The 'Stoplight' Game

Objective: To practice pausing and controlling impulses in a fun, active way.

Materials:

• Open space in the classroom or outside

Instructions:

1. Explain the Concept: Tell students that they are going to play a game where they will practice using their "brain brakes." Explain that you will call out colors, and they need to react appropriately.

2. Red Light! When you call out "Red Light!", students must freeze completely wherever they are. No talking, no moving. Emphasize that this is like their brain brakes engaging fully.

3. Yellow Light! When you call out "Yellow Light!", students should move very slowly, like they are preparing to stop or just starting to go. This represents the 'pause and think' moment.

4. Green Light! When you call out "Green Light!", students can move around the designated space (walk, skip, jog lightly – set clear boundaries). This represents acting after thinking.

5. Traffic Jam! (Optional) Occasionally call out "Traffic Jam!" Students must find a partner and stand back-to-back, linking arms. This encourages quick, but controlled, social interaction.

6. Switch it Up! Vary the length of time for each light. Sometimes call out "Red Light!" right after "Green Light!" to challenge their impulse control.

7. Reflection: After a few rounds, bring students back together. Ask:

   • "What did it feel like when I called out 'Red Light!' suddenly?"
   • "Was it easy or hard to stop immediately? Why?"
   • "How is this game like using your real 'brain brakes' in school or with friends?"

Teacher Notes: Observe students during the game. Praise students who demonstrate strong impulse control. If a student struggles, gently remind them of the rules and encourage them to practice. This is a no-elimination game; the focus is on practice and fun, not competition.

When My Brakes Slipped: A Class Discussion

Objective: To encourage self-reflection and peer sharing about experiences with impulse control, identifying common triggers and outcomes.

Instructions:

1. Setting the Stage (2 minutes):

   • "We've been talking about our brain's brakes and how they help us pause and think. Now, let's talk about times when our brakes might have slipped a little. Remember, everyone's brakes can slip sometimes, and it's how we learn!"
   • "This is a safe space to share. You can share a personal example, or an example you've seen happen (without naming names, of course!). You can also pass if you're not comfortable sharing today."

2. Discussion Prompts (8 minutes):

   • Prompt 1: "Can anyone think of a time when their 'brain brakes' didn't work so well? Maybe you blurted out an answer, reacted quickly to something, or did something without thinking it all the way through? What happened?"
     
     
     
     
     
     
     
   • Prompt 2: "How did it feel in that moment when your brakes slipped? Were you excited, angry, frustrated, impatient? What might have been the 'trigger' for your brakes slipping?"
     
     
     
     
     
     
     
   • Prompt 3: "What was the outcome of that moment? Did it lead to a problem, a misunderstanding, or something else? What did you learn from it?"
     
     
     
     
     
     
     

Teacher Notes:

• Actively listen and validate students' experiences. Emphasize that making mistakes is part of learning.
• Gently guide the discussion to ensure a supportive and respectful environment.
• If students are hesitant to share personal stories, you can offer hypothetical scenarios relevant to 5th graders (e.g., "What if someone cut in front of you in line? How might your brakes feel?").
• Connect their experiences back to the concept of strengthening their 'brain brakes.' Look for opportunities to highlight strategies they might have unconsciously used to regain control.

My Brain Brake Strategy: Cool Down

Objective: Students will reflect on one personal strategy they can use to improve their impulse control.

Instructions:

1. Individual Reflection: Read the questions below and think about what we discussed today regarding your brain's brakes.

2. Write Your Strategy: Choose one strategy that you think would help you the most to use your 'brain brakes' in the future. Write it down in the space provided.

Reflection Questions:

1. What is one situation where you know your 'brain brakes' might need an extra boost (e.g., when you're super excited, angry, or impatient)?
   
   
   
   

2. Think about what we learned today. What is one strategy you can try to help you pause, think, then act in that situation?
   (Hint: It could be taking a deep breath, counting to three, asking yourself a question, or stepping away.)
   
   
   
   
   
   
   
   
   
   
   
   

3. Why do you think this strategy will work for you?
   
   
   
   

Teacher Notes: Collect these cool-down responses as exit tickets. This provides valuable insight into students' understanding and personal application of impulse control strategies. It can also inform future lessons or individual check-ins.