<ul style="list-style-type: square;">
<li>Invite students to practice the skill by having them identify situations when it is important to ask for time to cool down when they are in various environments.</li>
<li>State the name of the skill, the steps and the reasons for using it.</li>
<li>Model or demonstrate the skill.</li>
<li>Role-play (see appendix for more): You lose a game of kickball.</li>
</ul>

Monday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Watch a video/listen to a story such as the Story Time with Lynn: A Little Peaceful Spot by Diane Alber video (5:54) <a href="https://www.youtube.com/watch?v=0hnRCjjyhyo" title="" target="_blank" rel="noopener">https://www.youtube.com/watch?v=0hnRCjjyhyo</a>.</li>
<li>THINK-PAIR-SHARE: What are some things that help calm you and make you more peaceful?</li>
<li>Share examples you&rsquo;ve witnessed in your classroom of students using the skill.</li>
<li>Identify people, areas and/or situations where students might use the skill in school.</li>
<li>Explain any behavioral steps or skills which may need to be altered or added for those people, areas and/or situations.</li>
<li>Instruct students to write in their SEL Journals. Have them describe their use of the skill and what specific words they say when respectfully asking for time to cool down.</li>
</ul>

Tuesday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Share examples you&rsquo;ve witnessed around school of students using the skill.</li>
<li>Identify various situations where students might use the skill in a variety of locations.</li>
<li>Explain any behavioral steps or skills which may need to be altered or added for those people, areas and/or situations.</li>
<li>SMALL-GROUP ACTIVITY: Design and create Brain Break cards students can use when they need to regulate and calm their emotions. Have students role-play and practice asking permission and using their cards.</li>
</ul>

Wednesday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Ask students to share examples of how they have used the skill at home.</li>
<li>SEL Journal: When you are asking for time to cool down, how do you expect others to respond? Are your expectations reasonable or do they need adjusting?</li>
<li>Explain any behavioral steps which may need to be altered or added for different situations.</li>
<li>Practice using role&ndash;play scenarios students created or one you provide (see appendix).</li>
</ul>

Thursday

<ul style="list-style-type: square;">
<li>Review the steps of the skill as well as the reasons for using it.</li>
<li>Ask students to share examples of how they have used the skill in their community.</li>
<li>Engage students in discussions about how using the skill has helped them, or in what situations it was difficult.</li>
<li>Encourage students to think about how the skill might be used in a future job/career, hobby or other area of interest.</li>
</ul>

Friday

Equip students with techniques to recognize their emotions, request a break and manage their reactions constructively when feeling overwhelmed.

Asking for Time to Cool Down

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Reinforcing students when good choices are made is vital. This series provides insight into the importance of praise and how to implement it schoolwide.

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Despite our best efforts, challenging behaviors will occur. Learn to manage escalating situations in ways that keep everyone safe and help achieve lasting behavioral change.

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With a subscription, you will have access to five learning series broken down into 30 interactive modules. You can navigate the series and modules in any order. It is recommended you complete the series in the sequence designed as strategies build through the training.

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