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review individual calming-strategy cards (e.g., breathing, counting, taking a walk); read a classroom scenario on a numbered task card and decide what to do; track personal/group behavior goals
Spin the spinner (or use the printed chart) to land on a coping action when feeling mad/frustrated (e.g. count, breathe, hug, hop, think, walk, do a puzzle, read) and carry out that action.
Free download Not a student worksheet; charts are for classroom display/reference, each pairing a main-idea-vs-theme mini-lesson with a specific character trait, its definition, and example behaviors.
Use a coping-skills menu and chart to identify feelings and choose a calming strategy.
Reference visual scale posters (voice volume, problem size, emotional/action response) and behavior-expectation posters to guide self-regulation and social behavior; no written student task.
Look at the poster to determine whether their working speed is 'too slow', 'just right', or 'too fast', then choose from listed 'I can...' options (take a break, take a walk, learn, get a drink, color).
The seven-page set builds its listening routine across successive posters, ending with all five reminders together. Use the sequence when introducing the routine and keep the final page near the reading area. Model the expectations in ways that work for your students, then refer to the display during transitions into a read-aloud.
This one-page poster lists five steps in a BIST response sequence: non-verbal warning, verbal warning, safe seat, buddy room and focus room. A stop-and-make-a-better-choice message accompanies the first step. Explain each step using your school’s procedures before displaying the poster.
Help teachers and school staff select and track behavior-intervention strategies for common elementary classroom behavior challenges.
Students view and discuss each poster with a teacher/therapist (e.g. discussing what each letter of an acronym means, matching facial expressions to emotion cards, role-playing behaviors), and in some cases use dry-erase markers on laminated cards or play a memory-matching game with printed emotion cards.
Read a checklist of 9 friend-behavior items (e.g. 'Did/Do you play fairly?', 'Did/Do you say kind words?', 'Did/Do you take turns and share?') and mark yes/no for each, before and/or after a social event such as recess, a field trip, or lunch; a blank 'Make Your Own' version lets students write in or draw their own ideas.
Provides visual classroom-management cards/posters showing a four-step behavior intervention sequence (non-verbal warning, verbal warning, safe seat, buddy room).
Read a checklist of 10 sportsmanship items (e.g. 'Do/Did you play fairly?', 'Do/Did you try your best?', 'Do/Did you win or lose respectfully?') and mark yes/no for each, before and/or after a game or team event; a blank 'Make Your Own' version lets students write in or draw their own ideas.