MunnLP_CharacterDevelopment

Habits of Mind Lesson-Managing Impulsivity

Character Development: Learning about Managing Impulsivity

Objectives:
I can develop an understanding of the concept of managing impulsivity.
I can outline the primary characteristics of impulsiveness.
I can list strategies that can be utilized to help me manage my impulses.
I can analyze the importance of managing impulsivity. Commented [J1]: Managing impulsivity is something that my
students have difficulty with (being that they are eight and nine
year olds). At the end of the explicit lesson, scholars were able to
Key Vocabulary state what exactly it means to manage their impulse. Not only that,
but they were also able to list various strategies that can be utilized
Impulsivity to manage their impulse.
Attention
Self-control
Motor Control

Procedures:
To begin the lesson, I will write the phrase “managing impulsivity” on the board and ask
students to write in their journal what they believe managing impulsivity means. After this
warm up, students will be instructed to transition to the carpet for the explicit lesson on
managing impulsivity. Commented [J2]: We have discussed the phrase “exercise-self
control” before and a few students were able to link managing
impulsivity to exercising self-control. Most students however stated
After students transition to the carpet, I will inform them that they will be learning about the that they did not know what impulsivity means at the beginning of
the lesson.
habit of mind of “managing impulsivity”. Scholars will first be given an opportunity to share
their predicted meaning of managing impulsivity. I will add onto students’ responses by linking
managing impulsivity to a familiar term-exercising self-control. After our introduction
discussion, I will utilize a PowerPoint to explicitly teach what managing impulsivity means and
the strategies students can utilize to put this habit of mind into action.

-Students will be provided with several world splashes about managing impulsivity. These
words and phrases will help scholars develop a deeper understanding of what this habit of mind
means since they will be more familiar with it. Examples of these word splashes include
demonstrating self-control, thinking before acting, reflective, calm, and being deliberate with
your action.
-Students will be provided the exact definition of impulse: A sudden desire to act.
-I will utilize the class equity sticks to have students read from the PowerPoint the strategies
Commented [J3]: These word splashes were beneficial in that it
helped scholars used their schema to understand what managing
impulsivity means. I shared with students that when they hear
someone say “manage your impulsivity” it means for them to think
before they act. I asked scholars why it was a good idea to think
before acting. One students shared that by doing this, you won’t
make a decision you’ll regret. I told the student “excellent job” and
added on my saying that managing impulsivity also helps you to
accurately complete task the first time around because you are
focused and you take your time.

they can use to manage their impulse: count to ten; take a deep breath when upset; plan ahead
before beginning a task; consider multiple options.

I will provide students with different scenarios at the end of the PowerPoint to determine whether
they’re able to correctly identify those that successfully managed their impulse and those that did not
manage their impulse.
Commented [J4]: In each scenario, students provided the
projected response, thus highlighting their understanding of this
habit of mind and how to effectively put it into action.
MunnLP_CharacterDevelopment

-Scenario 1:
Ms. Joy asked her class to state the area of a 7 by 8 cardboard box. Before raising her hand, Jill wrote
the equation 7X8 and solved it. Jill then raised her hand and waited to be called on. (Student should
share that Jill managed her impulse because she thought about the problem and took her time to solve
it before raising her hand to share.)

-Scenario 2:
During whole group discussion, the teacher asked the class, “What is the lesson of the story?” Faith
shouted out, “The character is nice!” The teacher gave Faith a warning and told her to raise her hand
and wait to be called on. (Student should state that Faith did not manage her impulse because she did
not think before acting; she yelled out the answer which got her in trouble.)

-Scenario 3:
Bella read over her reading exit ticket. She then turned to the text excerpt her teacher used for the
lesson and underlined key details. Before writing her response, she completed a silent think aloud
before beginning to answer her text dependent question. (Student should state that Bella managed her
impulse because she was reflective. She thought about her response before she began to write.)

I will instruct students to restate in their journal what they now believe managing impulsivity means and
how they can demonstrate this habit of mind in the classroom. After journaling, scholars will be able to
work with their table partners to create an anchor chart that states the definition of managing
impulsivity and actions students can take to manage their impulsivity in the classroom.

Closing:
I will call scholars back to the carpet and we will wrap up the lesson with a circle time. Students will be
given an opportunity to share one thing they’ve learned about the habit of mind of “managing
impulsivity”. Commented [J5]: Scholars utilized the word splashes to state
that managing impulsivity means you are trying your best to remain
calm and you think before acting. One students added on that you
can get 4’s” on your behavior chart if you always manage your
impulse.