Deciding to Regulate
In Concept 9 (C9), learners explore metacognitive skills that help us regulate with more independence and agency. We learn the Stop, Opt & Go strategy is a way to build impulse control, develop thoughtful decision-making, and incorporate problem-solving skills to use in moment to-moment regulation. In Stop, Opt & Go, first we pause or stop before acting upon our instinct or impulse, then we think through the options we have in a situation and how they may or may not work out for us, which may include using a regulation tool. Last, we identify our goal to help us choose the option that will work out best going forward.
As we consider our goals, we introduce learners to Now Goals and Later Goals. Later Goals are our long-term goals that take time to accomplish, such as getting a good grade at the end of the semester, learning to read, and personal pursuits into adulthood. These goals are important, but often when figuring out how to regulate in the moment, we consider our Now Goals, which is what we are trying to achieve in the moment, such as finishing a task, feeling more comfortable, or having fun with a friend. The goals we discuss within this concept must be learner-directed, meaning they are authentic personal goals, rather than goals we impose upon our learners.
Learning Targets
- I can pause to think about my options and goals before acting.
- I can decide if using a regulation tool will help in a situation.
Vocabulary
Impulse: A sudden urge to do something.
Options: Choices we have in a situation.
Goal: Something we work toward to accomplish or achieve.
Key Climate Practice
Model and prompt the Stop, Opt & Go strategy for real-time regulation decisions.
- NOTE: This concept may be less accessible for early/emergent learners due to the metacognitive thinking and problem-solving integrated throughout instruction. Make sure to thoroughly preview all concept materials to determine how best to tailor learning. As an alternative to teaching this concept, continue to build learners’ Zones Toolboxes by exploring more regulation tools, and/or spiraling back to Geared Activities in previous concepts.
- Customize: Alter the instruction around impulse control, options, and goals by playing games that allow learners to pause (such as Red Light/Green Light), and/or choose (such as Jenga) in order to meet a goal (win/have fun). As you play, incorporate concept vocabulary: impulse, option, goal, to help learners develop familiarity with the skill and language.
- Vocabulary: Pair new terms with alternate synonyms/expressions to develop familiarity. Impulse: urge, reaction, instinct, first thing that comes to you. Option: choice, pick, ways. Goal: target, hope, want something to work out.
- Pare it Down: Focus only on one aspect of this concept at a time, such as impulses or goals. Use the table of contents in the Interactive Presentation to work through one section at a time.
- Activity Exchange: Choose one of the Gear 1 Activities: Goals Memory Match, Options Obstacle Course, Stop Opt & Go Scenario, in place of the Group Activity: Stop, Opt & Go.
Books to Support Early Learning
Lilly’s Purple Plastic Purse
by Kevin Henkes
- What are some impulses that Lilly does without thinking?
- What are some actions Lilly takes after pausing to think?
Eat Pete!
by Michael Rex
- What was the monster’s impulse in this story?
- What were two options the monster had when he wanted to eat Pete? How would each of them work out?
As mentioned in the Early/Emergent Adaptations above, the content in this concept may not be as accessible to learners across a developmental spectrum. It may be helpful to create a Stop, Opt & Go visual prior to teaching the Interactive Presentation. For instance, move a clip or magnet along each step as they are introduced throughout the concept to provide a visual aid to reinforce this multi-step process. You can also connect the Stop, Opt & Go strategy with familiar strategies such as “Stop, Think, Do,” “Stop, Think, Go,” etc.
A learner’s first instinct or impulse may be protective due to a perceived threat and can happen automatically in their nervous system setting off a fight, flight, or freeze state. Raise awareness of this response, while also helping learners think through other options that are adaptive to the situation and support their well-being. For more information about this topic, see Module B: Beyond Behavior: Factors that Impact Regulation or Chapter 1 of Getting Into the Zones of Regulation.
There are many scenarios embedded within the core lesson. Consider substituting and/or adding scenarios that are relevant to your learners and their life experiences to make learning more meaningful.
- C9 Group Activity: 2 Options (identify the one most accessible for your learners)
- Stop, Opt & Go (one per whole group, small group, or individual)
- Stop, Opt & Go Board (one per whole group, small group, or individual)
- C9 Check for Learning (one per learner)
- C9 Bridge (one per learner) Spanish Version
- Geared Activity of choice (quantity will vary)
Self-Awareness
Self-Management
Social Awareness
Responsible Decision Making
Relationship Skills
Pacing Suggestions
For 20-30 Minute Sessions
DAY 1
C9 Introduction
- Learning Targets & Key Vocabulary
- Hook: Emotion Challenge
C9 Core Lesson
- Everyday Decisions
- Video: How to Stop, Opt & Go
- Remember: Stop, Opt & Go
- STOP
- Activity: Investigate Your Impulse
- OPT
DAY 2
- GO
- Try Out Stop, Opt & Go
- Group Activity: Stop, Opt & Go
DAY 3
C9 Geared Activities
C9 Wrap Up
- Review & Check for Learning
- Keep it Real!
Presentation Guide
Interactive Presentation
Group Activity
Check for Learning
Bridge
Spanish Version
Zones Visuals
Extend Learning
Additional Zones Climate Practices
Make it visual: Post one of the Stop, Opt & Go visuals located in the C9 Visuals in a location that learners can easily reference to support problem-solving and regulation. Consider having one accessible on the playground, cafeteria, etc., to help learners in the moment.
Literature link: Pause when reading a book (or watching a video) at points when characters are in a position to make a decision about their regulation. Walk through the Stop, Opt & Go strategy and compare your choice with what the character does next.
Teachable moments:
Invite learners to reflect on their regulation, asking questions such as:
- What was your impulse?
- What options did you have?
- What was your goal at the time?
- How did your choice work out for you?
- What would you do differently next time?
Bridging The Zones
Share the C9 Bridge with families, caregivers, and other team members. Consider sharing one of the Stop, Opt & Go visuals located in the C9 visuals with team members as well to use as a reference in their setting.
More Zones Resources
Stop, Opt & Go Poster: This poster can be used to support learners in making decisions about their regulation. You can use it to plan for anticipated triggers or sparks, to walk through the Stop, Opt & Go steps in the moment, or to process a situation after it happens. (ages 5+.)
For more information: socialthinking.com/zones-of-regulation