Managing Impulsivity
Table of Contents
Explicit Teaching
Reinforcement: Emotional Continuum and Feelings Tracker
Reinforcement: Peaceful Moment and Whole Class Check System
Reinforcement: Cozy Corner and Fidgets
Reinforcement: Mindfulness Documentation
Explicit Teaching
Reinforcement: Emotional Continuum and Feelings Tracker
Reinforcement: Peaceful Moment and Whole Class Check System
Reinforcement: Cozy Corner and Fidgets
Reinforcement: Mindfulness Documentation
Explicit Teaching
First, I defined managing impulsivity for myself and my students from Costa and Kallick: "Reflective individuals consider alternatives and consequences of several possible directions prior to taking action. They decrease their need for trial and error by gathering information, taking time to reflect on an answer before giving it, making sure they understand directions, and listening to alternative points of view" (n.d.).
I also did research around mindfulness and its connection to managing impulsivity for students. I discovered the following from Katherine Weare at Mindful Schools:
"Mindfulness for young people is easy to carry out, fits into a wide range of contexts, is enjoyed by both students and teachers, and does no harm. Well conducted mindfulness interventions can improve the mental, emotional, social and physical health and wellbeing of young people who take part. It has been shown to reduce stress, anxiety, reactivity and bad behaviour, improve sleep and self-esteem, and bring about greater calmness, relaxation, the ability to manage behaviour and emotions, self-awareness and empathy. Mindfulness can contribute directly to the development of cognitive and performance skills and executive function. It can help young people pay greater attention, be more focused, think in more innovative ways, use existing knowledge more effectively, improve working memory, and enhance planning, problem solving, and reasoning skills" (2012).
Convinced by the research to combine lessons on managing impulsivity and mindfulness I needed to first teach them about feelings since they often are the reason why young children react impulsively. Many children have trouble identifying and managing their feelings and therefore often respond impulsively to those rather than being able to slow down and make more calm and informed choices. We initially read "The Feelings Book" by Todd Parr as seen in below lesson plan.
References
Weare, K. (2012). Evidence for the impact of mindfulness on children and young people. Retrieved from https://mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf
First, I defined managing impulsivity for myself and my students from Costa and Kallick: "Reflective individuals consider alternatives and consequences of several possible directions prior to taking action. They decrease their need for trial and error by gathering information, taking time to reflect on an answer before giving it, making sure they understand directions, and listening to alternative points of view" (n.d.).
I also did research around mindfulness and its connection to managing impulsivity for students. I discovered the following from Katherine Weare at Mindful Schools:
"Mindfulness for young people is easy to carry out, fits into a wide range of contexts, is enjoyed by both students and teachers, and does no harm. Well conducted mindfulness interventions can improve the mental, emotional, social and physical health and wellbeing of young people who take part. It has been shown to reduce stress, anxiety, reactivity and bad behaviour, improve sleep and self-esteem, and bring about greater calmness, relaxation, the ability to manage behaviour and emotions, self-awareness and empathy. Mindfulness can contribute directly to the development of cognitive and performance skills and executive function. It can help young people pay greater attention, be more focused, think in more innovative ways, use existing knowledge more effectively, improve working memory, and enhance planning, problem solving, and reasoning skills" (2012).
Convinced by the research to combine lessons on managing impulsivity and mindfulness I needed to first teach them about feelings since they often are the reason why young children react impulsively. Many children have trouble identifying and managing their feelings and therefore often respond impulsively to those rather than being able to slow down and make more calm and informed choices. We initially read "The Feelings Book" by Todd Parr as seen in below lesson plan.
References
Weare, K. (2012). Evidence for the impact of mindfulness on children and young people. Retrieved from https://mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf
The next day, I showed the class a "Moody Cow Meditates" read aloud video and also showed follow up videos about impulse control. As a whole class we discussed ways that we might be able to calm ourselves, think and make better choices. Children shared that we could take a deep breath, go to the cozy corner or ask a teacher for help.
Habits of Mind: Managing Impulsivity videos that were shared with the children:
After sharing each of the videos children reflected on them and were told to think about how they could apply the ideas to their school day. While in line later that day in response to me giving reminders about their behavior in line a child says "and manage your impulses!" and a few other children nodded. Other students shared about how they could manage their impulses to talk during rest time, or focus during our peaceful moment of mindfulness during morning meeting or raise their hand to talk during circle time versus shouting out. It was clear the lessons and videos stuck with them as seen in the images below:
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Reinforcement: Emotional Continuum and Feelings Tracker
Another way that children are encouraged to manage their impulses are to check-in every morning into our emotional continuum we built with their own faces modeling a particular feeling. Knowing how they feel each morning gives me a great lens to approach them and understand why they might have impulse control issues. Giving them a chance to check-in also helps them readily identify how they're feeling and could help them find ways to not only manage their emotions but also their impulses.
Another way that children are encouraged to manage their impulses are to check-in every morning into our emotional continuum we built with their own faces modeling a particular feeling. Knowing how they feel each morning gives me a great lens to approach them and understand why they might have impulse control issues. Giving them a chance to check-in also helps them readily identify how they're feeling and could help them find ways to not only manage their emotions but also their impulses.
Each day after the children check-in (and as they change how they feel throughout the day) I have a clipboard that I keep track of what feeling each child checks into over the course of week or so. Below is an example of the totals. The majority of times (59) children are happy or thirsty (51) or excited (47). Occasionally children are silly (21), sad (21) or brave (15). Very rarely are children checking into any other types of feelings. My teaching partner and I both also check-in to our feelings to continuously model for them how we're feeling and how we cope with those feelings. Tracking this type of data helps us understand what might be preventing children from accessing the tools they need to manage their impulses and we help them find them.
Reinforcement: Peaceful Moment
A daily practice we engage with to help children stop, observe and think is through something called "peaceful moment." Each morning once we gather on the carpet we start by drawing "eyes" on our hands and go through a series of guided steps to eventually focus on our breath, our feelings, thoughts and others. After participating many children appear more calm and making appropriate choices to control their impulses.
A daily practice we engage with to help children stop, observe and think is through something called "peaceful moment." Each morning once we gather on the carpet we start by drawing "eyes" on our hands and go through a series of guided steps to eventually focus on our breath, our feelings, thoughts and others. After participating many children appear more calm and making appropriate choices to control their impulses.
In addition to peaceful moment as a group we work towards earning checks when we've been managing our impulses. They were able to earn 15 in about a week and once they do then the whole class gets to vote on their prize. This time they voted to have popcorn and chocolate as a treat! After we collect 15 checks as a class we start over and continue to watch for the whole class managing their impulsivity.
Reinforcement: Cozy Corner and Fidgets
The Cozy Corner and fidgets are also used to reinforce the habit and mindset of managing impulsivity. Children can access the cozy corner whenever they feel upset, out of control or impulsive to calm down. While they are there they can engage with fidgets to help them refocus and think through what action they're going to take next. The fidgets were explicitly talked about as tools to calm down and refocus their attention. They are also able to access them during whole group times.
The Cozy Corner and fidgets are also used to reinforce the habit and mindset of managing impulsivity. Children can access the cozy corner whenever they feel upset, out of control or impulsive to calm down. While they are there they can engage with fidgets to help them refocus and think through what action they're going to take next. The fidgets were explicitly talked about as tools to calm down and refocus their attention. They are also able to access them during whole group times.
Reinforcement: Mindfulness Documentation
Another tool I use in the classroom to reinforce impulse control is that of documenting when children are utilizing strategies to manage their impulsivity. I collaborated with my teaching partner to begin to post some research questions we had directly in the cozy corner of our room. We then collaboratively planned and took photos of when we saw children self-regulating, embodying a calm body or looking peaceful. Once those photos were posted we were able to help children engage with them and reflect back what they were doing. Below are some examples of the documentation that is up in the classroom in our cozy corner.
Another tool I use in the classroom to reinforce impulse control is that of documenting when children are utilizing strategies to manage their impulsivity. I collaborated with my teaching partner to begin to post some research questions we had directly in the cozy corner of our room. We then collaboratively planned and took photos of when we saw children self-regulating, embodying a calm body or looking peaceful. Once those photos were posted we were able to help children engage with them and reflect back what they were doing. Below are some examples of the documentation that is up in the classroom in our cozy corner.
Below are the research questions we began asking ourselves and collecting documentation on:
Below are questions we asked the children in the photos we posted in the cozy corner. Children were able to connect to the ideas of our peaceful moment in the morning with acknowledging how they were feeling and also finding a sense of calm. All of this directly connects to the ideas of identifying feelings, engaging in mindfulness and managing impulsivity.
Below are images from the documentation up in the classroom itself and examples of children looking at and discussing it with teachers: