H O W T O U S E R E P R O D U C I B L E S H E E T S :
Reproducible Worksheet 1.1 Reproducible Worksheet 1.3
Impulse Control Drawing, asks students to Secret Message about Impulse Control, asks
draw pictures representing stop and think students to find the hidden message by marking
and then to post the pictures in a place that out the Zs and reading the words that are left.
will remind them to use the skills of stop and The message is, “Just because I feel it does
think. Students may draw whatever pictures not mean that I have to do it.” Discuss with
they associate with these two concepts. the students what they think this means. Ask
Many children will use a stop sign or a hand them to give examples of this statement.
held out in a stopping motion to represent (These examples can either be general examples
stop. For think children often use a think bubble or specific examples from their own lives.)
or a brain, but any picture is acceptable if Older students can be led in a discussion
students can explain how it reminds them of contrasting this statement with the Nike slogan
stop and think. Ask students to post this “Just do it.” Explain that many children are
drawing in a place where they will see it under the mistaken belief that if they have a
often. This can be on a bedroom wall, on a feeling or impulse to do something that they
bathroom mirror, on the refrigerator, etc. Be need to do it. Explain that we all have the
sure to remind them to ask permission from power to decide if we want to act on an
their parents before posting it (a good practice impulse or not. This worksheet can be used
of impulse control!). This worksheet can be for grades 2-5.
used for grades 1-5.
Reproducible Worksheet 1.4
Reproducible Worksheet 1.2
Impulse Control Tic Tac Toe, Ask the students
Stop and Think through a Maze, asks the to put Xs over the statements that describe
students to complete the maze carefully by impulsive behaviors (and might get them into
beginning at the stop sign and ending at the trouble) and Os over the statements that
thought bubble. Give students verbal describe behaviors that show good impulse
reminders to stop and think while looking control. Younger students will need these
ahead. When each child has completed the statements read to them, but they will enjoy
maze, discuss how important it was to look the exercise in finding the tic-tac-toe (There
ahead. Ask students if they made fewer are two tic-tac-toes, by the way!). This work-
mistakes if they completed it in a hurried sheet can be used for grades 1-5.
manner or if they finished it in a slower way.
Ask them how they used the skills of stop and
think in order to be successful in getting
Copyright YouthLight, Inc.
through the maze. This worksheet can be
used for grades 1-5.
IMPULSE
CONTROL
DRAWING
An impulse is the urge or
feeling to do something.
For example, I might have
the impulse to interrupt
someone if I have some-
thing to say or I might
have the impulse to laugh
at the class clown when
the class is supposed to
be doing work. Both of
these are normal impulses.
&
Everyone has impulses.
Impulse control is the
ability to control my
Stop
impulses (urges and feel-
ings). I have impulse con-
trol when I can boss my
impulses, and they don’t
boss me. The way to be
the boss of my impulses is
to use the 2 steps of: Stop
and Think. When I have
an impulse (feeling/urge)
to do something, I need to
Stop myself and Think
about whether the impulse
is a good choice or a bad
choice.
Draw a picture of Stop
and then one of Think
as a reminder for using
impulse control!
Think
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STOP &
THINK
In order to get through a maze, you have to stop and think
and look ahead. One of the most important parts of impulse
control is to think about the future. Where am I going? What
THROUGH will happen next if I do this? Complete the maze below
A MAZE while saying out loud, “I can go slowly and look ahead.”
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SECRET ZZJZZZZZZUZZZZZSZZZZZZ
MESSAGE ZZZZZZZTZZZBZZZEZZZZC
ABOUT ZAZZZUZZZSZZZZZZZZZZZZ
IMPULSE EZZIZZZZZZZZZZZZZZZZZZ
CONTROL ZZZZZZZZZZZZFZZZZZZZZ
ZZZEZZEZZZZZZZZZZZZZ
Mark through all the Zs
ZLZZZZZZZZZZZZZZZZZZZ
at right. Each line should ZIZZZZZZZZTZZZZZZDZZZZ
have letters left on it
so that it makes a word. ZZZOZZZZEZZZZZZZZZZZZ
When you find the word
on each line, write it on
ZZSZZZNZZZZZZOZZZZZZZZ
the space provided at ZZZZZZZZZZZZZZZZT
the bottom of the page.
When you have done ZZZZZZMZEZZZZAZZZZZZN
this to each line, read
the entire message. It ZZZZZZZZZZZIZZZZZZZZZZ
gives you an important
message about impulses! ZZZZZZZZZZZZZZZZZZZZZ
ZZHZZZZZZZZAZZZZZVZZZ
ZZZEZZZZZZZTZZZZZZZZZ
ZZZZZZZZZZZZZZZZZZZZZ
ZOZZZZZZZZZZZZZZD
ZOZZZZZZZZZZZZZZZZZZZ
ZZZIZZZZZZZZZZZZZZTZZZ
––– ––– ––– ––– ––– ––– ––– ––– ––– ––– –––
––– ––– ––– ––– ––– ––– ––– ––– ––– ––– –––
––– ––– ––– ––– ––– ––– ––– ––– ––– ––– ––– –––
––– ––– ––– ––– ––– –––!
Copyright YouthLight, Inc.
IMPULSE
CONTROL
Put an X over the statements that describe impulses
that might get you into trouble and put an O over the
statements that show good impulse control. How
TIC-TAC- many tic-tac-toes do you get?
TOE
Waiting
Walking
Acting patiently
quietly
silly in for my turn
through
church at the
the halls
computer
Raising my
Listening
Interrupting hand to
with my ears
someone answer a
and brain
question
Poking
Taking 3
Grabbing someone
deep breaths
the first while
when feeling
cookie they get
angry
a drink
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