: Read each scenario. In the table below, write the negative remark you might say first. Then pause, use the THINK questions, and write a kinder, more helpful replacement. Finally, circle which THINK questions you asked yourself.

Reflection:
Which THINK question helped you the most today?

Keep this worksheet handy and practice pausing, THINKing, and choosing kind words each time you speak.

Session 2 Answer Key

This answer key provides the correct responses and brief explanations for each question on the Session 2 Quiz.

Award full credit if the student provides a reasonable kinder phrase and identifies at least two appropriate THINK questions. |
| 5 | Is it Necessary? | The “N” in THINK asks Is it Necessary? to ensure we only say what we need to, avoiding unhelpful comments. |

Session 3 Script: Reflect, Apply, and Assess

Warm-Up and Recap (3 minutes)

Teacher: “Hi [Student Name]! Welcome back to our final session of Think Before Speaking. Today we’ll look back on how you’ve used THINK, practice with new situations, and check your understanding with a quick quiz. Let’s start by reviewing our THINK questions.

What does the T in THINK remind us to ask?”

Teacher: “Yes—True! And H?”

Teacher: “Helpful—great. I?”

Teacher: “Inspiring! N?”

Teacher: “Necessary, and finally, K?”

Teacher: “Kind—perfect! Now, can you share one time this week when you paused, used THINK, or chose a kinder word?”

Watch Reflect and Review Video (4 minutes)

Teacher: “Awesome! Next, let’s watch a short video called Reflect and Review. As you watch, notice moments when someone stops and asks their THINK questions.”
(Play Reflect and Review Video)
Teacher: “Great watching! What was one moment you noticed where a student paused and thought before speaking?”

Read Week-in-Review Story (4 minutes)

Teacher: “Now I’ll read a story from Week-in-Review Story Reading. When I pause, tell me which THINK question the character used.”
(Read aloud. Pause at each thoughtful choice.)

At each pause:
Teacher: “Which THINK question did they use here?”

Self-Reflection Worksheet (5 minutes)

Teacher: “Fantastic insights! Here’s your Self-Reflection Worksheet. Let’s complete it together.

1. When did you pause this week?

2. Which THINK questions helped you?

3. What positive words did you choose?

Take your time to think and fill in each answer.”

Role-Play Activity (2 minutes)

Teacher: “Great reflection! Now let’s practice one more time. Choose a card from our Role-Play Scenario Cards. Act out the situation, then pause and think aloud using your THINK questions before responding.”

(Allow student to select a card and role-play both parts.)

Teacher: “Nice work using THINK in your response!”

Final Quiz and Wrap-Up (2 minutes)

Teacher: “To wrap up, let’s check what you remember with a quick quiz. Here is the Session 3 Final Quiz. Complete the questions, and then we’ll review your answers together.”

(Allow student to complete quiz.)

Teacher: “Well done! Which THINK question or positive phrase will you remember most?”

Teacher: “I’m so proud of how much you’ve learned and grown. Remember: Pause, then THINK before speaking. Keep practicing, and great job!”

Week-in-Review Story: Alex’s Thoughtful Week

Alex walked into art class on Monday excited to use the scissors. When his classmate Mia held them a moment too long, Alex felt his face get hot and almost snapped: “Hand over the scissors!”

He caught himself and remembered THINK:

• He paused.
• He thought: “Is it Kind? Helpful?”
• Then he said: “Could I please have a turn when you’re finished?”

On Wednesday during gym, Alex saw his friend Jordan trip over a ball. He felt like laughing and teasing: “Watch where you’re going!”

Instead, Alex stopped and asked himself: “Is it Kind?”
He knelt down and offered a hand, saying, “Are you okay? Want me to help you up?”

By Friday at lunch, the line was moving slowly and Alex felt impatient. He almost blurted: “Move it, you’re in my way!”

He took a deep breath and thought: “Is it Necessary? True?”
Then he quietly said, “Excuse me, may I get through, please?”

(Pause here and ask: “Which THINK questions did Alex use in each moment?”)