Table of Contents

Resource Color B&W

Educator Guide --- 4

Lesson 1: Introduction to Self-Control

• Activity 1: Self-Control Boot Camp
• Activity 2: Assess Your Self-Control 5-9 73-77
• Activity 3: What Self-Control Really Means
• Activity 4: How Self-Control Helps Me

Lesson 2: You are in Control

• Activity 1: The Choices We Make
10-15 78-83
• Activity 2: How Actions Impact Us
• Activity 3: Using Self-Talk

Lesson 3: Impulse Control

• Activity 1: Stop and Think
• Activity 2: Considering Consequences
16-25 84-93
• Activity 3: Making Positive Choices
• Activity 4: Using Willpower
• Activity 5: What Would You Do?

Lesson 4: Controlling Our Words and Actions

• Activity 1: Thinking About What We Say
• Activity 2: Respecting Personal Space 26-32 94-100
• Activity 3: Waiting Our Turn
• Activity 4: Following Rules and Directions

Lesson 5: Using Self-Control to Accomplish Tasks

• Activity 1: Staying Motivated & Avoiding Procrastination
• Activity 2: How Would You Stay Motivated?
33-40 101-108
• Activity 3: Avoiding Distractions
• Activity 4: Doing Your Best Work
• Activity 5: Not Giving Up

© 2018 Pathway 2 Success

 Table of Contents
Resource Color B&W
Lesson 6: Managing Emotions
• Activity 1: Understanding Emotions
• Activity 2: Hit the Pause Button
• Activity 3: Coping Strategies 41-52 109-120
• Activity 4: Managing Frustration
• Activity 5: Managing Worry
• Activity 6: Managing Anger
Lesson 7: Skills that Help with Self-Control
• Activity 1: Planning
53-56 121-124
• Activity 2: Time Management
• Activity 3: Perseverance
Lesson 8: Self-Control Practice
• Activity 1: Don’t Hit the Bubbles
• Activity 2: Dance It Out
• Activity 3: Try Not to Laugh
57-68 125-136
• Activity 4: One Now or Two Later
• Activity 5: Red Light – Green Light
• Activity 6: Simon Says
• Activity 7: Don’t Blurt It Out

Certificate of Achievement 69-71 137-139

© 2018 Pathway 2 Success

 • Self-Control Boot Camp •
Educator Guide
This resource is a set of lessons and activities aimed to teach and practice skills for
self-control. For many learners, these skills are foundational to being successful in
academic and social settings. Kids who struggle with self-control might have
difficulty following directions, rush through assignments, interrupt others, have
trouble staying seated, become easily frustrated, have difficulty regulating their
emotions, and more.

These lessons and activities can be taught to a small group or a full class. It’s
important to note that all students can benefit from improving their self-control
skills. Therefore, these lessons are ideal for all students, whether they have strong
self-control skills to start or they are in need of extreme intervention. As always
with any group, it is helpful to have some peer role models to provide extra
supports to those who greatly struggle with self-control.

These lessons are designed to follow in order, with step-by-step directions for the
educator. Of course, if there are areas that your learners do not need or skills that
do not apply, you can skip them and continue on with other lessons, as needed.
Depending on the time you have for your students, you can choose to complete 1-2
activities per session or just work through at your own pace.

After students go through all lessons, a certificate is included to celebrate their

success and new learning.

The lessons help to teach the following skills:

• What it means to have self-control and why it is important

• How to stop and think before making a decision
• Understanding impulse control and willpower
• Using self-control to accomplish tasks and responsibilities
• Regulating emotions and using coping strategies
• Skills that impact self-control, such as planning, time management, and
perseverance
• Practicing activities to strengthen self-control over time

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 1 Introduction to Self-Control
Students will assess their self-control skills.
Objective Students will define self-control and give examples for using self-control.
Students will identify reasons why self-control is important.

1. Introduction: Let students know that they will be starting a set of lessons and
activities called Self-Control Boot Camp! The goal of these activities is to help all
learners improve our self-control skills. Ask students to discuss what self-
control skills might mean.
2. Activity 1: Pass out the “Self-Control Boot Camp” worksheet. Read through to
explain the goals and expectations of these lessons. Have students respond to
the prompts to begin discussions about organization. Give time to share.
3. Activity 2: Explain that students will be assessing their current level of self-
control. That means they will be answering questions and scoring themselves. For
this activity, it’s most important just to be honest with yourself. Let kids know
it’s not graded and doesn’t need to be shared with anyone. It’s just to help you
know what you need to work on.
4. Pass out the “Assess Your Self-Control” worksheet. Read through. Have students
score themselves and give time for kids to reflect about what areas they might
need to improve upon. Give time for kids to share if they are comfortable.
5. Activity 3: Discuss that the assessment might have given a hint at what self-
control really is, but what does that look like in real life? Ask students to share
some example of what self-control might look like.
Lesson Plan
6. Pass out the “What Self-Control Really Means” worksheet. Read through. Have
students read the situations and shade in examples of someone using self-
control. They should shade in: 1, 3, 4, 5, 6, 7, 8.
7. Have students give examples of times they already used self-control this week.
They might say: getting up for school even if they don’t want to, stopping
themselves from saying something inappropriate or rude, waiting their turn in
line, etc.
8. Activity 4: Ask students why they think self-control is so important? Why might
we be focusing a whole unit on self-control? Have students share ideas.
9. Pass out the “How Self-Control Helps Me” worksheet. Read through. Have
students read scenarios and discuss how each person might benefit from using
self-control in the moment. Possible answers: #1 If Ryan pushes himself and
sticks with it, he will do his best work and get the grade he wants. #2 If Tianna
keeps her negative thoughts to herself, she will get her work done in her group
and not get in trouble in class. #3 If Michael follows his coach’s directions, the
coach will trust him in the future. He might want to take a shot but maybe it’s
not what’s best for the whole team.
10. Closing: Discuss closing questions.

• What is self-control?
Closing • What are some examples of using self-control?
Discussion • Why does it matter to study self-control?
Questions • What are some ways you’ve already used this skill this week?
• What are some ways that self-control can help us?

© 2018 Pathway 2 Success

 Lesson 1 - 1
Name: _________________________________________________________ Date: _________________________

• Self-Control Boot Camp •

Welcome to Self-Control Boot Camp! You’ve been specially selected to join a team
that will help improve our self-control skills over time. We’ll learn some things,
play some games, and participate in activities that will help us develop and
strengthen skills.

Over the next lessons, we’ll be working on:

• Assessing our self-control skills
• Understanding the benefits to self-control
• Learning how to stop and think before making a decision
• Controlling our words and actions to make positive choices
• Using self-control to accomplish tasks and work
• Managing our emotions, including feelings of anger, frustration, and worry
• Practicing self-control to strengthen our skills over time

Consider what you

already know about
self-control. Is this
skill a strength for
you? Something you
need to focus on?
Explain.

What are some

things you’d like to
learn, accomplish,
or do in self-control
boot camp? How do
you think these
activities might help
you? Brainstorm a
list of your own
ideas to the right!

© 2018 Pathway 2 Success

 Lesson 1 - 2
Name: _________________________________________________________ Date: _________________________

• Assess Your Self-Control •

Consider your own level of self-control by completing the assessment below. Read
each statement and score yourself.

0 = Never 1 = Occasionally true 2 = Sometimes true 3 = Mostly true 4 = Always

STATEMENT MY SCORE
#1 I stop and think before making a big decision.

#2 I can stop myself from doing something I know I shouldn’t do.

#3 I raise my hand to share my thoughts in class.

#4 I am comfortable waiting my turn for something.

#5 I can follow directions from an adult.

#6 I stop and think before saying something.

#7 I can push myself to stay motivated on tasks I don’t want to do.

#8 I start my work right away without procrastinating or making excuses.

#9 I always do my best work, even on challenging tasks.

#10 I can keep my cool even when I’m upset.

#11 I use strategies to help me manage my feelings on the spot.

#12 I can control my words and actions to make good choices in the
moment.

~~~ Let’s Think About It! ~~~

What are some ways you could improve your self-control skills? How do you think it
might help you?

© 2018 Pathway 2 Success

 Lesson 1 - 3
Name: _________________________________________________________ Date: _________________________

• What Self-Control Really Means •

Having self-control means being able to regulate our own
thoughts, feelings, and actions. It is the ability we use to stop
and think before making a decision so we can do what is best
in the moment. Sometimes that means stopping ourselves
from saying something that might be hurtful, while other times
it means motivating ourselves to finish a task we need to do.
Self-control is an important skill because we can’t just all do
whatever we want in the moment! We have to learn how to
think about our behaviors so we can make the best choices
possible.

Read each situation. Color in the examples that show the person was using self-
control.

#1 Anna waits to start #2 Amara had homework to

#3 Jake left the last cookie
eating dinner until her mom do but went to the movies
for his brother.
gets to the table. instead.

#5 Mr. Phelps saw a nice

#4 Greg raised his hand in #6 Byron stopped himself
looking sandwich in the
class and waited to be from sending a mean text
fridge but left it because it
called on. to a friend.
wasn’t his.

#7 Jason stopped himself #8 Marissa turned her #9 Trisha yelled out the
from making an phone off to finish her answer in class as soon as
inappropriate joke in class. assignment. she knew it.

~~~ Let’s Think About It! ~~~

What are some ways you have used self-control skills this week?

© 2018 Pathway 2 Success

 Lesson 1 - 4
Name: _________________________________________________________ Date: _________________________

• How Self-Control Helps Me •

Having self-control is a critical skill! It helps us to think about
what we do and say so we can make the best decisions possible.
This helps us to be socially appropriate in different places, show
kindness to our friends, and helps us finish the tasks we need to.
When we use self-control, it helps us meet the goals we have set
for ourselves.

Read each situation and discuss how each person might benefit
from using self-control.

#1 Ryan has been working on

his science project that is
due tomorrow. He’s almost
done but just wants to leave
it the way it is and turn it in,
even if it’s not done.

#2 Tianna doesn’t get along

with another girl in her
math group. She wants to
tell her how she really
feels, but it’s in the middle
of class.

#3 Michael’s coach tells him

to pass the ball to Brandon
when they get down on the
court. The moment comes
and Michael really just wants
to take the shot himself.

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 2 You Are In Control
Students will explain that we make many choices throughout the day.
Objective Students will identify ways that our choices impact ourselves and others.
Students will use self-talk to help encourage make positive choices.
1. Introduction: Explain that one of the most critical aspects to understanding
self-control is realizing who is in control: YOU! Sometimes we might have
impulses or urges to do something, but we always have control of our own
actions and behaviors.
2. Activity 1: Ask students to estimate how many choices they make per day. The
truth is we make thousands of them every single day. Many of those decisions
might not feel like choices in the moment, but they always are.
3. Pass out the “Choices We Make” worksheet. Read through. Have students come
up with examples on their own or in partners for choices they make.
4. Highlight that it’s most important to understand we always have a choice in our
behavior. Sometimes we act really quickly or don’t think about our decision, but
that is where self-control comes in. If we can strengthen our skills for self-
control, we can learn to make the best choices more often.
5. Activity 2: Ask students why it matters to talk about choices. Choices actually
impact ourselves and others all the time. Things we say or do can impact how
other people feel and their reaction to us in the future. For example, if you lie to
a parent about something, what might that impact be? You might get grounded
and end up feeling bad. Your parent might be upset because they trusted you
and maybe even will be less likely to trust you in the future. That’s just one small
example. Our choices can impact for the positive or the negative sometimes.
Lesson Plan
6. Pass out the “How Actions Impact Us” worksheet. Read through. Read each
situation, identify how the person could be impacted and how others might be
impacted, too.
7. Get students in partners or small groups. Pass out a set of task cards to each
group. Have them read each card and discuss how you might be impacted and
how others might be impacted. If students finish, they can consider what other
choices you might have had in each situation.
8. Activity 3: Let students know that one of the most important tools you will
teach them is about self-talk. We all use our inner voice to remind us things,
encourage us, and even let us know what not to do. That is our self-talk. That
inner voice can actually help us make good choices if we use it the right way.
9. Pass out the “Using Self-Talk” worksheet. Read through. For each situation, have
students come up with self-talk they might say to themselves. Possible
answers include: #1 “You can wait. It’s not that important. If you want, you can
write down your thought so you don’t forget.” #2 “Finish your homework first
and then you can watch your show after.”
10. Pass out the “Self Talk Slips”. Encourage students to write in some self-talk that
might encourage them to make good choices and do the right thing, such as, “You
can do this,” and “What would a good choice be right now?”
11. Closing: Discuss closing questions.
• What are some choices we make each day?
Closing
• Why are our choices important? Who can they impact?
Discussion
• How is self-control related to the choices we make?
Questions
• What is self-talk and how can it help us make good decisions?
© 2018 Pathway 2 Success
 Lesson 2 - 1
Name: _________________________________________________________ Date: _________________________

• The Choices We Make •

Every day we are faced with many choices. Really, almost everything we do is a
choice! We choose what time we are going to wake up, what clothes we are going to
wear, where we sit on the bus, how we start our work in class, and what we say to
others around us.

Come up with a list of your own examples for choices you make throughout the day
or week.

The Choices I
Examples
Make

At School

At Home

With Friends

~~~ Let’s Think About It! ~~~

Sometimes you might feel like you don’t have a choice in something, like doing your
homework or being polite to a teacher. The truth is, you are still making a choice! You
just probably recognize that the consequences for not doing those things are not
very good. Do you always have a choice? Why or why not?

© 2018 Pathway 2 Success

 Lesson 2 - 2
Name: _________________________________________________________ Date: _________________________

• How Actions Impact Us •

It’s so important to note that our actions and choices make an impact. These
choices impact us and others, too. Sometimes even small decisions we make
throughout the day can have a big impact on people. This is one of the reasons why
developing self-control is such an important skill.

For each situation, identify how each person’s choice can impact them and others.

How could the

How could others be
Situation person be
impacted?
impacted?

#1 Jayden doesn’t
finish his part of
the math project
due tomorrow.

#2 Nicole takes
her sister’s
headphones
without permission.

#3 Stephen
smashes his
friend’s phone in
anger.

#4 Avery helps a
new student by
offering them a
seat at lunch.

© 2018 Pathway 2 Success

 Lesson 2 - 2 Lesson 2 - 2

#1 #2
You spill your You spend
drink at lunch extra time
and don’t clean studying
it up. for a test.

Lesson 2 - 2 Lesson 2 - 2

#3 #4 You eat a
You do a trick
on your bike special
that you know dessert that
is unsafe. is saved for a
party.

Lesson 2 - 2 Lesson 2 - 2

#5 You are #6
playing a You help
game and cook dinner
don’t finish with your
your parent.
chores.

Lesson 2 - 2 Lesson 2 - 2

#7 You say
#8 You leave
soccer
something
practice early
mean to
because you
someone on
are annoyed
social media.
with the coach.
 Lesson 2 - 3
Name: _________________________________________________________ Date: _________________________

• Using Self-Talk •
Self-talk is the voice that we speak to ourselves with throughout the day. We might
encourage ourselves to do something, tell ourselves a choice isn’t a great idea, or
make a plan for how to start our work. Using self-talk is a critical tool for success
because it is our brain’s way to help us make good decisions!

Read each situation. Then, come up with some self-talk you might use to help
yourself make a good decision.

#1 You have been raising your

hand for a while and you are
starting to feel annoyed
because the teacher hasn’t
called on you yet.

#2 You have a bunch of

homework you don’t want to do.
You would much rather just talk
to your friends or go watch your
favorite show.

~~~ Let’s Think About It! ~~~

When are some other times you might use self-talk to encourage yourself to make a
good decision or do the right thing?

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 3 Impulse Control
Students will stop and think before making a decision.
Objective
Students will consider options and consequences for situations.
1. Introduction: Explain that impulse control is our ability to stop ourselves from
doing what we might want to in the moment. Think about what the world would
be like if people just did exactly what they wanted in the moment! Being able to
control our impulses helps us respect others and make positive choices for the
long-term.
2. Activity 1: Explain that one of the foundational elements to self-control is just
being able to stop and think. Remember that we make thousands of decisions
every day! So learning to stop and think at the right times can take practice.
3. Pass out the “Stop and Think” worksheet. Read through. Have students come up
with situations where they might need to stop and think. Examples might include:
you are mad at a friend, you are upset with someone in class, you want to take
something that isn’t yours, or you are about to break a rule in class.
4. Pass out the second worksheet. Students can cut out their stop signs and paste
the front and back together as a visual reminder to stop, think, and consider.
5. Activity 2: Explain that when we stop and think, we also have to think about
consequences for our actions. Often, this can help us make good decisions.
6. Pass out the “Considering Consequences” worksheet. Read through. Have students
come up with possible choices and then consequences for those choices. For
example, in number one, Maria might ignore the work and a possible consequence
for that might be getting a lower grade or feeling stressed. She might also talk
Lesson Plan
to the teacher or a friend about work, which could lead to feeling better and her
grade increasing.
7. Activity 3: Pass out the “Making Positive Choices” worksheet. Read through. Have
kids brainstorm what it means to make a positive choice. Examples might be: a
choice that helps us later on or a decision that keeps us and others safe. It’s
helpful to relate this back to self-control.
8. Have students color each situation that shows positive choices: 1, 3, 5, 6, 9. Have
students choose one situation and explain why it is positive or not. Give time to
share.
9. Activity 4: Pass out the “Using Willpower” worksheet. Read through. Discuss each
scenario and have students identify how each person could use willpower to
achieve their goals. Answers include: #1 He can remind himself of his goal and
say no or he can eat a healthier snack instead. #2 He can tell his friends he’ll go
another time. #3 She can turn her phone off until all of her homework is done.
10. Activity 5: Pass out the “What Would You Do?” Worksheet. Read through.
11. Pass out the task cards to partners or small groups. Have students practice
stopping and thinking to make a positive choice in the end. Encourage students to
think aloud with each situation. If time is left, students can make up their own
situations to ask the class.
12. Closing: Discuss closing questions.
• What does it mean to stop and think? What do you have to do to make that
Closing happen?
Discussion • How can stopping and thinking help us make better decisions?
Questions • What is willpower? Why does it matter to have it?
• What are some situations that are important for you to stop and think? Why?
© 2018 Pathway 2 Success
 Lesson 3 - 1
Name: _________________________________________________________ Date: _________________________

• Stop and Think •

One of the biggest elements of self-control is learning how to stop
and think before making a choice. Imagine you want to call an
answer out to the class, a friend asks you to come over even when
you have homework to do, or a classmate asks to copy your paper.
These are all quick decisions we have to make in the moment, which
is why we need to learn how to stop and think.

#1 STOP – Actually stop yourself. Take a few seconds to just pause the moment by
taking a deep breath or counting to 10 slowly. This takes practice because it is
difficult to do when you are about to make a split second decision.

#2 THINK – Think about the situation. Try to take the time and think about what is
going on, who is involved, and why the situation matters. Just giving yourself this
time can help you think more clearly.

#3 CONSIDER – Consider the options you might have. What is a good decision? How
would your future self feel about that decision? Is there something you can do
differently? Let your brain consider these options before moving forward.

~~~ Let’s Think About It! ~~~

Come up with a situation of your own that might cause you to have to STOP and
THINK before making a decision. What thoughts might go through your head? What
decision would you make and why?

© 2018 Pathway 2 Success

 Lesson 3 - 1
• Stop and Think •
DIRECTIONS: Cut out the stop
signs and paste them
together as front and back.
You can past them to a craft
stick to hold them up.

STOP
THINK
CONSIDER

© 2018 Pathway 2 Success

 Lesson 3 - 2
Name: _________________________________________________________ Date: _________________________

• Considering Consequences •
There are consequences for every choice that we make. Sometimes the
consequences are given by adults, like being spoken to, getting a detention, or being
grounded. Other times, we experience more natural consequences, like a friend that
stops talking to us when we do something irresponsible or mean.

Read each situation and come up with at least two choices for handling the
situation. Then, identify possible consequences or outcomes that could come about
because of each decision.

Possible
Situation Possible Choices
Consequences

#1 Maria was
out sick two
days and now
feels
overwhelmed
with the
work.

#2 Someone
tells Tom to
trip someone
in the hallway
for fun.

#3 Brad asks
Paige if he
can copy her
homework
assignment
before class.

© 2018 Pathway 2 Success

 Lesson 3 - 3
Name: _________________________________________________________ Date: _________________________

• Making Positive Choices •

Using self-control can help us to make the most positive choices for us. In your own
words, describe what a positive choice means:

~~~ Let’s Think About It! ~~~

Read each situation and color in the ones that are positive choices.

#1 Tanya starts her #2 Tyson lied to his mom so #3 Ben helped a friend who
homework right when she he could stay out later with was being treated poorly
gets home from school. a friend. by others.

#5 Jason had a fight with #6 Mandy took extra time

#4 Theresa let her friend
a friend so he gave himself studying for a test even
copy her homework.
time to cool off. though she was bored.

#7 Brandon colored in class

#8 Mason jumped over a #9 Tessa shook hands with
when his teacher gave the
desk in class to make his her opponent after she
direction to start their
friends laugh. lost the game.
science work.

Choose one situation from above. Explain why it is a positive choice or not.

© 2018 Pathway 2 Success

 Lesson 3 - 4
Name: _________________________________________________________ Date: _________________________

• Using Willpower •
A huge part of self-control is using willpower, which is our ability to stop our first
impulse and restrain ourselves in the moment in order to meet other goals later on.
Sometimes what you want in the moment isn’t what you really want long-term.

Let’s consider an example. Tomorrow you have tryouts for the soccer team and you
want to do really well. Your friends ask you to hang out and stay out late. You know
if you stay out late you will be tired and not as well-rested for the tryouts, but
hanging out with friends sounds fun. Do you have the willpower to say no to fun in
the moment so you can do better tomorrow? These are tough situations that cause
us to really use our self-control. Using willpower can be tough!

Read each situation and discuss how each person could use willpower to get to their
long-term goals.

#1 Tyler made a goal to eat

heathier each day. His friend
offers him a chocolate
cupcake. He wants to say no
but the cupcake looks good.

#2 Greg is trying to save up

for a new bike. His friends
invite him to the movies,
which he knows can be
expensive.

#3 Amanda has a lot of

homework to do. It’s hard
for her to stay focused and
she just heard her phone go
off a few times. She wants
to know who texted her.

© 2018 Pathway 2 Success

 Lesson 3 - 5
Name: _________________________________________________________ Date: _________________________

• What Would You Do? •

Let’s take some time to practice self-control by figuring out what you might do in
some different situations.

Remember to:

# 1 S t o p a n d T h i n k ! Take time just to stop yourself before you react to your first
impulses. Think about the situation and what options you might have.

# 2 C o n s i d e r C o n s e q u e n c e s . After considering your options, think about what

consequences or outcomes each possible action might have.

# 3 T h i n k L o n g - T e r m . Consider how your future self would react to your

situation. This is an important component to help you work towards your goals.

# 4 M a k e a P o s i t i v e C h o i c e . Make the choice that is right for you. Remember

to do what YOU think is right instead of just following something for someone else.

~~~ Let’s Think About It! ~~~

Which of the steps above is most difficult for you? Are there areas that you need to
work on more than others? Which are most important to you? Describe below.

© 2018 Pathway 2 Success

 Lesson 3 - 5 Lesson 3 - 5

#1 A friend #2 You take a funny

invites you picture of a friend
over but and you want to
you should post it online but
be they ask you to
studying. delete it.

Lesson 3 - 5 Lesson 3 - 5

#3 You want to #4 You see art

ride your bike supplies
but you have laying on the
homework due counter and
tomorrow. want them for
yourself.

Lesson 3 - 5 Lesson 3 - 5

#5 You want to
#6 You are
watch TV but angry with
your sister is a friend
watching her and want
favorite show. to get back
at him.

Lesson 3 - 5 Lesson 3 - 5

#7 Your friend #8 You want to kick

leaves their snack the soccer ball
at the table when but your gym
they get up. You teacher tells
really want class to freeze.
some.
 Lesson 3 - 5 Lesson 3 - 5

#9 A teacher asks #10 A friend tells

you to write in you a secret
your homework online and
log but you you really
don’t like to. want to tell
others.

Lesson 3 - 5 Lesson 3 - 5

#11 Your teacher #12 A teacher tells

says it’s silent you that you
reading time can take a
but you’d piece of candy
rather work but the whole
on homework. dish is there.

Lesson 3 - 5 Lesson 3 - 5

#13 You think

#14 You see a
you see your balloon in
pencil in the hallway
someone and want to
else’s desk. pop it.

Lesson 3 - 5 Lesson 3 - 5

#15 #16 A friend

You want to offers to
tell a funny let you
joke at lunch copy their
time. homework.
 Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5
 Self-Control Boot Camp • Educator Guide
Lesson 4 Controlling Our Words and Actions
Students will use self-control to think before they say something.
Objective
Students will identify how following rules and expectations is related to self-control.
1. Introduction: For these lessons and activities, we will practice controlling our
actions and our words. That includes everything we say and do.
2. Activity 1: Ask students to think about why it’s important to have self-control
with what we say. Answers might include: to be kind to others, to make good
choices, to not hurt feelings, and think through what comes out of our mouth.
3. Pass out the “Thinking About What We Say” worksheet. Read through. For each
thought, have students come up with what they might say in that situation.
Possible answers: #1 You could say nothing or “It’s nice to work with you.” #2
“Thanks so much for cooking.” #3 “You could say nothing or raise your hand to
answer a question and stay focused.
4. Pass out the thought cards. In partners, have students review the thought and
think about what they might say instead. You can give time for kids to share
some responses to the whole group.
5. Activity 2: Explain that self-control is also about making sure we are aware and
in control of our own bodies. In this activity, we’ll focus on respecting personal
space.
6. Pass out the “Respecting Personal Space” worksheet. Read through. For each
situation, have students discuss whether the person is respecting personal
space. Possible answers: #1 No because he took something that wasn’t his. He
could ask to see it instead. #2 Yes because she is greeting her friend but not too
Lesson Plan close. #3 No because she is in her personal space by touching her hair. She could
have a conversation with her instead. #4 Yes because he asks before taking
something. #5 No because she takes something on someone else’s plate. She
could ask or just eat her own snack.
7. Activity 3: Ask students to share examples of when they have to wait for things.
Ask students to consider how waiting is related to self-control. You might not
want to wait but it’s the socially appropriate thing to wait your turn.
8. Pass out the “Waiting Our Turn” worksheet. Read through. You can have students
partner read the poem by taking turns reading alternating lines.
9. Have students draw or list all the positive thoughts they can think about while
waiting their turn. Give time to share.
10. Activity 4: Explain that self-control also included being able to follow rules and
directions given. Have kids brainstorm rules and expectations they have to follow
each day: raising hair hand to talk, waiting to get up to sharpen a pencil, using
appropriate language, etc. We have to use self-control to do these things!
11. Pass out the “Following Rules and Directions” worksheet. Read through. Have
students read the situations and give each person a strategy to follow the rules
or directions.
12. Give time to share students’ own experiences with using self-control to follow
rules and directions.
13. Closing: Discuss closing questions.
• What are strategies for controlling what we say?
Closing
• What is personal space? Why is it important to respect personal space?
Discussion
• What does it mean to wait your turn? Why is it important?
Questions
• How can you use self-control to help with following rules and directions?
© 2018 Pathway 2 Success
 Lesson 4 - 1
Name: _________________________________________________________ Date: _________________________

• Thinking About What We Say •

Another component to self-control is learning to control what we say. That includes
that words we say, how we say them, and when we say them. Remember that our
words can impact others in both positive and negative ways. For example, we can
hurt someone’s feelings by saying we don’t like their new haircut. We can also make
them feel happy if we tell them we love it! That’s why it’s important to stop and
think about what we say before the words come out of our mouth. Sometimes we
might call this having a social filter because we are filtering our thoughts.

Read each thought. Then, stop and think about what you might say using your skills
of self-control. Remember to consider how what you say might make others feel and
if it’s appropriate BEFORE you say it! Also, note that sometimes it is okay to say
nothing!

“Do I have to work with

her? I wanted to work
with my friend instead.”

“I really don’t like the

dinner my dad cooked
tonight.”

“This class is so boring

right now. I could just
fall asleep.”

© 2018 Pathway 2 Success

#1 #2
Lesson 4 - 1 Lesson 4 - 1

“I really don’t want to “I hate this class. I’d

work with this person. rather be in gym or art
They are annoying.” right now.”

Lesson 4 - 1 Lesson 4 - 1
#3 #4

“I’m not a big fan of “I would never wear what

their new haircut.” that person is wearing.
What are they thinking?”

Lesson 4 - 1 Lesson 4 - 1
#5 #6
“Is that a pimple on “Why doesn’t the teacher
his nose? Eww!” EVER call on me?”

Lesson 4 - 1 Lesson 4 - 1
#7 #8
“I know I’m in science
class but all I want to “That person’s art work
talk about is what I’m came out ugly!”
having for lunch.”
#9 #10
Lesson 4 - 1 Lesson 4 - 1

“Do I have to do this “I love their art

homework assignment? I work. They did a
don’t want to.” great job.”

Lesson 4 - 1 Lesson 4 - 1
#11 #12
“It’s not fair that we
“What happened with my all lose free time
teacher’s hair?” because someone else
was talking!”

Lesson 4 - 1 Lesson 4 - 1
#13 #14
“I’m supposed to be “I’m confused and have
reading but it is the no idea how the teacher
end of the class yet?” got that answer.”

Lesson 4 - 1 Lesson 4 - 1
#15 #16
“I’m SO angry with “My partner is really
them right now that good at math. I’m glad
I want to get back they are helping me.”
at them!”
 Lesson 4 - 2
Name: _________________________________________________________ Date: _________________________

• Respecting Personal Space •

Personal space is the distance you keep between yourself and someone else.
Imagine that you have an invisible bubble all around you! That’s your personal
space. It’s important to give everyone their own personal space. If we get too
close to someone and get in their personal space, it can make them feel
uncomfortable. Sometimes we might want to get really close to someone to see
what they are doing or take something that they have because we’re interested.
This is where self-control comes along! Because we know we should give other
people personal space, we can learn to use our self-control and stop ourselves
from getting too close.

Read each situation and identify if each person is respecting personal space. If
they are not, come up with what they could do differently.

Is the person respecting personal

Situation space? Why or why not? What could
they do?

#1 Tyrese really likes the pen

Keisha is using so he goes and
takes it from her.

#2 Robyn says hi to her friend

in the morning from a few
steps away.

#3 Molly touches Gina’s hair and

tells her it is soft when they
are in line for lunch.

#4 Michael notices an
interesting book on his friend’s
desk and asks if he can look at
it.
#5 Angela is curious about her
friend’s snack so she takes a
few pieces off her plate when
she gets up.
© 2018 Pathway 2 Success
 Lesson 4 - 3
Name: _________________________________________________________ Date: _________________________

• Waiting Our Turn •

Sometimes we have to wait. That’s just part of life! We might have to wait in line at
lunch, wait for the teacher to call on us, or wait for our parents to be ready to
bring us somewhere we want to go. Sometimes it’s difficult to wait because you
might want to do something right away, but it’s important to use self-control. You
can remember why you are waiting and remind yourself that you will have your turn
soon. It’s also helpful to have a “bank” of positive thoughts to think about to help
you stay patient when you are waiting. First, read the poem about waiting your turn!

Waiting my turn
It really isn’t a race
We have to be fair
And we all get a space
I wouldn’t like it
If someone took my spot
So I’ll work to be patient
And think a positive thought

~~~ Let’s Think About It! ~~~

Draw or list all of the positive thoughts you can think about while waiting for your
turn at something.

© 2018 Pathway 2 Success

 Lesson 4 - 4
Name: _________________________________________________________ Date: _________________________

• Following Rules and Directions •

We all have rules and directions to follow throughout the day. Sometimes it takes a
good amount of self-control to follow them, especially if it is something we don’t
want to do! Here are some strategies you can use to help you follow rules and
directions:

# 1 U s e s e l f - t a l k . Remind yourself that you should follow the rules and why they
are important.

# 2 T h i n k o f y o u r g o a l s . Consider how following that rule or direction will help

you later on. For example, if a teacher gives you a direction to start your work, consider
how that will help you improve your grade.

# 3 C o n s i d e r t h e c o n s e q u e n c e s . Before you break a rule, take the time to

consider the consequences and outcomes of your decision. If you leave class without
permission, will you get a detention? If you refuse to start the assignment, will you get a
phone call home? Just taking a few seconds to think of these consequences can help
remind you that it’s just easier to follow directions in the first place.

~~~ Let’s Think About It! ~~~

Read each situation and consider what each person could do. Give them a strategy to
help them follow the rules or directions.

#1 Jayson’s whole table was told to leave

lunch last because someone else made a
mess. He doesn’t think that’s fair because
he didn’t make the mess.

#2 Leslie’s friend tells her that she’s going

to skip class today and tells her she should
come, too.

#3 Brandon’s teacher told the class to

return to their seats but he isn’t finished
with what he was doing.

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 5 Using Self-Control to Accomplish Tasks
Students will identify and discuss strategies for staying motivated.
Objective Students will identify distractions and discuss strategies for avoiding them.
Students will rate their own quality of work.
1. Introduction: Sometimes we think of self-control as stopping ourselves from
doing something, which can be true, but self-control is also about managing
ourselves so we can get tasks done, too.
2. Activity 1: Ask students to share what it means to “be motivated”. Have
students share times when they needed to be motivated in order to get
something done.
3. Pass out the “Staying Motivated” worksheets. Read through. Have students use
the second worksheet to reflect on their own level of motivation. Give time to
share.
4. Activity 2: Let students know they will be using task cards to discuss situations.
For each situation, they should stop and think about how to handle it, keeping in
mind our strategies for staying motivated and avoiding procrastination.
5. Pass out the Motivation Task Cards. Give time for partners to discuss. Review
some cards together as a group.
6. Activity 3: Explain that in order to get things done, sometimes we have to move
other things aside. Sometimes you might really want to accomplish a task, but
there are distractions. Ask students to share some examples of distractions
they might have to deal with: phones, friends, television, and so on.
7. Pass out the “Avoiding Distractions” worksheet. Read through. For each situation,
have students figure out what each person can do to avoid the distraction.
Lesson Plan
Possible answer: #1 Mindi can keep her phone somewhere else, shut it off, or
put it on silent. #2 Tom can ask his friend to stop and get the work done or he
can just ignore him until the work is done.
8. Have students come up with their own personal distractions and how to manage
them. Give time to share.
9. Activity 4: Ask students for an honest answer of how many kids have
completed an assignment that was definitely not our best quality of work.
Sometimes we want to turn things in just to get them done and off our plate,
but that is not doing our best work. Ask students to share what it means to do
our best work.
10. Pass out the “Doing Your Best Work” worksheet. Read through. Have students
find a recent assignment of their own to rate and discuss.
11. Activity 5: Pass out the “Not Giving Up” worksheet. Read through. Have students
work independently or with a partner to solve the problems. It’s important to
give them time to get stuck, think about it, and figure things out on their own. It
should be a challenge! Give time to share responses at the end. Answers: 1)
3+3=6 2) banana split 3) 30 4) globe=5, science flask=4, bulb=11 5) traveling
over seas 6) a towel
12. Have students discuss how it felt to work through a challenge.
13. Closing: Discuss closing questions.
• What are strategies for staying motivated? What can you do when you start to
Closing
procrastinate on something?
Discussion
• What are common distractions for you? How can you manage them?
Questions
• What does it mean to do your best work? How can you get there?
© 2018 Pathway 2 Success
 Lesson 5 - 1
Name: _________________________________________________________ Date: _________________________

• Staying Motivated •
Motivation is our desire to get something done. You might need motivation to start your
homework, clean your bedroom, begin a long-term project, or even just wake up for school
in the morning. Sometimes it’s easy to stay motivated when it’s a task we want to do, like
something fun. Other times, though, we might struggle to stay motivated.

Procrastination is when you have a task to do but you put it off instead. Procrastination
often comes into play when there is a task we don’t really want to do or feel overwhelmed
in the moment. You might procrastinate when you watch a television show instead of
starting your homework You might also procrastinate when you tell yourself you will get to
cleaning your room later and go out to hang out with friends instead.

It takes some serious self-control to push forward and start a task you don’t really want
to do! Of course, it’s an important skill since we have to do chores, homework,
assignments, and other tasks all the time when we might not “want” to do them. It is just
part of life.

Here are some strategies to help you stay motivated and reduce procrastination:

# 1 S e t r o u t i n e s t h a t w o r k . Routines are behaviors we do on a regular basis,

like brushing our teeth. If something is a routine in our life, it’s just easier to do. If
homework is a challenge for you, make it a routine to start it right away when you get
home.

# 2 S t a r t s m a l l . Sometimes bigger tasks can be overwhelming. Remind yourself to

start small and finish just one part of that task. Usually, that can give you the boost you
need to keep going.

# 3 G i v e y o u r s e l f d e a d l i n e s . Use time management skills to help you stay

motivated by sticking with a schedule. Figure out what time you’d like something
accomplished and remind yourself of the deadline. You can even make mini-deadlines along
the way.

# 4 U s e “ 1 - 2 - 3 L i f t O f f ” . If you’re struggling with getting up to start the task,

imagine you are a rocket ship. Tell yourself that on the count of three you are just going
to get up and go. Give it a try.

# 5 C h e c k i t o f f t h e l i s t . Actually making a list of your to-dos and then checking

them off can help you feel successful. This feeling will help you to be even more motivated
for your next task.

# 6 R e w a r d y o u r s e l f . After you finish that task, give yourself a reward! Whether

it is a few minutes of playing a game, getting a special snack, or just relaxing, it’s nice to
recognize your accomplishments.
© 2018 Pathway 2 Success
 Lesson 5 - 1
Name: _________________________________________________________ Date: _________________________

• Staying Motivated •
Give an example of something you procrastinate on sometimes. How can you work to
stop the procrastinating and just get the job done?

What is something that really motivates you? How can you use that motivation to help
you accomplish other tasks?

How can motivation impact your overall life? What are ways you can work to stay
motivated, even on the tasks you don’t really want to do?

© 2018 Pathway 2 Success

 Lesson 5 - 2 Lesson 5 - 2
#1 You have a #2 You told a friend
big test to you would help
study for but them get ready
you want to for a party but
hang out with you don’t feel
friends. like it anymore.

#3 #4
Lesson 5 - 2 Lesson 5 - 2

It’s time to Your teacher tells

get up for you to start your
school but homework but you
you want to don’t want to so
hit snooze you ask to get a
again. drink.

Lesson 5 - 2 Lesson 5 - 2
#5 #6 You have a lot
You have a big
science project of homework
due next week due tomorrow
you haven’t but you don’t
started yet. feel like doing
it.

#7 #8
Lesson 5 - 2 Lesson 5 - 2

You have soccer

You are supposed
practice soon
to clean your
but you are
room but you are
tired and don’t
talking with a
want to get
friend online.
ready.
 Lesson 5 - 2 Lesson 5 - 2
#9 Your parent #10 Your coach at
asks you to practice tells
fold the you to jog a
laundry but lap but just
you don’t want to sit
want to. this one out.

#11 #12
Lesson 5 - 2 Lesson 5 - 2

A parent needs You have a big

your help with presentation in
dinner but you front of class
are in the tomorrow that
middle of a you don’t want to
show. do.

Lesson 5 - 2 Lesson 5 - 2
#13 A teacher tells
#14 You need to
you to start the organize your
assignment but binder but it is
you are tired a mess and you
and just want to don’t know
do it later. where to start.

#15 #16
Lesson 5 - 2 Lesson 5 - 2

You have a You know it’s

huge test time to go to
next week and bed but you’d
you haven’t rather stay up
studied at all. and text your
friends.
 Lesson 5 - 3
Name: _________________________________________________________ Date: _________________________

• Avoiding Distractions •
Distractions can get in the way of us doing our best work. In fact, distractions are
around us all of the time! That’s why it’s so important to use self-control to avoid
or ignore them. Common examples of distractions might be your phone, the
computer, friends, the television, noises, or music. Read each situation and help
each person avoid the distraction to accomplish their goal.

#1 Mindi is trying to do her

homework but her friends keep
messaging her on social media.
She realizes she is wasting a lot
of time going back and forth
between her phone and the work.

#2 Tom is working in a lab

group with some friends. One of
his friends keeps messing
around with the lab equipment
and making jokes. He thinks it’s
funny but he’s not getting his
work done.

~~~ Let’s Think About It! ~~~

What are your biggest distractors? List your top 3 and come up with strategies for
reducing or avoiding them in the moment.

Distraction Strategies for Reducing or Avoiding

#1

#2

#3

© 2018 Pathway 2 Success

 Lesson 5 - 4
Name: _________________________________________________________ Date: _________________________

• Doing Your Best Work •

It’s important to always do your best work! This is true with everything, including
school work that you turn in. This often takes self-control because sometimes we
might just want to do an assignment quickly and turn it in to get it “done”. Of
course, just done isn’t good enough! It should be your best work. Read the rubric to
help you learn what your best quality of work might look like.

Rating Quality of Work

• No spelling or editing mistakes

3 •
•
Final product looks professional
Work is accurate and complete
• All work is shown
• Very few spelling or editing mistakes

2 •
•
Final product looks mostly professional
Work is accurate but could use more detail
• Most of the work is shown
• Has some spelling or editing mistakes

1 •
•
Final product is somewhat sloppy
Some of the work may be inaccurate or incomplete
• Limited effort made overall
• Has multiple spelling and/or editing mistakes

0 •
•
Final product is sloppy and unprofessional
Work may be illegible or confusing to read
• Little or no effort made overall

~~~ Let’s Think About It! ~~~

Take out a recent assignment of yours that you finished. Rate your quality of work
from 0 to 3. Explain your rating. How could you make improvements?

© 2018 Pathway 2 Success

 Lesson 5 - 5
Name: _________________________________________________________ Date: _________________________

• Not Giving Up •
Perseverance is our ability to keep working through a task until we accomplish it, no
matter how difficult it gets. Sometimes, we might want to give up when something
gets challenging. However, we can use our self-control to push ourselves to keep
going and persevere until we are done.

Test your ability to persevere and not give up by solving the brainteasers and
riddles. If you get stuck, think of what strategies you could use to keep going and
figure it out!

#1 Move one stick to complete #2 Solve the brainteaser:

another correct equation.

BANANA
#3 Find the next number in the #4 Solve for the missing numbers:
pattern.

x = 20

3, 8, 12, 17, 21, 26… - = 7

+ = 10

#5 Solve the brainteaser: #6 Solve the riddle:

TRAVELING What gets wetter the

more that it dries?
C C C C

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 6 Managing Emotions
Students will identify and discuss different emotions.
Objective Students will practice strategies for managing emotions, including feeling angry,
worried, and frustrated.
1. Introduction: Explain that besides managing our behaviors, self-control is also
about managing our emotions. This can actually be a bit more challenging
sometimes because emotions can come on strong. We will learn some strategies
to manage and deal with our emotions so we can make the best decisions.
2. Activity 1: Explain that in order to manage our emotions, we first have to discuss
and understand them. Have students list some emotions they know.
3. Pass out the “Understanding Emotions” worksheet. Read through. Have students
give an example of a time they felt each emotion. They can also make up a
situation that makes sense if they are uncomfortable or unsure of giving an
example of their own. Give time to share and review and emotions needed.
4. Activity 2: Pass out the “Hit the Pause Button” worksheet. Read through. Have
students identify some strategies that might work for them to hit the pause
button. Remind students that doing this takes lots of practice, but your skills get
better over time.
5. Pass out the second page with the remote control. Have students list some of
their strategies on the blank side of the remote. Students can cut them out and
paste them back to back as a physical reminder of their strategies.
6. Activity 3: Pass out the “Coping Strategies” worksheet. Read through. Have
students read through the coping strategies with a partner and check off the
ones they think would work for them. Give time to share and discuss. Ask
Lesson Plan students if there are any strategies they might use that are not on the list.
Consider which strategies can be done at school and which couldn’t be, depending
on the time and class.
7. Activity 4: Pass out the “Managing Frustration” worksheet. Read through. Have
students give an example of a time they were frustrated and how they could
deal with it. Give time to share.
8. Activity 5: Pass out the “Managing Anger” worksheet. Have students use the list
to check off which triggers cause them to feel angry sometimes. Encourage
students to list strategies that might help them before or during the situation.
9. Ask students to consider a situation recently that caused them to feel angry.
What was it? Explain that we will be processing through those emotions to help
us problem-solve for the future. Pass out the second worksheet and have
students respond independently to the questions. Give time to share.
10. Activity 6: Pass out the “Managing Worry” worksheet. Read through. Have
students use the examples to come up with more positive and productive
thoughts. Possible answer: #1 “I can practice tonight so I can do my best.” #2
“Let me make a plan so I can get this done.” #3 “I can practice a bit more
tonight so I am the most prepared I can be.”
11. Activity 7: Pass out the task cards to partners. Have students discuss each
situation by identifying how they might feel and how they might manage it.
12. Closing: Discuss closing questions.
Closing • What are your biggest challenge emotions that you need to work on managing?
Discussion • What are some strategies for managing your emotions on the spot?
Questions • What coping strategies do you think can help you the most?
© 2018 Pathway 2 Success
 Lesson 6 - 1
Name: _________________________________________________________ Date: _________________________

• Understanding Emotions •
A huge part of self-control is being able to manage and control our own emotions.
Before we can work on managing our feelings, though, we have to understand and
identify them. Read each emotion. Then, come up with an example for when you
might feel that way or a time that you actually did feel that way.

Happy Worried

Disappointed Sad

Excited Angry

Proud Confused

© 2018 Pathway 2 Success

 Lesson 6 - 2
Name: _________________________________________________________ Date: _________________________

• Hit the Pause Button •

Emotions can come on quickly and give us little time to think before
we act. That’s why it’s important to learn how to stop and “hit the
pause button”. That means not reacting right away and just taking a
minute to stop and think.

Our emotions are actually designed to protect us when we are faced

with a real threat. Imagine you are out in the woods and a see a wild
animal. You would probably feel scared, which would trigger your
response to react. Your brain would be on survival mode instead of
thinking clearly. However, in most day-to-day situations, we don’t face
a real threat like that. We can learn strategies to keep our emotions
in check so that we can make good decisions and not be driven just by
our emotions. Remember that YOU want to be in control!

When you start feeling a bit overwhelmed by your emotions, remember to hit the
pause button. Here are just a few ways you can stop yourself before reacting:

Distract Yourself Calm Yourself

• Think about something funny • Take deep breaths
• Go do another activity • Close your eyes and picture a happy
• Listen to music, read a book, or place
watch a video • Use positive self-talk
• Think of something you’re grateful for • Close your eyes and say, “Pause.”
• Remember a positive memory • Count to ten slowly
• Picture a stop sign • Relax with a calming activity

~~~ Let’s Think About It! ~~~

Which strategies are your favorite to help you “hit the pause button” in your brain?
Which would you want to try?

© 2018 Pathway 2 Success

 Lesson 6 - 2
Name: _________________________________________________________ Date: _________________________

• Hit the Pause Button •

 Lesson 6 - 3
Name: _________________________________________________________ Date: _________________________

• Coping Strategies •
Coping strategies are activities that help us manage our emotions on the spot so
we can start to feel calm and think clearly again. Sometimes it’s best to think of
coping strategies like a stress shield. Problems and challenges are still going to
come our way, but if we have our coping strategies, we can block some of the
stress they bring.

It’s important to note that everyone has coping strategies that work best for them
as an individual. Someone might feel calm when they color or draw, while someone
else might need to talk a walk and move to reduce their stress. The most critical
element is that you find the strategies that work best for you!

Read through the coping strategies and select which might help you to manage your
strong emotions on the spot:

 Positive self-talk  Practicing yoga

 Listening to music  Practicing gratitude
 Writing in a journal  Reading
 Deep breathing  Writing a story
 Taking a walk  Building and doing puzzles
 Practicing mindfulness  Dancing
 Coloring or drawing  Looking at photos
 Chewing gum  Organizing and cleaning
 Exercising  Thinking of something funny
 Painting  Asking for help
 Listing your choices  Using a fidget
 Talking to others  Using a calm down jar

~~~ Let’s Think About It! ~~~

What coping strategies could you use to manage your emotions?
How would they help you?

© 2018 Pathway 2 Success

 Lesson 6 - 4
Name: _________________________________________________________ Date: _________________________

• Managing Frustration •
Frustration is an emotion we feel when something doesn’t go our way or we can’t
solve a problem. It’s normal and healthy to feel frustrated sometimes. In fact, we
can even use our frustrations to help us figure out how to solve or fix a problem
we are dealing with. For example, you might feel frustrated when you get a test
back and it’s not the grade you expected. Rather than letting that experience make
you feel defeated, you can turn your frustration into action! You can ask for extra
help, study extra each night, work harder on your assignments, and make a solid
goal to improve for the next test.

A little frustration can be a good thing, but too much frustration can backfire and
cause us to become angry. Here are simple strategies to manage your frustration
on the spot:

# 1 G e t c a l m . Use your coping strategies to help you get calm first before you
make any decisions (remember that this is self-control!). If your brain is clouded,
you won’t be able to think clearly about possible solutions.

# 2 I d e n t i f y t h e p r o b l e m . Think about what is causing your frustration.

You can even use an I-statement to express how you feel.

# 3 B r a i n s t o r m . Think of possible solutions for how to fix the problem at hand.

Then, consider the possible consequences of those solutions. This will help you make
the best decision for how to go forward.

# 3 T a k e a c t i o n . Choose the best solution and take action by doing something

about the problem. Just taking one small step can help propel you in the right
direction.

~~~ Let’s Think About It! ~~~

Give an example of a time you were frustrated. How did you deal with
it? What would you do differently now?

© 2018 Pathway 2 Success

 Lesson 6 - 5
Name: _________________________________________________________ Date: _________________________

• Managing Anger •
It’s normal to feel angry sometimes. You might feel angry when you feel like you’re
treated unfairly, someone isn’t listening to you, or you feel disappointed in yourself or
others. One helpful way to manage your anger is to understand your triggers ahead of
time. Fill out the chart to help identify your personal triggers for when you feel mad.

Is this
Possible Trigger for What could you do about it? What strategies could you use before
a
trigger?
Anger and during?

Failing or not doing

well at something

Being told what to do

Feeling left out

Feeling embarrassed

Someone doesn’t
listen to you

Someone threatens
you or someone you
care about

Someone doesn’t
agree with you

Someone accuses you

of something

© 2018 Pathway 2 Success

 Lesson 6 - 5
Name: _________________________________________________________ Date: _________________________

• Managing Anger •
What is something that you feel angry about sometimes?

Stop – How can you stop yourself and hit the pause button?

Think – What is the real problem or issue to be solved?

Consider – What are possible solutions? What are consequences for those?

Choose – How could you work on the problem?

© 2018 Pathway 2 Success

 Lesson 6 - 6
Name: _________________________________________________________ Date: _________________________

• Managing Worry •
Worrying about something can be a healthy emotion that helps us effectively
manage our stress. For example, if you worry about a test, it might drive you to
study a bit more. That’s a good thing! However, too much worry can hurt our ability
to think clearly. The good news is that you can learn to use self-control to change
your thoughts and feelings of worry into more productive thoughts that can actually
help you.

Read each worry. Then, turn it into a more productive thought that can help work
towards progress and problem-solving.

#1 “I’m really worried about

presenting in front of the
class tomorrow. What if I
do terrible?”

#2 “I have too much

work due this week.
There’s no way I’ll
finish it all.”

#3 “I’m so nervous about

tryouts tomorrow. If I don’t
make the team, it will be the
worst thing ever.”

~~~ Let’s Think About It! ~~~

Give an example of a worry and then turn it into a more productive
thought or action.

© 2018 Pathway 2 Success

 Lesson 6 - 7 Lesson 6 - 7
#1 You get a #2 You have
test back your hand up
and it’s a in class but
higher grade the teacher
than you never calls
expected. on you.

#3 #4
Lesson 6 - 7 Lesson 6 - 7

You have a Someone is

huge test bothering you in
tomorrow and class when you are
you don’t feel trying to get your
prepared. work done.

Lesson 6 - 7 Lesson 6 - 7
#5 #6
Your alarm You borrowed
doesn’t go off a friend’s
and you realize game but
you are late for broke it by
school. mistake.

#7 #8
Lesson 6 - 7 Lesson 6 - 7

Someone A friend
bumps into posts a
you in the hall picture of
and your you that you
books go asked them
flying. to delete.
 Lesson 6 - 7 Lesson 6 - 7
#9 Your parents #10 Your favorite
say you can’t class is
go out until canceled
you fold your today because
laundry. of an
assembly.

#11 #12
Lesson 6 - 7 Lesson 6 - 7

You get in A friend invites

trouble in you out to the
class for movies with
something some other kids
you didn’t you don’t really
do. know.

Lesson 6 - 7 Lesson 6 - 7
#13 #14 You get to
A friend
work with
borrowed your
your best
favorite pen
friend in
and never gave
science
it back.
class.

#15 #16
Lesson 6 - 7 Lesson 6 - 7

You think a
You can’t
friend is
find your
talking about
cell phone
you behind
anywhere.
your back.
 Lesson 6 - 7 Lesson 6 - 7
#17 #18 You think
You win in
a game someone
against stole
someone something of
else. yours off of
your desk.

#19 #20
Lesson 6 - 7 Lesson 6 - 7

You have a
You see the
report due
answers to an
today and
upcoming test
realized you
on the
forgot it at
teacher’s desk.
home.

Lesson 6 - 7 Lesson 6 - 7
#21 You have a
#22
You left your
headache notebook in a
and others friend’s locker
near you and they are
are talking absent today.
loudly.

#23 #24
Lesson 6 - 7 Lesson 6 - 7

Your parents While playing

ask you to put a sport,
groceries away someone
when you are bumps into
doing you and you
something else. fall down.
 Self-Control Boot Camp • Educator Guide
Lesson 7 Skills that Help with Self-Control

Students will identify and discuss executive functioning skills related to self-control,
Objective
including: planning, time management, and perseverance.

1. Introduction: Explain that self-control is an important skill and it impacts us in

many ways, but there are other skills that impact it, too. If you want to have
strong self-control skills, you can get even better by improving your ability to
plan, learn how to manage your time well, and develop skills for persevering
through challenges.
2. Activity 1: Ask students to think about what it means to plan. Have students
come up with their own examples.
3. Pass out the “Planning” worksheet. Read through. Have students read the
scenarios and discuss how each person could use both planning and self-control
to meet their goals.
4. Ask students to come up with other examples for when they might need to use
both planning and self-control.
5. Activity 2: Ask students to think about what it means to use time management
skills. When would we need to use them? Have students think of their own
Lesson Plan
examples.
6. Pass out the “Time Management” worksheet. Read through. Have students think
back to an assignment they completed recently to reflect on using both time
management and self-control skills. Give time to share.
7. Have students come up with other examples for when they might need to use
both time management and self-control.
8. Activity 3: Ask students what it means to persevere. Have students think of
examples.
9. Pass out the “Perseverance” worksheet. Read through. Have students reflect on
each scenario and discuss how they persevered to accomplish the task. Give
time to share.
10. Have students give examples of times they persevered through something
difficult to achieve a goal.
11. Closing: Discuss closing questions.

• What other skills are important to help with self-control?

• What is planning? What are some examples of planning?
• How does being a better planner help you with your self-control?
Closing
• What is time management? What are some examples for when you might use
Discussion
time management skills?
Questions
• How is time management related to self-control?
• What is perseverance? Why is it an important skill?
• How are self-control and perseverance related? How can they help each other?

© 2018 Pathway 2 Success

 Lesson 7 - 1
Name: _________________________________________________________ Date: _________________________

• Planning •
What is planning?
Planning is the skill that helps us create a “roadmap” to
completing a task or goal we want to accomplish. It involves
figuring out the specific steps and resources needed in order
to meet a specific goal.

What are some examples of planning?

Examples of planning include using a calendar to schedule out your month ahead of
time, using a homework planner to write down assignments, or making a set goal to
save money for something special.

How does planning impact self-control?

It’s easier to use our self-control and stay on track when we can plan ahead and
think towards a goal we have. For example, let’s imagine you want to save up for a
new bike. You are going to have to plan out how you should save your money, and
then you’re going to need to use self-control so you don’t use the money other
places!

~~~ Let’s Think About It! ~~~

Read each scenario. Discuss how each person might need to use skills for planning
and self-control to meet their goal.

#1 Tina wants to earn a B

or better in math class by
the end of the semester.

#2 Mason would like to

make the soccer team
next year. He tried out
this year and didn’t
make it.

© 2018 Pathway 2 Success

 Lesson 7 - 2
Name: _________________________________________________________ Date: _________________________

• Time Management •
What is time management?
Time management is the skill that helps us estimate how much
time we have to complete something and deciding how to best
spend our time. Strong time management skills help us
accomplish tasks more efficiently and effectively without wasting
time.

What are some examples of time management?

Time management includes estimating how long it will take you to write a research
paper, checking in with yourself during the assignment to make sure you’re on track,
and meeting a deadline so you can turn in the assignment on time.

How does time management impact self-control?

In order to effectively use our time, we have to constantly use self-control to
manage ourselves. Imagine you have a big report due at the end of the week. You
will probably have to figure out how to use your time each day to get the assignment
done by the deadline. Then, each day, you’ll need to use self-control to use your time
wisely and actually get the work done. That includes resisting distractions (like your
cell phone or friends) and motivating yourself even when you don’t want to do it.

~~~ Let’s Think About It! ~~~

Think back to the last assignment you had to work on. It could be a big project or
just a homework assignment. Answer the questions below.

#1 What was the assignment? #2 How did you have to manage your time?
Would you do anything differently now?

#3 How did you use self-control?

© 2018 Pathway 2 Success

 Lesson 7 - 3
Name: _________________________________________________________ Date: _________________________

• Perseverance •
What is perseverance?
Perseverance is being able to stick with a task until it is finished, regardless
of any challenges that pop up along the way. It includes being able to
problem-solve in the moment to solve issues so that you can continue
working towards the goal.

What are some examples of perseverance?

Examples of perseverance include pushing yourself to finish a long-term project,
working through a tough test, and finishing out a cross-country race even if you are
exhausted.

How does perseverance impact self-control?

In order to persevere and work to achieve a goal, we have to manage ourselves
throughout the entire process. That includes using self-control to stick with it and
keep going when it’s hard, avoiding distractions that get in the way, and managing
our emotions when things get tough.

~~~ Let’s Think About It! ~~~

Read each scenario. Describe challenges you’ve experienced for that situation and
how you used perseverance to overcome those challenges.

#1 A difficult test or quiz #2 A problem with a friend #3 A goal you achieved

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 8 Self-Control Practice
Objective Students will practice self-control with a variety of activities.
1. Introduction: Explain that now that we’ve learned all the skills necessary for self-
control, we are going to put those skills in action! We will be practicing self-control in
a variety of activities.
2. Worksheets with directions and reflections are included for all activities. It’s
helpful to give out the worksheets while explaining the directions and return back to
the worksheet for reflection after the activity is finished.
3. Activity 1: Don’t Pop the Bubbles. Before starting, you will need bubbles. You can
have one for each set of partners or just share. Explain that students will take
turns blowing the bubbles. The partner #1 can start blowing bubbles while partner
#2 can pop the bubbles as fast as they can. Then, partner #1 should say, “Don’t
pop the bubbles!” and partner #2 must stop right away, even while partner #1
continues to blow bubbles.
4. Activity 2: Dance it Out. For this activity, you can play any music you want. You can
even have students take turns and choose music to play. Explain that you will play
music while everyone can dance and walk around. As soon as the music stops,
everyone must freeze right away! Do this several times.
5. Activity 3: Try Not to Laugh. For this activity, you can partner students up. Explain
that students will work to make the other person laugh just by being silly. The trick
is to try and not laugh, no matter what happens. An alternative to this is to play a
funny video (there are multiple try not to laugh videos for kids online) and do this
as a group.
6. Activity 4: One Now or Two Later. This activity involves food, so check with your
allergy policy before starting. Explain that you are going to pass out a tasty treat to
Lesson Plan
each student. The only catch is students can have one small serving now or get two
servings if they wait until later. Some students might choose to have one while
others will choose to wait, and that’s okay. Spend time talking while eating. After
the first group is done eating, pass out two servings to those who chose to wait.
It’s helpful to discuss both perspectives (those who wanted it right away and
those who chose to wait).
7. Activity 5: Red Light – Green Light. Explain that one person will be in charge to yell
out the commands “red light” and “green light”. When there is a green light, you can
walk around and do anything you want! As soon as the leader yells, “red light!” you
need to freeze and stop right away.
8. Activity 6: Simon Says. Explain that one person will be in charge as the leader. They
will say “Simon says…” and choose an action. If they says “Simon says”, you should
complete that action. If they don’t, you should use self-control and stop. Have
different students be the leader to practice.
9. Activity 7: Don’t Blurt it Out. Explain that for this activity, students will be answering
some trivia questions. Everyone will first grab a seat in the room.. The trick is that
you can only blurt it out if it’s your turn. You have to keep completely quiet if it’s
not your turn. Have two people stand up next to each other and read the first
trivia card. Only those two should answer and the winner needs to walk to the next
person in line. Continue playing this “around the world” style until time is up. If the
two people don’t know the answer to a question, give them a hint or first letter.
It’s important others don’t shout out!
10. Closing: Discuss closing questions.
Closing
• What were these experiences like for you?
Discussion
• How did you practice self-control? What was easy? What was challenging?
Questions
© 2018 Pathway 2 Success
 Lesson 8 - 1
Name: _________________________________________________________ Date: _________________________

• Don’t Pop the Bubbles •

Y o u r T a s k : You will have a turn to blow bubbles with
a partner! First, you will be given time to pop the
bubbles. Then, when directed by your partner, you will
have to refrain from popping the bubbles.

That means you will have to stand back and let them
fall to the f loor on their own. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 2
Name: _________________________________________________________ Date: _________________________

• Dance It Out •

Y o u r T a s k : Listen to music and dance! While

the music is on, you’ll be given time to show all
your dance moves.

As soon as the music shuts off, make sure you stop

and freeze right away! Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 3
Name: _________________________________________________________ Date: _________________________

• Try Not to Laugh •

Y o u r T a s k : You will get the chance to be
completely silly with a partner. You can make
faces, tell jokes, or anything else that would
make someone laugh.

Of course, your goal is to try and not laugh, no

matter how silly things get. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 4
Name: _________________________________________________________ Date: _________________________

• One Now or Two Later •

Y o u r T a s k : In this activity, be prepared for a

treat! You will get one portion of your very own
special snack.

However, if you decide to wait until later, you can

get two portions instead. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 5
Name: _________________________________________________________ Date: _________________________

• Red Light – Green Light •

Y o u r T a s k : When someone says, “green light,”
you will be given time to walk around the room, talk
with friends, and make noise.

As soon as someone says, “red light,” you need to

freeze immediately. That means you will have to
stop right away, no matter what you are doing. Can
you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 6
Name: _________________________________________________________ Date: _________________________

• Simon Says •
Your Task: You will be following a leader. Every
time the leader says, “Simon Says,” you
should complete that action.

If the person doesn’t say Simon Says and you

still do the action, you’re out! Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 7
Name: _________________________________________________________ Date: _________________________

• Don’t Blurt It Out •

Y o u r T a s k : You will be answering some trivia
questions with your classmates. When it is your turn,
you will go up against one partner at a time. At
that time, you can shout out the answer!

When is it not your turn, you have to keep it to

yourself, even if you know the answer and no one else
does. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Which country is home to Rulers in this country were called
kangaroos? pharaohs.

(Australia) (Egypt)

The colored part of the human

A baby goat is called this.
eye is called this.

(kid)
(iris)

How many days are there in the

Honey is created by this insect.
month of June?

(bees)
(30)

Who is credited with inventing

What is the capital of Hawaii?
the telephone?

(Honolulu)
(Alexander Graham Bell)

The Statue of Liberty was a gift A hammerhead and great white

to the U.S. from which country? are a type of what?

(France) (shark)

What continent does Mexico

A spider has this many legs.
belong to?

(8)
(North America)
What is the world’s fastest land This is a device that keeps you dry
animal? in the rain.

(cheetah) (umbrella)

This is the second month of the A shape with six sides is called
year. this.

(February) (hexagon)

This is the opposite of dark. Another word for lucky.

(light) (fortunate)

What is the only continent that

What is a group of lions called?
has giraffes in the wild?

(a pride)
(Africa)

This is a feeling that something

Emeralds are this color.
might be true.

(green)
(suspicion)

This is the mathematical term This is a state of extreme

for average. confusion and disorder.

(mean) (chaos)
This is the smallest breed of dog. This is another word for annoyed.

(Chihuahua) (irritated)

The Golden Gate Bridge is

The scientific term for spring.
located in this city in the USA.

(vernal equinox)
(San Francisco)

This makes up 99% of a panda’s This word means to be fearless

diet. and daring.

(bamboo) (bold)

Where did reggae music This is the total number of

originate? people in a location.

(Jamaica) (population)

What number does the Roman Someone who can’t read or write
numeral C stand for? is this.

(100) (illiterate)

Hitting a baseball lightly without This word means the place where
swinging the bat. something begins.

(bunt) (origin)
A shape with ten sides is called The name for fairness and
this. courtesy when playing games.

(decagon) (sportsmanship)

This is the process that helps What is the name of the galaxy
plants make their own food. we live in?

(photosynthesis) (Milky Way)

This word means extremely This is the smallest ocean in the

hungry. world.

(famished) (Arctic Ocean)

This is a building or room with These are the two organs found in
many books. your chest used for breathing.

(library) (lungs)

What are the Wright brothers You do this when you hand out cards
famous for? in a cards game.

(inventing an airplane) (deal)

The shelter area in baseball for

This is the opposite of a hero.
players and coaches.

(villain)
(dugout)
 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

Black &
White
Version

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 1 Introduction to Self-Control
Students will assess their self-control skills.
Objective Students will define self-control and give examples for using self-control.
Students will identify reasons why self-control is important.

1. Introduction: Let students know that they will be starting a set of lessons and
activities called Self-Control Boot Camp! The goal of these activities is to help all
learners improve our self-control skills. Ask students to discuss what self-
control skills might mean.
2. Activity 1: Pass out the “Self-Control Boot Camp” worksheet. Read through to
explain the goals and expectations of these lessons. Have students respond to
the prompts to begin discussions about organization. Give time to share.
3. Activity 2: Explain that students will be assessing their current level of self-
control. That means they will be answering questions and scoring themselves. For
this activity, it’s most important just to be honest with yourself. Let kids know
it’s not graded and doesn’t need to be shared with anyone. It’s just to help you
know what you need to work on.
4. Pass out the “Assess Your Self-Control” worksheet. Read through. Have students
score themselves and give time for kids to reflect about what areas they might
need to improve upon. Give time for kids to share if they are comfortable.
5. Activity 3: Discuss that the assessment might have given a hint at what self-
control really is, but what does that look like in real life? Ask students to share
some example of what self-control might look like.
Lesson Plan
6. Pass out the “What Self-Control Really Means” worksheet. Read through. Have
students read the situations and shade in examples of someone using self-
control. They should shade in: 1, 3, 4, 5, 6, 7, 8.
7. Have students give examples of times they already used self-control this week.
They might say: getting up for school even if they don’t want to, stopping
themselves from saying something inappropriate or rude, waiting their turn in
line, etc.
8. Activity 4: Ask students why they think self-control is so important? Why might
we be focusing a whole unit on self-control? Have students share ideas.
9. Pass out the “How Self-Control Helps Me” worksheet. Read through. Have
students read scenarios and discuss how each person might benefit from using
self-control in the moment. Possible answers: #1 If Ryan pushes himself and
sticks with it, he will do his best work and get the grade he wants. #2 If Tianna
keeps her negative thoughts to herself, she will get her work done in her group
and not get in trouble in class. #3 If Michael follows his coach’s directions, the
coach will trust him in the future. He might want to take a shot but maybe it’s
not what’s best for the whole team.
10. Closing: Discuss closing questions.

• What is self-control?
Closing • What are some examples of using self-control?
Discussion • Why does it matter to study self-control?
Questions • What are some ways you’ve already used this skill this week?
• What are some ways that self-control can help us?

© 2018 Pathway 2 Success

 Lesson 1 - 1
Name: _________________________________________________________ Date: _________________________

• Self-Control Boot Camp •

Welcome to Self-Control Boot Camp! You’ve been specially selected to join a team
that will help improve our self-control skills over time. We’ll learn some things,
play some games, and participate in activities that will help us develop and
strengthen skills.

Over the next lessons, we’ll be working on:

• Assessing our self-control skills
• Understanding the benefits to self-control
• Learning how to stop and think before making a decision
• Controlling our words and actions to make positive choices
• Using self-control to accomplish tasks and work
• Managing our emotions, including feelings of anger, frustration, and worry
• Practicing self-control to strengthen our skills over time

Consider what you

already know about
self-control. Is this
skill a strength for
you? Something you
need to focus on?
Explain.

What are some

things you’d like to
learn, accomplish,
or do in self-control
boot camp? How do
you think these
activities might help
you? Brainstorm a
list of your own
ideas to the right!

© 2018 Pathway 2 Success

 Lesson 1 - 2
Name: _________________________________________________________ Date: _________________________

• Assess Your Self-Control •

Consider your own level of self-control by completing the assessment below. Read
each statement and score yourself.

0 = Never 1 = Occasionally true 2 = Sometimes true 3 = Mostly true 4 = Always

STATEMENT MY SCORE
#1 I stop and think before making a big decision.

#2 I can stop myself from doing something I know I shouldn’t do.

#3 I raise my hand to share my thoughts in class.

#4 I am comfortable waiting my turn for something.

#5 I can follow directions from an adult.

#6 I stop and think before saying something.

#7 I can push myself to stay motivated on tasks I don’t want to do.

#8 I start my work right away without procrastinating or making excuses.

#9 I always do my best work, even on challenging tasks.

#10 I can keep my cool even when I’m upset.

#11 I use strategies to help me manage my feelings on the spot.

#12 I can control my words and actions to make good choices in the
moment.

~~~ Let’s Think About It! ~~~

What are some ways you could improve your self-control skills? How do you think it
might help you?

© 2018 Pathway 2 Success

 Lesson 1 - 3
Name: _________________________________________________________ Date: _________________________

• What Self-Control Really Means •

Having self-control means being able to regulate our own
thoughts, feelings, and actions. It is the ability we use to stop
and think before making a decision so we can do what is best
in the moment. Sometimes that means stopping ourselves
from saying something that might be hurtful, while other times
it means motivating ourselves to finish a task we need to do.
Self-control is an important skill because we can’t just all do
whatever we want in the moment! We have to learn how to
think about our behaviors so we can make the best choices
possible.

Read each situation. Color in the examples that show the person was using self-
control.

#1 Anna waits to start #2 Amara had homework to

#3 Jake left the last cookie
eating dinner until her mom do but went to the movies
for his brother.
gets to the table. instead.

#5 Mr. Phelps saw a nice

#4 Greg raised his hand in #6 Byron stopped himself
looking sandwich in the
class and waited to be from sending a mean text
fridge but left it because it
called on. to a friend.
wasn’t his.

#7 Jason stopped himself #8 Marissa turned her #9 Trisha yelled out the
from making an phone off to finish her answer in class as soon as
inappropriate joke in class. assignment. she knew it.

~~~ Let’s Think About It! ~~~

What are some ways you have used self-control skills this week?

© 2018 Pathway 2 Success

 Lesson 1 - 4
Name: _________________________________________________________ Date: _________________________

• How Self-Control Helps Me •

Having self-control is a critical skill! It helps us to think about
what we do and say so we can make the best decisions possible.
This helps us to be socially appropriate in different places, show
kindness to our friends, and helps us finish the tasks we need to.
When we use self-control, it helps us meet the goals we have set
for ourselves.

Read each situation and discuss how each person might benefit
from using self-control.

#1 Ryan has been working on

his science project that is
due tomorrow. He’s almost
done but just wants to leave
it the way it is and turn it in,
even if it’s not done.

#2 Tianna doesn’t get along

with another girl in her
math group. She wants to
tell her how she really
feels, but it’s in the middle
of class.

#3 Michael’s coach tells him

to pass the ball to Brandon
when they get down on the
court. The moment comes
and Michael really just wants
to take the shot himself.

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 2 You Are In Control
Students will explain that we make many choices throughout the day.
Objective Students will identify ways that our choices impact ourselves and others.
Students will use self-talk to help encourage make positive choices.
1. Introduction: Explain that one of the most critical aspects to understanding
self-control is realizing who is in control: YOU! Sometimes we might have
impulses or urges to do something, but we always have control of our own
actions and behaviors.
2. Activity 1: Ask students to estimate how many choices they make per day. The
truth is we make thousands of them every single day. Many of those decisions
might not feel like choices in the moment, but they always are.
3. Pass out the “Choices We Make” worksheet. Read through. Have students come
up with examples on their own or in partners for choices they make.
4. Highlight that it’s most important to understand we always have a choice in our
behavior. Sometimes we act really quickly or don’t think about our decision, but
that is where self-control comes in. If we can strengthen our skills for self-
control, we can learn to make the best choices more often.
5. Activity 2: Ask students why it matters to talk about choices. Choices actually
impact ourselves and others all the time. Things we say or do can impact how
other people feel and their reaction to us in the future. For example, if you lie to
a parent about something, what might that impact be? You might get grounded
and end up feeling bad. Your parent might be upset because they trusted you
and maybe even will be less likely to trust you in the future. That’s just one small
example. Our choices can impact for the positive or the negative sometimes.
Lesson Plan
6. Pass out the “How Actions Impact Us” worksheet. Read through. Read each
situation, identify how the person could be impacted and how others might be
impacted, too.
7. Get students in partners or small groups. Pass out a set of task cards to each
group. Have them read each card and discuss how you might be impacted and
how others might be impacted. If students finish, they can consider what other
choices you might have had in each situation.
8. Activity 3: Let students know that one of the most important tools you will
teach them is about self-talk. We all use our inner voice to remind us things,
encourage us, and even let us know what not to do. That is our self-talk. That
inner voice can actually help us make good choices if we use it the right way.
9. Pass out the “Using Self-Talk” worksheet. Read through. For each situation, have
students come up with self-talk they might say to themselves. Possible
answers include: #1 “You can wait. It’s not that important. If you want, you can
write down your thought so you don’t forget.” #2 “Finish your homework first
and then you can watch your show after.”
10. Pass out the “Self Talk Slips”. Encourage students to write in some self-talk that
might encourage them to make good choices and do the right thing, such as, “You
can do this,” and “What would a good choice be right now?”
11. Closing: Discuss closing questions.
• What are some choices we make each day?
Closing
• Why are our choices important? Who can they impact?
Discussion
• How is self-control related to the choices we make?
Questions
• What is self-talk and how can it help us make good decisions?
© 2018 Pathway 2 Success
 Lesson 2 - 1
Name: _________________________________________________________ Date: _________________________

• The Choices We Make •

Every day we are faced with many choices. Really, almost everything we do is a
choice! We choose what time we are going to wake up, what clothes we are going to
wear, where we sit on the bus, how we start our work in class, and what we say to
others around us.

Come up with a list of your own examples for choices you make throughout the day
or week.

The Choices I
Examples
Make

At School

At Home

With Friends

~~~ Let’s Think About It! ~~~

Sometimes you might feel like you don’t have a choice in something, like doing your
homework or being polite to a teacher. The truth is, you are still making a choice! You
just probably recognize that the consequences for not doing those things are not
very good. Do you always have a choice? Why or why not?

© 2018 Pathway 2 Success

 Lesson 2 - 2
Name: _________________________________________________________ Date: _________________________

• How Actions Impact Us •

It’s so important to note that our actions and choices make an impact. These
choices impact us and others, too. Sometimes even small decisions we make
throughout the day can have a big impact on people. This is one of the reasons why
developing self-control is such an important skill.

For each situation, identify how each person’s choice can impact them and others.

How could the

How could others be
Situation person be
impacted?
impacted?

#1 Jayden doesn’t
finish his part of
the math project
due tomorrow.

#2 Nicole takes
her sister’s
headphones
without permission.

#3 Stephen
smashes his
friend’s phone in
anger.

#4 Avery helps a
new student by
offering them a
seat at lunch.

© 2018 Pathway 2 Success

 Lesson 2 - 2 Lesson 2 - 2

#1 #2
You spill your You spend
drink at lunch extra time
and don’t clean studying
it up. for a test.

Lesson 2 - 2 Lesson 2 - 2

#3 #4 You eat a
You do a trick
on your bike special
that you know dessert that
is unsafe. is saved for a
party.

Lesson 2 - 2 Lesson 2 - 2

#5 You are #6
playing a You help
game and cook dinner
don’t finish with your
your parent.
chores.

Lesson 2 - 2 Lesson 2 - 2

#7 You say
#8 You leave
soccer
something
practice early
mean to
because you
someone on
are annoyed
social media.
with the coach.
 Lesson 2 - 3
Name: _________________________________________________________ Date: _________________________

• Using Self-Talk •
Self-talk is the voice that we speak to ourselves with throughout the day. We might
encourage ourselves to do something, tell ourselves a choice isn’t a great idea, or
make a plan for how to start our work. Using self-talk is a critical tool for success
because it is our brain’s way to help us make good decisions!

Read each situation. Then, come up with some self-talk you might use to help
yourself make a good decision.

#1 You have been raising your

hand for a while and you are
starting to feel annoyed
because the teacher hasn’t
called on you yet.

#2 You have a bunch of

homework you don’t want to do.
You would much rather just talk
to your friends or go watch your
favorite show.

~~~ Let’s Think About It! ~~~

When are some other times you might use self-talk to encourage yourself to make a
good decision or do the right thing?

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 3 Impulse Control
Students will stop and think before making a decision.
Objective
Students will consider options and consequences for situations.
1. Introduction: Explain that impulse control is our ability to stop ourselves from
doing what we might want to in the moment. Think about what the world would
be like if people just did exactly what they wanted in the moment! Being able to
control our impulses helps us respect others and make positive choices for the
long-term.
2. Activity 1: Explain that one of the foundational elements to self-control is just
being able to stop and think. Remember that we make thousands of decisions
every day! So learning to stop and think at the right times can take practice.
3. Pass out the “Stop and Think” worksheet. Read through. Have students come up
with situations where they might need to stop and think. Examples might include:
you are mad at a friend, you are upset with someone in class, you want to take
something that isn’t yours, or you are about to break a rule in class.
4. Pass out the second worksheet. Students can cut out their stop signs and paste
the front and back together as a visual reminder to stop, think, and consider.
5. Activity 2: Explain that when we stop and think, we also have to think about
consequences for our actions. Often, this can help us make good decisions.
6. Pass out the “Considering Consequences” worksheet. Read through. Have students
come up with possible choices and then consequences for those choices. For
example, in number one, Maria might ignore the work and a possible consequence
for that might be getting a lower grade or feeling stressed. She might also talk
Lesson Plan
to the teacher or a friend about work, which could lead to feeling better and her
grade increasing.
7. Activity 3: Pass out the “Making Positive Choices” worksheet. Read through. Have
kids brainstorm what it means to make a positive choice. Examples might be: a
choice that helps us later on or a decision that keeps us and others safe. It’s
helpful to relate this back to self-control.
8. Have students color each situation that shows positive choices: 1, 3, 5, 6, 9. Have
students choose one situation and explain why it is positive or not. Give time to
share.
9. Activity 4: Pass out the “Using Willpower” worksheet. Read through. Discuss each
scenario and have students identify how each person could use willpower to
achieve their goals. Answers include: #1 He can remind himself of his goal and
say no or he can eat a healthier snack instead. #2 He can tell his friends he’ll go
another time. #3 She can turn her phone off until all of her homework is done.
10. Activity 5: Pass out the “What Would You Do?” Worksheet. Read through.
11. Pass out the task cards to partners or small groups. Have students practice
stopping and thinking to make a positive choice in the end. Encourage students to
think aloud with each situation. If time is left, students can make up their own
situations to ask the class.
12. Closing: Discuss closing questions.
• What does it mean to stop and think? What do you have to do to make that
Closing happen?
Discussion • How can stopping and thinking help us make better decisions?
Questions • What is willpower? Why does it matter to have it?
• What are some situations that are important for you to stop and think? Why?
© 2018 Pathway 2 Success
 Lesson 3 - 1
Name: _________________________________________________________ Date: _________________________

• Stop and Think •

One of the biggest elements of self-control is learning how to stop
and think before making a choice. Imagine you want to call an
answer out to the class, a friend asks you to come over even when
you have homework to do, or a classmate asks to copy your paper.
These are all quick decisions we have to make in the moment, which
is why we need to learn how to stop and think.

#1 STOP – Actually stop yourself. Take a few seconds to just pause the moment by
taking a deep breath or counting to 10 slowly. This takes practice because it is
difficult to do when you are about to make a split second decision.

#2 THINK – Think about the situation. Try to take the time and think about what is
going on, who is involved, and why the situation matters. Just giving yourself this
time can help you think more clearly.

#3 CONSIDER – Consider the options you might have. What is a good decision? How
would your future self feel about that decision? Is there something you can do
differently? Let your brain consider these options before moving forward.

~~~ Let’s Think About It! ~~~

Come up with a situation of your own that might cause you to have to STOP and
THINK before making a decision. What thoughts might go through your head? What
decision would you make and why?

© 2018 Pathway 2 Success

 Lesson 3 - 1
• Stop and Think •
DIRECTIONS: Cut out the stop
signs and paste them
together as front and back.
You can past them to a craft
stick to hold them up.

STOP
THINK
CONSIDER

© 2018 Pathway 2 Success

 Lesson 3 - 2
Name: _________________________________________________________ Date: _________________________

• Considering Consequences •
There are consequences for every choice that we make. Sometimes the
consequences are given by adults, like being spoken to, getting a detention, or being
grounded. Other times, we experience more natural consequences, like a friend that
stops talking to us when we do something irresponsible or mean.

Read each situation and come up with at least two choices for handling the
situation. Then, identify possible consequences or outcomes that could come about
because of each decision.

Possible
Situation Possible Choices
Consequences

#1 Maria was
out sick two
days and now
feels
overwhelmed
with the
work.

#2 Someone
tells Tom to
trip someone
in the hallway
for fun.

#3 Brad asks
Paige if he
can copy her
homework
assignment
before class.

© 2018 Pathway 2 Success

 Lesson 3 - 3
Name: _________________________________________________________ Date: _________________________

• Making Positive Choices •

Using self-control can help us to make the most positive choices for us. In your own
words, describe what a positive choice means:

~~~ Let’s Think About It! ~~~

Read each situation and color in the ones that are positive choices.

#1 Tanya starts her #2 Tyson lied to his mom so #3 Ben helped a friend who
homework right when she he could stay out later with was being treated poorly
gets home from school. a friend. by others.

#5 Jason had a fight with #6 Mandy took extra time

#4 Theresa let her friend
a friend so he gave himself studying for a test even
copy her homework.
time to cool off. though she was bored.

#7 Brandon colored in class

#8 Mason jumped over a #9 Tessa shook hands with
when his teacher gave the
desk in class to make his her opponent after she
direction to start their
friends laugh. lost the game.
science work.

Choose one situation from above. Explain why it is a positive choice or not.

© 2018 Pathway 2 Success

 Lesson 3 - 4
Name: _________________________________________________________ Date: _________________________

• Using Willpower •
A huge part of self-control is using willpower, which is our ability to stop our first
impulse and restrain ourselves in the moment in order to meet other goals later on.
Sometimes what you want in the moment isn’t what you really want long-term.

Let’s consider an example. Tomorrow you have tryouts for the soccer team and you
want to do really well. Your friends ask you to hang out and stay out late. You know
if you stay out late you will be tired and not as well-rested for the tryouts, but
hanging out with friends sounds fun. Do you have the willpower to say no to fun in
the moment so you can do better tomorrow? These are tough situations that cause
us to really use our self-control. Using willpower can be tough!

Read each situation and discuss how each person could use willpower to get to their
long-term goals.

#1 Tyler made a goal to eat

heathier each day. His friend
offers him a chocolate
cupcake. He wants to say no
but the cupcake looks good.

#2 Greg is trying to save up

for a new bike. His friends
invite him to the movies,
which he knows can be
expensive.

#3 Amanda has a lot of

homework to do. It’s hard
for her to stay focused and
she just heard her phone go
off a few times. She wants
to know who texted her.

© 2018 Pathway 2 Success

 Lesson 3 - 5
Name: _________________________________________________________ Date: _________________________

• What Would You Do? •

Let’s take some time to practice self-control by figuring out what you might do in
some different situations.

Remember to:

# 1 S t o p a n d T h i n k ! Take time just to stop yourself before you react to your first
impulses. Think about the situation and what options you might have.

# 2 C o n s i d e r C o n s e q u e n c e s . After considering your options, think about what

consequences or outcomes each possible action might have.

# 3 T h i n k L o n g - T e r m . Consider how your future self would react to your

situation. This is an important component to help you work towards your goals.

# 4 M a k e a P o s i t i v e C h o i c e . Make the choice that is right for you. Remember

to do what YOU think is right instead of just following something for someone else.

~~~ Let’s Think About It! ~~~

Which of the steps above is most difficult for you? Are there areas that you need to
work on more than others? Which are most important to you? Describe below.

© 2018 Pathway 2 Success

 Lesson 3 - 5 Lesson 3 - 5

#1 A friend #2 You take a funny

invites you picture of a friend
over but and you want to
you should post it online but
be they ask you to
studying. delete it.

Lesson 3 - 5 Lesson 3 - 5

#3 You want to #4 You see art

ride your bike supplies
but you have laying on the
homework due counter and
tomorrow. want them for
yourself.

Lesson 3 - 5 Lesson 3 - 5

#5 You want to
#6 You are
watch TV but angry with
your sister is a friend
watching her and want
favorite show. to get back
at him.

Lesson 3 - 5 Lesson 3 - 5

#7 Your friend #8 You want to kick

leaves their snack the soccer ball
at the table when but your gym
they get up. You teacher tells
really want class to freeze.
some.
 Lesson 3 - 5 Lesson 3 - 5

#9 A teacher asks #10 A friend tells

you to write in you a secret
your homework online and
log but you you really
don’t like to. want to tell
others.

Lesson 3 - 5 Lesson 3 - 5

#11 Your teacher #12 A teacher tells

says it’s silent you that you
reading time can take a
but you’d piece of candy
rather work but the whole
on homework. dish is there.

Lesson 3 - 5 Lesson 3 - 5

#13 You think

#14 You see a
you see your balloon in
pencil in the hallway
someone and want to
else’s desk. pop it.

Lesson 3 - 5 Lesson 3 - 5

#15 #16 A friend

You want to offers to
tell a funny let you
joke at lunch copy their
time. homework.
 Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5

Lesson 3 - 5 Lesson 3 - 5
 Self-Control Boot Camp • Educator Guide
Lesson 4 Controlling Our Words and Actions
Students will use self-control to think before they say something.
Objective
Students will identify how following rules and expectations is related to self-control.
1. Introduction: For these lessons and activities, we will practice controlling our
actions and our words. That includes everything we say and do.
2. Activity 1: Ask students to think about why it’s important to have self-control
with what we say. Answers might include: to be kind to others, to make good
choices, to not hurt feelings, and think through what comes out of our mouth.
3. Pass out the “Thinking About What We Say” worksheet. Read through. For each
thought, have students come up with what they might say in that situation.
Possible answers: #1 You could say nothing or “It’s nice to work with you.” #2
“Thanks so much for cooking.” #3 “You could say nothing or raise your hand to
answer a question and stay focused.
4. Pass out the thought cards. In partners, have students review the thought and
think about what they might say instead. You can give time for kids to share
some responses to the whole group.
5. Activity 2: Explain that self-control is also about making sure we are aware and
in control of our own bodies. In this activity, we’ll focus on respecting personal
space.
6. Pass out the “Respecting Personal Space” worksheet. Read through. For each
situation, have students discuss whether the person is respecting personal
space. Possible answers: #1 No because he took something that wasn’t his. He
could ask to see it instead. #2 Yes because she is greeting her friend but not too
Lesson Plan close. #3 No because she is in her personal space by touching her hair. She could
have a conversation with her instead. #4 Yes because he asks before taking
something. #5 No because she takes something on someone else’s plate. She
could ask or just eat her own snack.
7. Activity 3: Ask students to share examples of when they have to wait for things.
Ask students to consider how waiting is related to self-control. You might not
want to wait but it’s the socially appropriate thing to wait your turn.
8. Pass out the “Waiting Our Turn” worksheet. Read through. You can have students
partner read the poem by taking turns reading alternating lines.
9. Have students draw or list all the positive thoughts they can think about while
waiting their turn. Give time to share.
10. Activity 4: Explain that self-control also included being able to follow rules and
directions given. Have kids brainstorm rules and expectations they have to follow
each day: raising hair hand to talk, waiting to get up to sharpen a pencil, using
appropriate language, etc. We have to use self-control to do these things!
11. Pass out the “Following Rules and Directions” worksheet. Read through. Have
students read the situations and give each person a strategy to follow the rules
or directions.
12. Give time to share students’ own experiences with using self-control to follow
rules and directions.
13. Closing: Discuss closing questions.
• What are strategies for controlling what we say?
Closing
• What is personal space? Why is it important to respect personal space?
Discussion
• What does it mean to wait your turn? Why is it important?
Questions
• How can you use self-control to help with following rules and directions?
© 2018 Pathway 2 Success
 Lesson 4 - 1
Name: _________________________________________________________ Date: _________________________

• Thinking About What We Say •

Another component to self-control is learning to control what we say. That includes
that words we say, how we say them, and when we say them. Remember that our
words can impact others in both positive and negative ways. For example, we can
hurt someone’s feelings by saying we don’t like their new haircut. We can also make
them feel happy if we tell them we love it! That’s why it’s important to stop and
think about what we say before the words come out of our mouth. Sometimes we
might call this having a social filter because we are filtering our thoughts.

Read each thought. Then, stop and think about what you might say using your skills
of self-control. Remember to consider how what you say might make others feel and
if it’s appropriate BEFORE you say it! Also, note that sometimes it is okay to say
nothing!

“Do I have to work with

her? I wanted to work
with my friend instead.”

“I really don’t like the

dinner my dad cooked
tonight.”

“This class is so boring

right now. I could just
fall asleep.”

© 2018 Pathway 2 Success

#1 #2
Lesson 4 - 1 Lesson 4 - 1

“I really don’t want to “I hate this class. I’d

work with this person. rather be in gym or art
They are annoying.” right now.”

Lesson 4 - 1 Lesson 4 - 1
#3 #4

“I’m not a big fan of “I would never wear what

their new haircut.” that person is wearing.
What are they thinking?”

Lesson 4 - 1 Lesson 4 - 1
#5 #6
“Is that a pimple on “Why doesn’t the teacher
his nose? Eww!” EVER call on me?”

Lesson 4 - 1 Lesson 4 - 1
#7 #8
“I know I’m in science
class but all I want to “That person’s art work
talk about is what I’m came out ugly!”
having for lunch.”
#9 #10
Lesson 4 - 1 Lesson 4 - 1

“Do I have to do this “I love their art

homework assignment? I work. They did a
don’t want to.” great job.”

Lesson 4 - 1 Lesson 4 - 1
#11 #12
“It’s not fair that we
“What happened with my all lose free time
teacher’s hair?” because someone else
was talking!”

Lesson 4 - 1 Lesson 4 - 1
#13 #14
“I’m supposed to be “I’m confused and have
reading but it is the no idea how the teacher
end of the class yet?” got that answer.”

Lesson 4 - 1 Lesson 4 - 1
#15 #16
“I’m SO angry with “My partner is really
them right now that good at math. I’m glad
I want to get back they are helping me.”
at them!”
 Lesson 4 - 2
Name: _________________________________________________________ Date: _________________________

• Respecting Personal Space •

Personal space is the distance you keep between yourself and someone else.
Imagine that you have an invisible bubble all around you! That’s your personal
space. It’s important to give everyone their own personal space. If we get too
close to someone and get in their personal space, it can make them feel
uncomfortable. Sometimes we might want to get really close to someone to see
what they are doing or take something that they have because we’re interested.
This is where self-control comes along! Because we know we should give other
people personal space, we can learn to use our self-control and stop ourselves
from getting too close.

Read each situation and identify if each person is respecting personal space. If
they are not, come up with what they could do differently.

Is the person respecting personal

Situation space? Why or why not? What could
they do?

#1 Tyrese really likes the pen

Keisha is using so he goes and
takes it from her.

#2 Robyn says hi to her friend

in the morning from a few
steps away.

#3 Molly touches Gina’s hair and

tells her it is soft when they
are in line for lunch.

#4 Michael notices an
interesting book on his friend’s
desk and asks if he can look at
it.
#5 Angela is curious about her
friend’s snack so she takes a
few pieces off her plate when
she gets up.
© 2018 Pathway 2 Success
 Lesson 4 - 3
Name: _________________________________________________________ Date: _________________________

• Waiting Our Turn •

Sometimes we have to wait. That’s just part of life! We might have to wait in line at
lunch, wait for the teacher to call on us, or wait for our parents to be ready to
bring us somewhere we want to go. Sometimes it’s difficult to wait because you
might want to do something right away, but it’s important to use self-control. You
can remember why you are waiting and remind yourself that you will have your turn
soon. It’s also helpful to have a “bank” of positive thoughts to think about to help
you stay patient when you are waiting. First, read the poem about waiting your turn!

Waiting my turn
It really isn’t a race
We have to be fair
And we all get a space
I wouldn’t like it
If someone took my spot
So I’ll work to be patient
And think a positive thought

~~~ Let’s Think About It! ~~~

Draw or list all of the positive thoughts you can think about while waiting for your
turn at something.

© 2018 Pathway 2 Success

 Lesson 4 - 4
Name: _________________________________________________________ Date: _________________________

• Following Rules and Directions •

We all have rules and directions to follow throughout the day. Sometimes it takes a
good amount of self-control to follow them, especially if it is something we don’t
want to do! Here are some strategies you can use to help you follow rules and
directions:

# 1 U s e s e l f - t a l k . Remind yourself that you should follow the rules and why they
are important.

# 2 T h i n k o f y o u r g o a l s . Consider how following that rule or direction will help

you later on. For example, if a teacher gives you a direction to start your work, consider
how that will help you improve your grade.

# 3 C o n s i d e r t h e c o n s e q u e n c e s . Before you break a rule, take the time to

consider the consequences and outcomes of your decision. If you leave class without
permission, will you get a detention? If you refuse to start the assignment, will you get a
phone call home? Just taking a few seconds to think of these consequences can help
remind you that it’s just easier to follow directions in the first place.

~~~ Let’s Think About It! ~~~

Read each situation and consider what each person could do. Give them a strategy to
help them follow the rules or directions.

#1 Jayson’s whole table was told to leave

lunch last because someone else made a
mess. He doesn’t think that’s fair because
he didn’t make the mess.

#2 Leslie’s friend tells her that she’s going

to skip class today and tells her she should
come, too.

#3 Brandon’s teacher told the class to

return to their seats but he isn’t finished
with what he was doing.

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 5 Using Self-Control to Accomplish Tasks
Students will identify and discuss strategies for staying motivated.
Objective Students will identify distractions and discuss strategies for avoiding them.
Students will rate their own quality of work.
1. Introduction: Sometimes we think of self-control as stopping ourselves from
doing something, which can be true, but self-control is also about managing
ourselves so we can get tasks done, too.
2. Activity 1: Ask students to share what it means to “be motivated”. Have
students share times when they needed to be motivated in order to get
something done.
3. Pass out the “Staying Motivated” worksheets. Read through. Have students use
the second worksheet to reflect on their own level of motivation. Give time to
share.
4. Activity 2: Let students know they will be using task cards to discuss situations.
For each situation, they should stop and think about how to handle it, keeping in
mind our strategies for staying motivated and avoiding procrastination.
5. Pass out the Motivation Task Cards. Give time for partners to discuss. Review
some cards together as a group.
6. Activity 3: Explain that in order to get things done, sometimes we have to move
other things aside. Sometimes you might really want to accomplish a task, but
there are distractions. Ask students to share some examples of distractions
they might have to deal with: phones, friends, television, and so on.
7. Pass out the “Avoiding Distractions” worksheet. Read through. For each situation,
have students figure out what each person can do to avoid the distraction.
Lesson Plan
Possible answer: #1 Mindi can keep her phone somewhere else, shut it off, or
put it on silent. #2 Tom can ask his friend to stop and get the work done or he
can just ignore him until the work is done.
8. Have students come up with their own personal distractions and how to manage
them. Give time to share.
9. Activity 4: Ask students for an honest answer of how many kids have
completed an assignment that was definitely not our best quality of work.
Sometimes we want to turn things in just to get them done and off our plate,
but that is not doing our best work. Ask students to share what it means to do
our best work.
10. Pass out the “Doing Your Best Work” worksheet. Read through. Have students
find a recent assignment of their own to rate and discuss.
11. Activity 5: Pass out the “Not Giving Up” worksheet. Read through. Have students
work independently or with a partner to solve the problems. It’s important to
give them time to get stuck, think about it, and figure things out on their own. It
should be a challenge! Give time to share responses at the end. Answers: 1)
3+3=6 2) banana split 3) 30 4) globe=5, science flask=4, bulb=11 5) traveling
over seas 6) a towel
12. Have students discuss how it felt to work through a challenge.
13. Closing: Discuss closing questions.
• What are strategies for staying motivated? What can you do when you start to
Closing
procrastinate on something?
Discussion
• What are common distractions for you? How can you manage them?
Questions
• What does it mean to do your best work? How can you get there?
© 2018 Pathway 2 Success
 Lesson 5 - 1
Name: _________________________________________________________ Date: _________________________

• Staying Motivated •
Motivation is our desire to get something done. You might need motivation to start your
homework, clean your bedroom, begin a long-term project, or even just wake up for school
in the morning. Sometimes it’s easy to stay motivated when it’s a task we want to do, like
something fun. Other times, though, we might struggle to stay motivated.

Procrastination is when you have a task to do but you put it off instead. Procrastination
often comes into play when there is a task we don’t really want to do or feel overwhelmed
in the moment. You might procrastinate when you watch a television show instead of
starting your homework You might also procrastinate when you tell yourself you will get to
cleaning your room later and go out to hang out with friends instead.

It takes some serious self-control to push forward and start a task you don’t really want
to do! Of course, it’s an important skill since we have to do chores, homework,
assignments, and other tasks all the time when we might not “want” to do them. It is just
part of life.

Here are some strategies to help you stay motivated and reduce procrastination:

# 1 S e t r o u t i n e s t h a t w o r k . Routines are behaviors we do on a regular basis,

like brushing our teeth. If something is a routine in our life, it’s just easier to do. If
homework is a challenge for you, make it a routine to start it right away when you get
home.

# 2 S t a r t s m a l l . Sometimes bigger tasks can be overwhelming. Remind yourself to

start small and finish just one part of that task. Usually, that can give you the boost you
need to keep going.

# 3 G i v e y o u r s e l f d e a d l i n e s . Use time management skills to help you stay

motivated by sticking with a schedule. Figure out what time you’d like something
accomplished and remind yourself of the deadline. You can even make mini-deadlines along
the way.

# 4 U s e “ 1 - 2 - 3 L i f t O f f ” . If you’re struggling with getting up to start the task,

imagine you are a rocket ship. Tell yourself that on the count of three you are just going
to get up and go. Give it a try.

# 5 C h e c k i t o f f t h e l i s t . Actually making a list of your to-dos and then checking

them off can help you feel successful. This feeling will help you to be even more motivated
for your next task.

# 6 R e w a r d y o u r s e l f . After you finish that task, give yourself a reward! Whether

it is a few minutes of playing a game, getting a special snack, or just relaxing, it’s nice to
recognize your accomplishments.
© 2018 Pathway 2 Success
 Lesson 5 - 1
Name: _________________________________________________________ Date: _________________________

• Staying Motivated •
Give an example of something you procrastinate on sometimes. How can you work to
stop the procrastinating and just get the job done?

What is something that really motivates you? How can you use that motivation to help
you accomplish other tasks?

How can motivation impact your overall life? What are ways you can work to stay
motivated, even on the tasks you don’t really want to do?

© 2018 Pathway 2 Success

 Lesson 5 - 2 Lesson 5 - 2
#1 You have a #2 You told a friend
big test to you would help
study for but them get ready
you want to for a party but
hang out with you don’t feel
friends. like it anymore.

#3 #4
Lesson 5 - 2 Lesson 5 - 2

It’s time to Your teacher tells

get up for you to start your
school but homework but you
you want to don’t want to so
hit snooze you ask to get a
again. drink.

Lesson 5 - 2 Lesson 5 - 2
#5 #6 You have a lot
You have a big
science project of homework
due next week due tomorrow
you haven’t but you don’t
started yet. feel like doing
it.

#7 #8
Lesson 5 - 2 Lesson 5 - 2

You have soccer

You are supposed
practice soon
to clean your
but you are
room but you are
tired and don’t
talking with a
want to get
friend online.
ready.
 Lesson 5 - 2 Lesson 5 - 2
#9 Your parent #10 Your coach at
asks you to practice tells
fold the you to jog a
laundry but lap but just
you don’t want to sit
want to. this one out.

#11 #12
Lesson 5 - 2 Lesson 5 - 2

A parent needs You have a big

your help with presentation in
dinner but you front of class
are in the tomorrow that
middle of a you don’t want to
show. do.

Lesson 5 - 2 Lesson 5 - 2
#13 A teacher tells
#14 You need to
you to start the organize your
assignment but binder but it is
you are tired a mess and you
and just want to don’t know
do it later. where to start.

#15 #16
Lesson 5 - 2 Lesson 5 - 2

You have a You know it’s

huge test time to go to
next week and bed but you’d
you haven’t rather stay up
studied at all. and text your
friends.
 Lesson 5 - 3
Name: _________________________________________________________ Date: _________________________

• Avoiding Distractions •
Distractions can get in the way of us doing our best work. In fact, distractions are
around us all of the time! That’s why it’s so important to use self-control to avoid
or ignore them. Common examples of distractions might be your phone, the
computer, friends, the television, noises, or music. Read each situation and help
each person avoid the distraction to accomplish their goal.

#1 Mindi is trying to do her

homework but her friends keep
messaging her on social media.
She realizes she is wasting a lot
of time going back and forth
between her phone and the work.

#2 Tom is working in a lab

group with some friends. One of
his friends keeps messing
around with the lab equipment
and making jokes. He thinks it’s
funny but he’s not getting his
work done.

~~~ Let’s Think About It! ~~~

What are your biggest distractors? List your top 3 and come up with strategies for
reducing or avoiding them in the moment.

Distraction Strategies for Reducing or Avoiding

#1

#2

#3

© 2018 Pathway 2 Success

 Lesson 5 - 4
Name: _________________________________________________________ Date: _________________________

• Doing Your Best Work •

It’s important to always do your best work! This is true with everything, including
school work that you turn in. This often takes self-control because sometimes we
might just want to do an assignment quickly and turn it in to get it “done”. Of
course, just done isn’t good enough! It should be your best work. Read the rubric to
help you learn what your best quality of work might look like.

Rating Quality of Work

• No spelling or editing mistakes

3 •
•
Final product looks professional
Work is accurate and complete
• All work is shown
• Very few spelling or editing mistakes

2 •
•
Final product looks mostly professional
Work is accurate but could use more detail
• Most of the work is shown
• Has some spelling or editing mistakes

1 •
•
Final product is somewhat sloppy
Some of the work may be inaccurate or incomplete
• Limited effort made overall
• Has multiple spelling and/or editing mistakes

0 •
•
Final product is sloppy and unprofessional
Work may be illegible or confusing to read
• Little or no effort made overall

~~~ Let’s Think About It! ~~~

Take out a recent assignment of yours that you finished. Rate your quality of work
from 0 to 3. Explain your rating. How could you make improvements?

© 2018 Pathway 2 Success

 Lesson 5 - 5
Name: _________________________________________________________ Date: _________________________

• Not Giving Up •
Perseverance is our ability to keep working through a task until we accomplish it, no
matter how difficult it gets. Sometimes, we might want to give up when something
gets challenging. However, we can use our self-control to push ourselves to keep
going and persevere until we are done.

Test your ability to persevere and not give up by solving the brainteasers and
riddles. If you get stuck, think of what strategies you could use to keep going and
figure it out!

#1 Move one stick to complete #2 Solve the brainteaser:

another correct equation.

BANANA
#3 Find the next number in the #4 Solve for the missing numbers:
pattern.

x = 20

3, 8, 12, 17, 21, 26… - = 7

+ = 10

#5 Solve the brainteaser: #6 Solve the riddle:

TRAVELING What gets wetter the

more that it dries?
C C C C

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 6 Managing Emotions
Students will identify and discuss different emotions.
Objective Students will practice strategies for managing emotions, including feeling angry,
worried, and frustrated.
1. Introduction: Explain that besides managing our behaviors, self-control is also
about managing our emotions. This can actually be a bit more challenging
sometimes because emotions can come on strong. We will learn some strategies
to manage and deal with our emotions so we can make the best decisions.
2. Activity 1: Explain that in order to manage our emotions, we first have to discuss
and understand them. Have students list some emotions they know.
3. Pass out the “Understanding Emotions” worksheet. Read through. Have students
give an example of a time they felt each emotion. They can also make up a
situation that makes sense if they are uncomfortable or unsure of giving an
example of their own. Give time to share and review and emotions needed.
4. Activity 2: Pass out the “Hit the Pause Button” worksheet. Read through. Have
students identify some strategies that might work for them to hit the pause
button. Remind students that doing this takes lots of practice, but your skills get
better over time.
5. Pass out the second page with the remote control. Have students list some of
their strategies on the blank side of the remote. Students can cut them out and
paste them back to back as a physical reminder of their strategies.
6. Activity 3: Pass out the “Coping Strategies” worksheet. Read through. Have
students read through the coping strategies with a partner and check off the
ones they think would work for them. Give time to share and discuss. Ask
Lesson Plan students if there are any strategies they might use that are not on the list.
Consider which strategies can be done at school and which couldn’t be, depending
on the time and class.
7. Activity 4: Pass out the “Managing Frustration” worksheet. Read through. Have
students give an example of a time they were frustrated and how they could
deal with it. Give time to share.
8. Activity 5: Pass out the “Managing Anger” worksheet. Have students use the list
to check off which triggers cause them to feel angry sometimes. Encourage
students to list strategies that might help them before or during the situation.
9. Ask students to consider a situation recently that caused them to feel angry.
What was it? Explain that we will be processing through those emotions to help
us problem-solve for the future. Pass out the second worksheet and have
students respond independently to the questions. Give time to share.
10. Activity 6: Pass out the “Managing Worry” worksheet. Read through. Have
students use the examples to come up with more positive and productive
thoughts. Possible answer: #1 “I can practice tonight so I can do my best.” #2
“Let me make a plan so I can get this done.” #3 “I can practice a bit more
tonight so I am the most prepared I can be.”
11. Activity 7: Pass out the task cards to partners. Have students discuss each
situation by identifying how they might feel and how they might manage it.
12. Closing: Discuss closing questions.
Closing • What are your biggest challenge emotions that you need to work on managing?
Discussion • What are some strategies for managing your emotions on the spot?
Questions • What coping strategies do you think can help you the most?
© 2018 Pathway 2 Success
 Lesson 6 - 1
Name: _________________________________________________________ Date: _________________________

• Understanding Emotions •
A huge part of self-control is being able to manage and control our own emotions.
Before we can work on managing our feelings, though, we have to understand and
identify them. Read each emotion. Then, come up with an example for when you
might feel that way or a time that you actually did feel that way.

Happy Worried

Disappointed Sad

Excited Angry

Proud Confused

© 2018 Pathway 2 Success

 Lesson 6 - 2
Name: _________________________________________________________ Date: _________________________

• Hit the Pause Button •

Emotions can come on quickly and give us little time to think before
we act. That’s why it’s important to learn how to stop and “hit the
pause button”. That means not reacting right away and just taking a
minute to stop and think.

Our emotions are actually designed to protect us when we are faced

with a real threat. Imagine you are out in the woods and a see a wild
animal. You would probably feel scared, which would trigger your
response to react. Your brain would be on survival mode instead of
thinking clearly. However, in most day-to-day situations, we don’t face
a real threat like that. We can learn strategies to keep our emotions
in check so that we can make good decisions and not be driven just by
our emotions. Remember that YOU want to be in control!

When you start feeling a bit overwhelmed by your emotions, remember to hit the
pause button. Here are just a few ways you can stop yourself before reacting:

Distract Yourself Calm Yourself

• Think about something funny • Take deep breaths
• Go do another activity • Close your eyes and picture a happy
• Listen to music, read a book, or place
watch a video • Use positive self-talk
• Think of something you’re grateful for • Close your eyes and say, “Pause.”
• Remember a positive memory • Count to ten slowly
• Picture a stop sign • Relax with a calming activity

~~~ Let’s Think About It! ~~~

Which strategies are your favorite to help you “hit the pause button” in your brain?
Which would you want to try?

© 2018 Pathway 2 Success

 Lesson 6 - 2
Name: _________________________________________________________ Date: _________________________

• Hit the Pause Button •

 Lesson 6 - 3
Name: _________________________________________________________ Date: _________________________

• Coping Strategies •
Coping strategies are activities that help us manage our emotions on the spot so
we can start to feel calm and think clearly again. Sometimes it’s best to think of
coping strategies like a stress shield. Problems and challenges are still going to
come our way, but if we have our coping strategies, we can block some of the
stress they bring.

It’s important to note that everyone has coping strategies that work best for them
as an individual. Someone might feel calm when they color or draw, while someone
else might need to talk a walk and move to reduce their stress. The most critical
element is that you find the strategies that work best for you!

Read through the coping strategies and select which might help you to manage your
strong emotions on the spot:

 Positive self-talk  Practicing yoga

 Listening to music  Practicing gratitude
 Writing in a journal  Reading
 Deep breathing  Writing a story
 Taking a walk  Building and doing puzzles
 Practicing mindfulness  Dancing
 Coloring or drawing  Looking at photos
 Chewing gum  Organizing and cleaning
 Exercising  Thinking of something funny
 Painting  Asking for help
 Listing your choices  Using a fidget
 Talking to others  Using a calm down jar

~~~ Let’s Think About It! ~~~

What coping strategies could you use to manage your emotions?
How would they help you?

© 2018 Pathway 2 Success

 Lesson 6 - 4
Name: _________________________________________________________ Date: _________________________

• Managing Frustration •
Frustration is an emotion we feel when something doesn’t go our way or we can’t
solve a problem. It’s normal and healthy to feel frustrated sometimes. In fact, we
can even use our frustrations to help us figure out how to solve or fix a problem
we are dealing with. For example, you might feel frustrated when you get a test
back and it’s not the grade you expected. Rather than letting that experience make
you feel defeated, you can turn your frustration into action! You can ask for extra
help, study extra each night, work harder on your assignments, and make a solid
goal to improve for the next test.

A little frustration can be a good thing, but too much frustration can backfire and
cause us to become angry. Here are simple strategies to manage your frustration
on the spot:

# 1 G e t c a l m . Use your coping strategies to help you get calm first before you
make any decisions (remember that this is self-control!). If your brain is clouded,
you won’t be able to think clearly about possible solutions.

# 2 I d e n t i f y t h e p r o b l e m . Think about what is causing your frustration.

You can even use an I-statement to express how you feel.

# 3 B r a i n s t o r m . Think of possible solutions for how to fix the problem at hand.

Then, consider the possible consequences of those solutions. This will help you make
the best decision for how to go forward.

# 3 T a k e a c t i o n . Choose the best solution and take action by doing something

about the problem. Just taking one small step can help propel you in the right
direction.

~~~ Let’s Think About It! ~~~

Give an example of a time you were frustrated. How did you deal with
it? What would you do differently now?

© 2018 Pathway 2 Success

 Lesson 6 - 5
Name: _________________________________________________________ Date: _________________________

• Managing Anger •
It’s normal to feel angry sometimes. You might feel angry when you feel like you’re
treated unfairly, someone isn’t listening to you, or you feel disappointed in yourself or
others. One helpful way to manage your anger is to understand your triggers ahead of
time. Fill out the chart to help identify your personal triggers for when you feel mad.

Is this
Possible Trigger for What could you do about it? What strategies could you use before
a
trigger?
Anger and during?

Failing or not doing

well at something

Being told what to do

Feeling left out

Feeling embarrassed

Someone doesn’t
listen to you

Someone threatens
you or someone you
care about

Someone doesn’t
agree with you

Someone accuses you

of something

© 2018 Pathway 2 Success

 Lesson 6 - 5
Name: _________________________________________________________ Date: _________________________

• Managing Anger •
What is something that you feel angry about sometimes?

Stop – How can you stop yourself and hit the pause button?

Think – What is the real problem or issue to be solved?

Consider – What are possible solutions? What are consequences for those?

Choose – How could you work on the problem?

© 2018 Pathway 2 Success

 Lesson 6 - 6
Name: _________________________________________________________ Date: _________________________

• Managing Worry •
Worrying about something can be a healthy emotion that helps us effectively
manage our stress. For example, if you worry about a test, it might drive you to
study a bit more. That’s a good thing! However, too much worry can hurt our ability
to think clearly. The good news is that you can learn to use self-control to change
your thoughts and feelings of worry into more productive thoughts that can actually
help you.

Read each worry. Then, turn it into a more productive thought that can help work
towards progress and problem-solving.

#1 “I’m really worried about

presenting in front of the
class tomorrow. What if I
do terrible?”

#2 “I have too much

work due this week.
There’s no way I’ll
finish it all.”

#3 “I’m so nervous about

tryouts tomorrow. If I don’t
make the team, it will be the
worst thing ever.”

~~~ Let’s Think About It! ~~~

Give an example of a worry and then turn it into a more productive
thought or action.

© 2018 Pathway 2 Success

 Lesson 6 - 7 Lesson 6 - 7
#1 You get a #2 You have
test back your hand up
and it’s a in class but
higher grade the teacher
than you never calls
expected. on you.

#3 #4
Lesson 6 - 7 Lesson 6 - 7

You have a Someone is

huge test bothering you in
tomorrow and class when you are
you don’t feel trying to get your
prepared. work done.

Lesson 6 - 7 Lesson 6 - 7
#5 #6
Your alarm You borrowed
doesn’t go off a friend’s
and you realize game but
you are late for broke it by
school. mistake.

#7 #8
Lesson 6 - 7 Lesson 6 - 7

Someone A friend
bumps into posts a
you in the hall picture of
and your you that you
books go asked them
flying. to delete.
 Lesson 6 - 7 Lesson 6 - 7
#9 Your parents #10 Your favorite
say you can’t class is
go out until canceled
you fold your today because
laundry. of an
assembly.

#11 #12
Lesson 6 - 7 Lesson 6 - 7

You get in A friend invites

trouble in you out to the
class for movies with
something some other kids
you didn’t you don’t really
do. know.

Lesson 6 - 7 Lesson 6 - 7
#13 #14 You get to
A friend
work with
borrowed your
your best
favorite pen
friend in
and never gave
science
it back.
class.

#15 #16
Lesson 6 - 7 Lesson 6 - 7

You think a
You can’t
friend is
find your
talking about
cell phone
you behind
anywhere.
your back.
 Lesson 6 - 7 Lesson 6 - 7
#17 #18 You think
You win in
a game someone
against stole
someone something of
else. yours off of
your desk.

#19 #20
Lesson 6 - 7 Lesson 6 - 7

You have a
You see the
report due
answers to an
today and
upcoming test
realized you
on the
forgot it at
teacher’s desk.
home.

Lesson 6 - 7 Lesson 6 - 7
#21 You have a
#22
You left your
headache notebook in a
and others friend’s locker
near you and they are
are talking absent today.
loudly.

#23 #24
Lesson 6 - 7 Lesson 6 - 7

Your parents While playing

ask you to put a sport,
groceries away someone
when you are bumps into
doing you and you
something else. fall down.
 Self-Control Boot Camp • Educator Guide
Lesson 7 Skills that Help with Self-Control

Students will identify and discuss executive functioning skills related to self-control,
Objective
including: planning, time management, and perseverance.

1. Introduction: Explain that self-control is an important skill and it impacts us in

many ways, but there are other skills that impact it, too. If you want to have
strong self-control skills, you can get even better by improving your ability to
plan, learn how to manage your time well, and develop skills for persevering
through challenges.
2. Activity 1: Ask students to think about what it means to plan. Have students
come up with their own examples.
3. Pass out the “Planning” worksheet. Read through. Have students read the
scenarios and discuss how each person could use both planning and self-control
to meet their goals.
4. Ask students to come up with other examples for when they might need to use
both planning and self-control.
5. Activity 2: Ask students to think about what it means to use time management
skills. When would we need to use them? Have students think of their own
Lesson Plan
examples.
6. Pass out the “Time Management” worksheet. Read through. Have students think
back to an assignment they completed recently to reflect on using both time
management and self-control skills. Give time to share.
7. Have students come up with other examples for when they might need to use
both time management and self-control.
8. Activity 3: Ask students what it means to persevere. Have students think of
examples.
9. Pass out the “Perseverance” worksheet. Read through. Have students reflect on
each scenario and discuss how they persevered to accomplish the task. Give
time to share.
10. Have students give examples of times they persevered through something
difficult to achieve a goal.
11. Closing: Discuss closing questions.

• What other skills are important to help with self-control?

• What is planning? What are some examples of planning?
• How does being a better planner help you with your self-control?
Closing
• What is time management? What are some examples for when you might use
Discussion
time management skills?
Questions
• How is time management related to self-control?
• What is perseverance? Why is it an important skill?
• How are self-control and perseverance related? How can they help each other?

© 2018 Pathway 2 Success

 Lesson 7 - 1
Name: _________________________________________________________ Date: _________________________

• Planning •
What is planning?
Planning is the skill that helps us create a “roadmap” to
completing a task or goal we want to accomplish. It involves
figuring out the specific steps and resources needed in order
to meet a specific goal.

What are some examples of planning?

Examples of planning include using a calendar to schedule out your month ahead of
time, using a homework planner to write down assignments, or making a set goal to
save money for something special.

How does planning impact self-control?

It’s easier to use our self-control and stay on track when we can plan ahead and
think towards a goal we have. For example, let’s imagine you want to save up for a
new bike. You are going to have to plan out how you should save your money, and
then you’re going to need to use self-control so you don’t use the money other
places!

~~~ Let’s Think About It! ~~~

Read each scenario. Discuss how each person might need to use skills for planning
and self-control to meet their goal.

#1 Tina wants to earn a B

or better in math class by
the end of the semester.

#2 Mason would like to

make the soccer team
next year. He tried out
this year and didn’t
make it.

© 2018 Pathway 2 Success

 Lesson 7 - 2
Name: _________________________________________________________ Date: _________________________

• Time Management •
What is time management?
Time management is the skill that helps us estimate how much
time we have to complete something and deciding how to best
spend our time. Strong time management skills help us
accomplish tasks more efficiently and effectively without wasting
time.

What are some examples of time management?

Time management includes estimating how long it will take you to write a research
paper, checking in with yourself during the assignment to make sure you’re on track,
and meeting a deadline so you can turn in the assignment on time.

How does time management impact self-control?

In order to effectively use our time, we have to constantly use self-control to
manage ourselves. Imagine you have a big report due at the end of the week. You
will probably have to figure out how to use your time each day to get the assignment
done by the deadline. Then, each day, you’ll need to use self-control to use your time
wisely and actually get the work done. That includes resisting distractions (like your
cell phone or friends) and motivating yourself even when you don’t want to do it.

~~~ Let’s Think About It! ~~~

Think back to the last assignment you had to work on. It could be a big project or
just a homework assignment. Answer the questions below.

#1 What was the assignment? #2 How did you have to manage your time?
Would you do anything differently now?

#3 How did you use self-control?

© 2018 Pathway 2 Success

 Lesson 7 - 3
Name: _________________________________________________________ Date: _________________________

• Perseverance •
What is perseverance?
Perseverance is being able to stick with a task until it is finished, regardless
of any challenges that pop up along the way. It includes being able to
problem-solve in the moment to solve issues so that you can continue
working towards the goal.

What are some examples of perseverance?

Examples of perseverance include pushing yourself to finish a long-term project,
working through a tough test, and finishing out a cross-country race even if you are
exhausted.

How does perseverance impact self-control?

In order to persevere and work to achieve a goal, we have to manage ourselves
throughout the entire process. That includes using self-control to stick with it and
keep going when it’s hard, avoiding distractions that get in the way, and managing
our emotions when things get tough.

~~~ Let’s Think About It! ~~~

Read each scenario. Describe challenges you’ve experienced for that situation and
how you used perseverance to overcome those challenges.

#1 A difficult test or quiz #2 A problem with a friend #3 A goal you achieved

© 2018 Pathway 2 Success

 Self-Control Boot Camp • Educator Guide
Lesson 8 Self-Control Practice
Objective Students will practice self-control with a variety of activities.
1. Introduction: Explain that now that we’ve learned all the skills necessary for self-
control, we are going to put those skills in action! We will be practicing self-control in
a variety of activities.
2. Worksheets with directions and reflections are included for all activities. It’s
helpful to give out the worksheets while explaining the directions and return back to
the worksheet for reflection after the activity is finished.
3. Activity 1: Don’t Pop the Bubbles. Before starting, you will need bubbles. You can
have one for each set of partners or just share. Explain that students will take
turns blowing the bubbles. The partner #1 can start blowing bubbles while partner
#2 can pop the bubbles as fast as they can. Then, partner #1 should say, “Don’t
pop the bubbles!” and partner #2 must stop right away, even while partner #1
continues to blow bubbles.
4. Activity 2: Dance it Out. For this activity, you can play any music you want. You can
even have students take turns and choose music to play. Explain that you will play
music while everyone can dance and walk around. As soon as the music stops,
everyone must freeze right away! Do this several times.
5. Activity 3: Try Not to Laugh. For this activity, you can partner students up. Explain
that students will work to make the other person laugh just by being silly. The trick
is to try and not laugh, no matter what happens. An alternative to this is to play a
funny video (there are multiple try not to laugh videos for kids online) and do this
as a group.
6. Activity 4: One Now or Two Later. This activity involves food, so check with your
allergy policy before starting. Explain that you are going to pass out a tasty treat to
Lesson Plan
each student. The only catch is students can have one small serving now or get two
servings if they wait until later. Some students might choose to have one while
others will choose to wait, and that’s okay. Spend time talking while eating. After
the first group is done eating, pass out two servings to those who chose to wait.
It’s helpful to discuss both perspectives (those who wanted it right away and
those who chose to wait).
7. Activity 5: Red Light – Green Light. Explain that one person will be in charge to yell
out the commands “red light” and “green light”. When there is a green light, you can
walk around and do anything you want! As soon as the leader yells, “red light!” you
need to freeze and stop right away.
8. Activity 6: Simon Says. Explain that one person will be in charge as the leader. They
will say “Simon says…” and choose an action. If they says “Simon says”, you should
complete that action. If they don’t, you should use self-control and stop. Have
different students be the leader to practice.
9. Activity 7: Don’t Blurt it Out. Explain that for this activity, students will be answering
some trivia questions. Everyone will first grab a seat in the room.. The trick is that
you can only blurt it out if it’s your turn. You have to keep completely quiet if it’s
not your turn. Have two people stand up next to each other and read the first
trivia card. Only those two should answer and the winner needs to walk to the next
person in line. Continue playing this “around the world” style until time is up. If the
two people don’t know the answer to a question, give them a hint or first letter.
It’s important others don’t shout out!
10. Closing: Discuss closing questions.
Closing
• What were these experiences like for you?
Discussion
• How did you practice self-control? What was easy? What was challenging?
Questions
© 2018 Pathway 2 Success
 Lesson 8 - 1
Name: _________________________________________________________ Date: _________________________

• Don’t Pop the Bubbles •

Y o u r T a s k : You will have a turn to blow bubbles with
a partner! First, you will be given time to pop the
bubbles. Then, when directed by your partner, you will
have to refrain from popping the bubbles.

That means you will have to stand back and let them
fall to the f loor on their own. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 2
Name: _________________________________________________________ Date: _________________________

• Dance It Out •

Y o u r T a s k : Listen to music and dance! While

the music is on, you’ll be given time to show all
your dance moves.

As soon as the music shuts off, make sure you stop

and freeze right away! Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 3
Name: _________________________________________________________ Date: _________________________

• Try Not to Laugh •

Y o u r T a s k : You will get the chance to be
completely silly with a partner. You can make
faces, tell jokes, or anything else that would
make someone laugh.

Of course, your goal is to try and not laugh, no

matter how silly things get. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 4
Name: _________________________________________________________ Date: _________________________

• One Now or Two Later •

Y o u r T a s k : In this activity, be prepared for a

treat! You will get one portion of your very own
special snack.

However, if you decide to wait until later, you can

get two portions instead. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 5
Name: _________________________________________________________ Date: _________________________

• Red Light – Green Light •

Y o u r T a s k : When someone says, “green light,”
you will be given time to walk around the room, talk
with friends, and make noise.

As soon as someone says, “red light,” you need to

freeze immediately. That means you will have to
stop right away, no matter what you are doing. Can
you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 6
Name: _________________________________________________________ Date: _________________________

• Simon Says •
Your Task: You will be following a leader. Every
time the leader says, “Simon Says,” you
should complete that action.

If the person doesn’t say Simon Says and you

still do the action, you’re out! Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Lesson 8 - 7
Name: _________________________________________________________ Date: _________________________

• Don’t Blurt It Out •

Y o u r T a s k : You will be answering some trivia
questions with your classmates. When it is your turn,
you will go up against one partner at a time. At
that time, you can shout out the answer!

When is it not your turn, you have to keep it to

yourself, even if you know the answer and no one else
does. Can you do it?

~~~ Let’s Think About It! ~~~

What was this activity like for you? What was easy or difficult?

How did this activity help you to practice self-control?

© 2018 Pathway 2 Success

 Which country is home to Rulers in this country were called
kangaroos? pharaohs.

(Australia) (Egypt)

The colored part of the human

A baby goat is called this.
eye is called this.

(kid)
(iris)

How many days are there in the

Honey is created by this insect.
month of June?

(bees)
(30)

Who is credited with inventing

What is the capital of Hawaii?
the telephone?

(Honolulu)
(Alexander Graham Bell)

The Statue of Liberty was a gift A hammerhead and great white

to the U.S. from which country? are a type of what?

(France) (shark)

What continent does Mexico

A spider has this many legs.
belong to?

(8)
(North America)
What is the world’s fastest land This is a device that keeps you dry
animal? in the rain.

(cheetah) (umbrella)

This is the second month of the A shape with six sides is called
year. this.

(February) (hexagon)

This is the opposite of dark. Another word for lucky.

(light) (fortunate)

What is the only continent that

What is a group of lions called?
has giraffes in the wild?

(a pride)
(Africa)

This is a feeling that something

Emeralds are this color.
might be true.

(green)
(suspicion)

This is the mathematical term This is a state of extreme

for average. confusion and disorder.

(mean) (chaos)
This is the smallest breed of dog. This is another word for annoyed.

(Chihuahua) (irritated)

The Golden Gate Bridge is

The scientific term for spring.
located in this city in the USA.

(vernal equinox)
(San Francisco)

This makes up 99% of a panda’s This word means to be fearless

diet. and daring.

(bamboo) (bold)

Where did reggae music This is the total number of

originate? people in a location.

(Jamaica) (population)

What number does the Roman Someone who can’t read or write
numeral C stand for? is this.

(100) (illiterate)

Hitting a baseball lightly without This word means the place where
swinging the bat. something begins.

(bunt) (origin)
A shape with ten sides is called The name for fairness and
this. courtesy when playing games.

(decagon) (sportsmanship)

This is the process that helps What is the name of the galaxy
plants make their own food. we live in?

(photosynthesis) (Milky Way)

This word means extremely This is the smallest ocean in the

hungry. world.

(famished) (Arctic Ocean)

This is a building or room with These are the two organs found in
many books. your chest used for breathing.

(library) (lungs)

What are the Wright brothers You do this when you hand out cards
famous for? in a cards game.

(inventing an airplane) (deal)

The shelter area in baseball for

This is the opposite of a hero.
players and coaches.

(villain)
(dugout)
 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

 CERTIFICATE OF ACHIEVEMENT

________________________________________________________

has proudly completed

Self-Control Bootcamp!

Signed: _____________________________________________ Date: _________________________

© 2018 Pathway 2 Success

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 About the Author
Kristina Scully has been a special educator
for over 10 years. She has a bachelor’s
degree in special and elementary education
from the University of Hartford, along with
a master’s degree in special education with
a specialization in autism from the
University of St. Joseph. She has worked
extensively with kids and young adults with
behavioral challenges, learning disabilities,
autism, ADHD, anxiety, and other needs.
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