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Running head: Tier 2 Self Control
Lesson Plan
School Counselor: Sevastia Moundros
Lesson Plan Title:
Self-Control
Single Classroom Lesson
Unit of Classroom Lessons: Lesson _____ of _____
Small-Group Session Lessons: Lesson __2___ of __6___
Target Audience: 8th grade
Evidence Base:
Best Practice (commonly used and believed to be of high quality)
Action Research (individual investigates own practice to improve content/delivery)
Research-Informed (a review of research provides foundation for content/delivery)
Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:
Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M2 Sense of acceptance, respect, Student(s) will: Students will be able to explain
support and inclusion for self and what self-control is and write down at least one
others in the school environment strategy for improving their self-control
B-SMS 2 Self-discipline and self-control
Materials:
Students referred from CST meeting (Referral document in appendix).
Collaboration with school social worker and school psychologist
Check in/Checkout worksheet – For morning and afternoon. (Document in appendix)
Poster paper
Markers
Self-control introduction activity (YouTube video)
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Check in/ Check out conversation before the group lesson: (Sheet in appendix)
According to Campell and Anderson (2011), check in and check out is a research effective
targeted intervention designed to reduce incidences of disruptive behavior. Check-In Check-Out
(CICO) is a valuable tool to consider when implementing tier two instruction to students with
disruptive behavior in schools (Campell & Anderson, 2011). CICO provides structure in a
student's day, which can help them feel more secure and focused. In addition, it creates
accountability, which encourages students to take responsibility for their actions. CICO provides
regular feedback from teachers to students and parents, helping everyone stay informed and
involved. This interventional also promotes internal motivation, which can lead to sustained
improvements in student behavior. Research has shown that CICO can improve student behavior
and increase academic success, making it a worthwhile investment (Swoszowski, 2014). Finally,
it can help create a stronger home-school connection by involving parents and caregivers in the
process.
We are going to be using a new strategy to help you improve your behavior in class. It's
called the Check In-Check Out strategy, and it's a way for us to work together to help you
guys succeed.
Each morning, you'll be given a sheet by me. This sheet will have 3 behaviors on it that
we've chosen for you to work on in class. You will have to get this paper signed at the
end of each class.
Then, at the end of the day, you'll bring the sheet back to me, and we'll go over it
together. If you've done a good job with your behaviors for the day, you'll receive a
reward or incentive. This is a positive way for us to encourage good behavior and help
you be successful in class.
I want you to know that the behaviors we've chosen for you to work on are important
because they will help you learn and be successful in school. So, let's work together to
make sure you're doing your best every day.
Describe how you will:
Introduce Lesson Hello students, and welcome to our group, today we will be speaking
Topic/Focus: about self-control. You are in this group because your teachers and
parents have referred you as they believe that you would benefit from
developing skills that will promote positive behavior and emotional
regulation. This is our second group session out of six, and as we
discussed last week, the social worker and I will be facilitating this group.
Last week, our first session, we created our group rules and got to know
each other. This week we are going to dive into what our group is about.
Everything that is said in this room will stay in this room as long as I
don’t feel you are a harm to yourself or others.
Self-control is the ability to manage your impulses and resist temptation
in the moment, while self-regulation is the ability to manage your
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emotions and behaviors over a longer period of time, often through
strategies like goal setting, planning, and self-reflection (Vera et al.,
2004).
In this group, we will explore the differences between self-control and
self-regulation, and we will work on developing these skills through a
variety of activities and discussions. By the end of this group, you will
have a better understanding of how to manage your emotions and
behaviors in a way that promotes positive outcomes (Buffington &
Stilwell, 1980).
Let’s complete a quick two-minute introductory activity:
https://youtu.be/esAUQW8w1Ww
Communicate the
Lesson Objective: We are going to be working on improving our self-control. Before we get
started, let's make sure we all understand what this concepts mean.
Self-control means being able to resist the urge to do something that
might not be the best choice in the moment (Vera, et al., 2004). For
example, maybe you really want to eat a piece of candy, but you know it's
not good for you, so you use self-control to say no.
So today, we're going to be practicing these skills by coming up with
strategies to improve our self-control.
To do this, we're going to be working in the group to brainstorm and
discuss different ways to improve our self-control.
By the end of this lesson, I want you to be able to explain to me what self-
control is and come up with at least one strategy for improving each skill.
You should be able to clearly explain the difference between what you
can control vs what is not in your control and have some concrete
strategies for improving both skills that you can start using right away. I'm
excited to see what ideas you come up with!
Teach Content: Self-control is being in control of our emotions. Sometimes, people think
of feelings as “good” or “bad,” but really, all emotions are normal and
there is no right or wrong way to feel. Everyone is different, and people
feel different ways in different situations.
Begin by asking the students “in your own words, explain what you
believe self-control is”.
Self-Control is “doing what is right, even when I don’t feel like
it.”
Discuss situations that challenge self-control, such as peer pressure,
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temptation, and frustration. Ask students to share examples of situations
where they struggled with self-control. Brainstorm strategies for
improving self-control in these scenarios. This could include techniques
like deep breathing, distraction, or reframing the situation in a more
positive light.
Practice Content: We are going to create a circle of control illustration for things we can
control vs things we cannot control (Trice-Black et al., 2013).
Show students the example (Appendix) and show them the poster board
that we will be working on with the two circles, one big and one smaller
inside the other.
Ask students to come up one at a time and write something they can
control inside the circle, and something they cannot control outside the
circle. For example, a student might write "my own actions" inside the
circle and "other people's feelings" outside the circle.
Encourage students to think about how they can shift their focus to the
things they can control, rather than worrying about things they cannot
control (Park & Peterson, 2008). For example, if a student is worried
about a test grade, they might focus on what they can control, like
studying and preparing, rather than worrying about the grade itself.
Once all students have contributed, review the circle of control
illustration, and discuss the importance of focusing on the things we can
control. Ask students to reflect on how they can use this concept in their
own lives.
Ask students to share any thoughts or feelings they had during the
activity. Did they find it challenging to identify things they could control?
Were there things outside the circle that they wished they could control?
Introduce the idea of control strategies, which are techniques or behaviors
that can help us stay in control of our emotions and make positive choices
(Buffington et al., 1980). Explain that while we cannot control everything,
we can control how we respond to situations.
Encourage students to share their strategies, and how students can use
these strategies in different situations. For example, if a student is feeling
anxious before a test, they might use deep breathing to calm themselves
down. If a student is feeling frustrated with a friend, they might use
problem-solving skills to work through the issue.
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Summarize/Close: Review the key points of the lesson on self-control, emphasizing the
importance of practicing self-control in various aspects of life, such as
relationships, academics, and personal goals.
In today's lesson, we talked about self-control and how it can be
challenging in certain situations. We discussed examples of situations that
can test our self-control, such as peer pressure, temptation, and
frustration. We also created a "circle of control" illustration to help us
understand the things we can and cannot control, and we brainstormed
strategies for staying in control of our emotions and actions.
As we wrap up today's lesson, I would like you to take a moment to
reflect on what we've talked about. Think about the examples of situations
that can challenge our self-control, and the strategies we discussed for
staying in control of our emotions and actions. Then, I would like you to
write down at least one strategy that you can use to improve your self-
control. This can be a strategy we talked about today, or one that you
came up with on your own. Think about how and when you can use this
strategy in your life and write it down on your exit ticket. This will help
you remember what you've learned and apply it in the future in school and
outside of school.
As usual, if you feel as if you need extra help with this, I am available to
further help you individually. I will see you next Tuesday for our third
session”.
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 6 students- who were referred by the CST (Referral Document in
of students: appendix)
Planned length of 30 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-
assessment aligned with the selected ASCA Student Standards and student
learning objectives.
Pre- Assessment items are:
How do you typically react when you feel angry or frustrated?
What are some strategies you use to help you maintain self-control?
What does it look life to have self-control?
Post- Assessment items are: (After our 6 group counseling sessions)
How has your understanding of self-control changed since the beginning of our sessions?
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What are some strategies you have learned for improving your self-control?
How do you think you can apply the skills you learned about self-control to other areas
of your life?
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
Achievement (describe):
Attendance (describe):
Discipline (describe): School counselor will compare disciplinary referrals and an increase in
self-control skills as measured by the self-assessment surveys. As well as use the outcome
data to identify areas for improvement and adjust the lesson plan accordingly.
Follow-Up Plans
Explain your plan for students who missed the lesson.
School counselor will pull students out for 15 minutes of lunch, to explain the main points of the
self-control lesson, as well as provide the students with any handouts or materials that were used
in the lesson to help them better understand the content.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
For students who did not demonstrate mastery on the pre-/post-assessment of student standards
or student learning objectives, the plan will involve the counselor working with these students
individually to review the concepts and skills covered in the lesson and provide additional
practice and support.
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References
Buffington, P. W., & Stilwell, W. E. (1980). Self-control and affective education: A case of
omission. Middle School Guidance & Counseling, 15(2), 152-156.
Campbell, A., & Anderson, C. M. (2011). Check‐in/check‐out: A systematic evaluation and
component analysis. Journal of applied behavior analysis, 44(2), 315-326.
Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to
strengths-based school counseling. Professional school counseling, 12(2),
2156759X0801200214.
Swoszowski, N. C. (2014). Adapting a tier 2 behavioral intervention, check-in/check-out, to meet
students’ needs. Intervention in School and Clinic, 49(4), 211-218.
Trice-Black, S., Lynn Bailey, C., & Kiper Riechel, M. E. (2013). Play therapy in school
counseling. Professional School Counseling, 16(5), 2156759X1201600503.
Vera, E. M., Shin, R. Q., Montgomery, G. P., Mildner, C., & Speight, S. L. (2004). Conflict
resolution styles, self-efficacy, self-control, and future orientation of urban
adolescents. Professional School Counseling, 73-80.
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