Original PromptWhen feeling overwhelmed or upset during instructional or transitional times, Kentavious will remain in his assigned area and appropriately request support (e.g., break card, verbal request, or calm-down strategy) instead of leaving the classroom without permission in 80% of opportunities, as measured by classroom behavior logs and staff observation.
When Kentavious becomes frustrated, angry, or involved in peer conflict, he will use a taught coping strategy (e.g., requesting a break, deep brea...
This teacher guide outlines a 5-10 minute intervention designed to assist students, particularly focusing on Kentavious, in managing big emotions and asking for help effectively. It highlights key materials needed, such as break cards and calm-down visuals, and identifies target learning objectives: staying within assigned areas, requesting appropriate support, and developing self-awareness. The guide emphasizes understanding big feelings, recognizing personal triggers, and employing specific calm-down strategies like deep breathing, slow counting, and physical relaxation techniques. Engaging activities like role-playing and peer discussions further reinforce these concepts, fostering a supportive environment where students learn to navigate their emotions and seek help when necessary.