–– Practice strategies to overcome impulsiveness and anger

I would teach the students by demonstrating each strategy. I would then perform 2 or 3 examples and have the students identify the correct strategy stating what was done correctly and differently from the others. I would then have the students work in groups of 4 where they would roll play their own scenario if front of the class and the other students would provide feedback.

Teaching skills:

• Listen to others before speaking

• Speak clearly and honestly (normal tone)

• Take deep breaths for 10 seconds

• Walk away (get a pass and go to the restroom or get water)

• Connect with an adult in the building

Prior knowledge: 2 breathing techniques 'clearing breath' and '3 dimensional breath' that have been explicitly taught, practiced, and readily recalled.

Activity:

- in clear space (perhaps outdoors) begin with clearing breath and full 3 dimensional breath. Stretch arms to ceiling (or sky), roll shoulders, move in any way that feels good (can be different for each student.)

- shift weight to one leg, picking up the other leg so that knee is in front and lower leg is dangling at ease in the front. Raise arms up high to a V, like the wings of a crane: this is called 'crane' pose. Then, without touching down, shift upper body weight forward and extend the lifted leg out behind the body, stretching the arms out horizontally to the sides into 'airplane' pose. Finally, return to mountain pose, both arms lifted and feet parallel on the earth. Take 3 deep breaths. This is the basic sequence.

- NOW, practice on the other side. The work becomes the self talk: as we balance and move slowly between the poses of crane, airplane, and mountain, sometimes we will touch down or wobble. The work is in the wiggle.

--> whenever I wiggle or have micro-shifts, I will take a slow breath in.

--> while I focus to balance, I will look at ONE place on the floor or ground out in front of me (ideally not someone else!)

--> when I touch down, I will take a clearing breath and begin again when I feel ready.

--> I can grow my resilience skills by moving more slowly, holding each shape for a longer period of time, and perhaps even closing my eyes for a moment.

Takeaway: physical balance is a great way to practice failure. It allows students to rewire internal monologues to failure as a way to grow.

(SABO)

One of the things I try to do is to get to know my students and by doing so, I can meet their needs better.

I try to prepare for my classes by making sure that the students are placed into groups based on their strengths and weaknesses and skills.

I also try to prepare for my class before my students enter. So, my equipment are already set up and my objectives and lessons are posted. This helps to prevent disruptions in the classroom and create a positive environment for my students.

The rules are posted and are reenforced every day and that there is consistency.

Collaboration is another key in classroom management. When we all work together, we can improve outcomes across the demographics, including our students with special needs in our classroom.

Unearthing the "Why":

• How this task connects with my emotions, interests, passions.

• The teacher acts as a facilitator, prompting and listening. Encourage students to articulate their intrinsic motivators, not just external rewards.

Defining the "Next Step":

Once the "why" is clearer, immediately shift to actionable, tiny steps. Help them to recognize and different instances during the learning process those connections to their interests.

Medina & Stukes

1. Students will be able to discover and practice methods to be more mindful of your feelings and others to better understand themselves and others.

2. We will learn and discuss mindfulness methods as a class. Students will then work in groups and to practice and discuss practical applications of these methods. I will provide papers with different scenarios that cause students to reflect on themselves.

3. Skills would include:

   • Being aware of your emotions and thoughts.

   • Being aware/reading others' emotions and thoughts.

   • How to communicate emotions and thoughts.

   • Accepting others' points of view.

   • Breathing techniques

   • Meditation techniques

   • Think of our thoughts and actions.

   
   

1. Daily Check-Ins

• Start class with a brief “how are you feeling today?” activity.

• Students can use emojis, mood meters, or color cards to express their feelings.

• Purpose: Builds awareness of each other’s emotional states.

2. Role-Playing Scenarios

• Use role-plays to explore different social situations:

  • A friend is left out.

  • Someone is struggling with work.

  • A classmate seems upset.

• Have students practise what an empathetic, kind response looks and sounds like.

3. Circle Discussions (Restorative Practices)

• Regularly hold class circles where students share thoughts and feelings about classroom life.

• Practise active listening and showing care through body language and words.

• II / - How to Model It as a Teacher:

  1. Active Listening

  • When students speak, give them full attention: eye contact, nodding, open body language.

  • Respond with care: "Thank you for sharing that with me."

  2. Name and Validate Emotions

  • Model saying: "It sounds like you're feeling frustrated. That makes sense. Let’s see how we can work through this."

  3. Use Kind Words

  • Consistently use encouraging, patient, and respectful language with all students.

  • Praise both academic effort and acts of kindness.

  4. Admit Mistakes

  • If you make a mistake, apologise genuinely.

  • Show that kindness includes taking responsibility and caring for others’ feelings.

  5. Treat All Students Fairly

  • Avoid favoritism and show compassion even when correcting behavior.

  • "I know you’re capable of better. I believe in you."

    
    

  
  

DO NOW: Ask student partners to imagine possible ways to handle 1) falling while riding a bike, 2) breaking a favorite ceramic figurine, and 3) forgetting to take out the trash.

In whole group, expand on the concept of making mistakes, making the distinction between those that are easily fixable and those that may not be. ("How do you feel when you face the DO NOW types of situations?")

Introduce a scenario in which one has prepared but still did not do as well as one expected (e.g., studying for a test, practicing for a sports match, memorizing a speech or a musical piece) selection). ("In the DO NOW situations, it was probably an accident that led to the problem, and it was easy to find a solution. Now, you've got a "problem" that might require a little bit more.") Ask students to turn and talk about possible reactions and report out to the whole group. Brainstorm possible next steps. Present problem-and-solution sentence frames to use in discussions. If not previously covered, review the concept of fixed vs. a growth mindset ("Failing is a constant test in life, and a growth mindset helps you remember that it may not be the final answer. You often have options.")

Follow with other scenarios for groups to discuss (different for each) and then present on a poster (problem and possible next steps). If time permits, ask groups to report out or provide time for a class gallery walk (and markers for possible additional options).

Reflect with the whole group on the need for self-care and self-talk that gives oneself permission to try again--and again and again, if possible and desired.

Learning Objective

Students will understand and demonstrate resilience by continuing to try, learning from mistakes, and noticing improvement through repeated effort.

Activity: Pyramid Cup Stack Challenge

Materials:

• Stacking cups

• Trial record cards (3 trials)

• Pencils

Instructions:

1. Introduction (5 mins)

   • Brief discussion: “What is resilience?”

   • Explain: Resilience means not giving up, even when things are hard.

2. Challenge (15 mins)

   • Students attempt the cup stack 3 times.

   • After each trial, they record results (e.g., how many wins/losses or time taken).

   • Encourage them to reflect quietly on how they felt each time.

3. Class Reflection (10 mins)

   • Discuss:
     “Did you want to give up?”
     “What helped you keep going?”
     “Did you improve?”

   • Emphasize: Each time they kept trying, they got a little better—that's resilience.

Assessment

• Participation and willingness to keep trying

• Reflection responses (verbal or written)

• Noticing improvement or changes across trials

Success Criteria:
✓ I didn’t give up
✓ I kept trying, even when it was hard
✓ I can describe how I showed resilience