Staying Calm

The ability to self-soothe opens cognitive channels for clear thinking and apt decision-making. Maintaining our composure socially allows for more joy and social opportunities while fostering the right frame of mind for executive functioning skills (problem solving skills).

Sample Video:

Keeping a Calm Body

SOCIAL SKILLS IN ACTION (SSIA) – We keep a calm body by increasing our awareness of what our hands, feet, mouth, and body are doing. We keep materials safe and give people space. This makes the people around us feel safe and happy.

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Transcript:

<Animated scene – Students in line at the back of the classroom>

Narrator: A calm body is very important when you’re around other people. A calm body means that our body parts are not moving very much. Our hands, feet, body, and mouth are quiet. Our mouth is a very important part of having a calm body. We turn our voice off or keep it very respectful and quiet. Having a calm body means that people and things are safe around us. Calmness helps us keep materials safe. A calm body tells other people we are safe to be around. It tells a teacher you are ready to learn.

Teacher: (to students) Alright, we can walk to the science lab.

Narrator: When you’re in a group, a calm body lets others learn easily since it isn’t distracting. 

Boy1: (internal thought) I love the science lab!

Narrator: How do we keep a calm body when our brains are not feeling calm?

Boy1: (takes dinosaur toy on the shelf and starts playing, touching another student in line)

Teacher: (looks annoyed at Boy1)

Students: (gives Boy1 an awkward look and moves away)

Narrator: First, we recognize if our body is calm or not.

Boy1: (notices others)

Narrator: Next, we stop our hands and body from moving by picking a strategy. We could: squeeze our hands together to keep them still, cross your arms, or use a fidget if your teacher says it’s okay.

Boy1: (body scan, calm body strategies, choose “Cross your arms”)

Narrator: Remember – Quiet Hands, Quiet Feet, Quiet Body, Quiet Mouth.

Boy1: (puts toy back on the shelf, crosses arms)

Students: (move back closer to Boy1)

 

<SKILLS>

Narrator: We keep a calm body by:

Keeping our hands, feet, body, and mouth quiet.

We keep materials safe around us.

We give everyone their own space.

This makes other people feel safe and happy around us.

Let’s see if Tommy can keep his body calm for learning. 

 

<SCENE 1 – Three students and a teacher are seated together. Tommy is sitting in between Stella and Jayden. The teacher is in standing in front of them with a poster board with chameleon pictures and facts on it.>

Teacher: (discussing lesson, points to poster board) Chameleons can change their skin color.

Tommy: (rocking body sideways in his seat)

Teacher: (background voice) This helps them protect against predators. There are more than 160 types of chameleons.

Stella: (annoyed, loud whisper) Stop it, Tommy! (moves away from Tommy)

Teacher: (background voice) Isn’t that a lot?

Tommy: (rocking body side to side, shoulder bumps into Jayden)

Jayden: (annoyed) Hey!

Teacher: (background voice) Fun fact, did you know that chameleons can move their eyes independently from each other?

Tommy: (stops rocking body, hums, drums finger on table)

Teacher: (background voice) That means they can focus on two things…

Stella: (loud whisper) I can’t hear. Stop!

Teacher: Tommy stop, please. (goes back to lesson) That means they can focus on two things at once.

Tommy: (pauses then starts drumming his fingers more and more, hums again)

Teacher: Tommy you need to go back to your desk now. You’re showing me you can’t stay with the group if you don’t have a calm body. 

Tommy: (stands up, leaves the group)

Teacher: (to Stella and Jayden) I have a fun project for you guys. We’re going to make origami chameleon. 

Stella and Jayden: (excited) Yes!

Tommy: (seated at a desk by himself, sighs, looks upset)

Narrator: When Tommy didn’t keep a calm body, he had to sit by himself. He missed being with the group when they started doing a fun activity. He also made the kids around him feel annoyed. Let’s see what others are thinking. 

Jayden: (thought bubble, angry) Tommy keeps bothering me. I don’t want to sit next to him.

Stella: (thought bubble, annoyed) Tommy is so annoying. I can’t hear the teacher.

Teacher: (thought bubble, frustrated) Tommy needs to learn to control himself, or he is going to keep missing out on fun activities.

Tommy: (thought bubble, disappointed) I really wanted to make origami chameleons! Now I have to sit by myself at my desk. 

Narrator: Let’s watch him try to keep his body calm. 

 

<SCENE 2 – Three students and a teacher are seated together. Tommy is sitting in between Stella and Jayden. The teacher is in standing in front of them with a poster board with chameleon pictures and facts on it.>

Teacher: (discussing lesson, points to poster board) Chameleons can change their skin color.

Tommy: (rocking body sideways in his seat)

Teacher: (background voice) This helps them protect against predators. There are more than 160 types of chameleons.

Stella: (annoyed, loud whisper) Stop it, Tommy! 

Teacher: (background voice) Isn’t that a lot? Fun fact, did you know…

Tommy: (pauses, internal thought) My hands are moving. I need to keep them here. (places both hands on table) If I don’t keep my body calm, I’ll annoy people. (starts to rock body sideways, catches himself and stays still and takes a deep breath) Quiet Hands, Quiet Feet, Quiet Body, Quiet Mouth. 

Teacher: I have a fun project for you guys. We’re going to make origami chameleons. 

Tommy, Stella, and Jayden: (excited) Yes!

Narrator: Tommy’s calm body helped the class run smoothly. Everyone could listen, the teacher stayed happy, and Tommy was able to stay with his class. A calm body is important for everyone. Now let’s see what everyone was thinking this time.

Jayden: (thought bubble, happy)  I’m excited to work with Tommy. 

Stella: (thought bubble, calm) I’m glad Tommy stopped distracting me. Now I can listen to the teacher.

Tommy: (thought bubble, proud) I had to focus to keep my body calm. But it keeps me out of trouble, and I get to stay with my friends. 

Teacher: (thought bubble) The class runs so much better when Tommy keeps his body calm. I’m glad he’s learning how to do this himself. 

 

<WHAT DID WE LEARN?>

Narrator: What did we learn? We keep a calm body by:

Keeping our hands, feet, body, and mouth quiet.

We keep materials safe around us.

We give everyone their own space.

This makes other people feel safe and happy around us.

 

Companion Worksheet:

Every video comes with a companion worksheet for students to review what they just learned. This helps assess comprehension and promote generalization by reinforcing the concepts covered in the video.

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