Calm Choices

Overview

In this 7th of 9 lessons in “Building Resilience Through Values”, students learn and practise problem-solving strategies for everyday emotional and social challenges. They apply these strategies in pairs to solve realistic scenarios, building confidence to respond constructively when something feels stressful or unfair.

Learning intentions

• WALT use problem-solving steps to manage emotional challenges when plans don’t go the way we hoped.
• WALT apply healthy routines, helpful thinking (positive self-talk), and support-seeking to solve problems respectfully.
• WALT explain how the body can react to stress (fight, flight, or freeze) and choose strategies that support self-care.

Success criteria

• I can describe a simple problem-solving process (identify, options, choose, try, reflect).
• I can use positive self-talk to reframe a negative thought into a helpful one.
• I can choose a respectful solution and explain why it is safe and fair.
• I can practise seeking support by naming who I could talk to and what I could say.

Curriculum links

• Self-care — Building resilience and managing emotional challenges through strategies such as problem-solving and seeking support.
• Self-care — Recognising that the nervous system can respond to stress (fight, flight, freeze) and choosing regulation strategies.
• Health and PE — Positive self-talk to support emotional wellbeing and constructive responses to challenges.
• Personal and Social Capability — Working collaboratively, communicating respectfully, and managing feelings in group situations.

Lesson structure (45 minutes)

1. 0–5 min · Connection and warm-up. Teacher asks: “When something goes wrong, what do your thoughts and body feel like first?” Students do a quick think-write, then share one idea with a partner.

2. 5–12 min · Mini-teach: Problem-solving steps. Teacher models a clear routine: Identify the problem → List options → Choose the safest/fairest option → Try it → Reflect. Students follow along and underline the step that feels hardest for them personally.

3. 12–18 min · Strategy focus: Positive self-talk + stress response. Teacher briefly explains that stress can trigger fight, flight, or freeze, and that self-talk helps shift thoughts toward action (e.g., “I can handle this step by step”). Students practise two quick rewrites on a worksheet: a negative thought becomes a helpful thought, then they add one action that matches the thought.

4. 18–32 min · Pair practice: Scenario problem-solving. Teacher gives each pair one hypothetical scenario card (schoolyard issue, group work conflict, missed instructions, being left out). Students complete a “Problem-Solving Map” together using sentence starters:

• “The problem is…”
• “If I feel stressed, I might… (fight/flight/freeze)”
• “Two options are…”
• “We choose… because…”
• “I will try…”
• “After, I will reflect…”
• “Support I can seek is… and I will say…”

5. 32–41 min · Share and refine. Teacher selects 4–5 pairs to share their chosen option and one piece of self-talk they used. Students in the audience give one “Glow” (what was strong) and one “Grow” (a respectful improvement) using a class checklist: safe, fair, respectful, includes support if needed.

6. 41–45 min · Exit ticket (quick check). Students answer: “Name one problem-solving step you will use next time you feel stressed, and write a helpful self-talk sentence.”

Resources

• Scenario cards (at least 10; pairs will use 1 each)
• “Problem-Solving Map” worksheet (one per pair)
• Positive self-talk rewrite worksheet (or half-sheet)
• Stress response prompts posted on the board (fight / flight / freeze)
• Timer and a class checklist for “safe, fair, respectful”
• Pencils, pens, and scrap paper

Assessment

• Teacher observes pair work for correct use of the problem-solving steps and respectful communication.
• Check worksheets: students can identify a problem, list options, choose a solution, and include a reflection and/or support-seeking statement.
• Exit ticket to confirm individual understanding of one step and one example of helpful self-talk.

Differentiation

• Support: Provide sentence starters, a partially filled “Problem-Solving Map” model for one scenario, and a word bank for stress feelings and support phrases.
• Support for EAL: Allow students to draw the solution steps (simple icons for identify/options/choose/try/reflect) and use bilingual buddies or peer support.
• Extension (advanced learners): Give a second scenario where the first option could cause harm or unfairness, and challenge students to revise using “safe and fair” criteria. Ask them to include an alternative support plan (e.g., if the first support person is unavailable).
• Inclusion: Offer role options in pairs (reader, writer, timekeeper, sharer) so all students participate confidently.

Extension (optional)

• If time: Students create a short “script” (2–3 lines) for seeking support respectfully, then practise it with their partner.