Choices in Action
By: Anna Rasberry
Lesson
Topic: Health Education for 2nd GradeTEKS: §115.14 (5) Mental health and wellness--identifying and managing mental health and wellness concerns. The student develops and uses appropriate skills to identify and manage conditions related to mental health and wellness. The student is expected to: (B) identify positive and negative stressors and how they impact emotions and learning. LO: The student will be able to identify the difference between positive and negative stressors and provide examples. Students will also be able to show what they are to do when they feel stressed in class.
Example 1
Example 2
"Would you like to grab a yoga mat in the back to stretch, or would you like the whole class to stretch with you for five minutes?"
"Would you like to practice STAR with me or in the calm corner?"
Making Choices
I would teach my students how to problem-solve by teaching them how to focus their attention on what is causing them to stress. Once they first become stressed, or after they are calmed down enough to communicate, I will ask them to do two things. 1. Are you feeling a positive feeling of stress or a negative feeling of stress? 2. What choice do you want to make to feel safer? This exercise teaches students how to focus their attention on what is causing them to stress, and then how to cognitively think through how they can feel safer.
Problem-solving
Thinking through how to problem-solve when stressed!
If I had student who was struggling with how to communicate with either individuals whom were causing them stress or how to coach themselves out of the stess, I would teach them different phrases to tell themselves.
Boosting Self-Support!
Prompting /selftalk strategies to scaffold regulation.
‘The greatest weapon against stress is our ability to choose one thought over another.’
William James
Interactive question
Interactive Question
Interactive question
Interactive Question
Write two to three complete sentences about what you will do when you are stressed.
Stressed Out!
Sometimes when students are stressed they need feel like they have the power to regulate their own emotions without assitance. This is not an easy feat. As you can see in the picture, this student is stressed and they are no longer going to be focused on learning. Click the fist icon to learn about how I plan on teacing my students how to feel empowered.
Benefits of Empowerment
Students will know that how to say that they are:
- Worthy
- Loved
- Appreicated
- Valued
- Smart
- Capable
- And so many more wonderful things!
Example 1
This is an example of a developmentally appropriate choice because the students are learning that they are in charge of how their body feels and how to regulate that. When individuals are stressed, they often need someone to help them with some guidance. Students are old enough to do this on their own, and they know for the future that if their stress is ever triggered in class, they can do this to help calm them down.
Empowering
I know that when I am stressed I like for my feeling to be validated, so why would my students not want to feel the same? I plan on asking my students, " Is xyz causing you to be stressed?" Their response will lead to two following responses: "What can you do to let xyz know how you feel?" (for example, if a person is causing them to feel stressed). "What can you tell yourself to empower and encourage yourself?"
Problem-Solving by Focusing Attention
- Students can use an actual flashlight so they can visualize the cognitive process they are using to problem-solve.
- Additionally, after doing this a couple of times, students will no longer need to go step by step and the cognitive process will become more automatic.
Example 2
In this example, the student is asked whether or not they want to practice stretching by themselves or with the entirety of the class to calm down after their negative stress has been triggered. This teaches students that they are able to go grab a mat and stretch whenever they do not feel safe enough to learn. Additionally, it also teaches them that they can get the entire class to stretch if the whole class is stressed or if they do not want to add to their stress by feeling left out or ostracized.
3304 Choices in Action Project-Anna Rasberry
Anna Rasberry
Created on October 7, 2025
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Transcript
Choices in Action
By: Anna Rasberry
Lesson
Topic: Health Education for 2nd GradeTEKS: §115.14 (5) Mental health and wellness--identifying and managing mental health and wellness concerns. The student develops and uses appropriate skills to identify and manage conditions related to mental health and wellness. The student is expected to: (B) identify positive and negative stressors and how they impact emotions and learning. LO: The student will be able to identify the difference between positive and negative stressors and provide examples. Students will also be able to show what they are to do when they feel stressed in class.
Example 1
Example 2
"Would you like to grab a yoga mat in the back to stretch, or would you like the whole class to stretch with you for five minutes?"
"Would you like to practice STAR with me or in the calm corner?"
Making Choices
I would teach my students how to problem-solve by teaching them how to focus their attention on what is causing them to stress. Once they first become stressed, or after they are calmed down enough to communicate, I will ask them to do two things. 1. Are you feeling a positive feeling of stress or a negative feeling of stress? 2. What choice do you want to make to feel safer? This exercise teaches students how to focus their attention on what is causing them to stress, and then how to cognitively think through how they can feel safer.
Problem-solving
Thinking through how to problem-solve when stressed!
If I had student who was struggling with how to communicate with either individuals whom were causing them stress or how to coach themselves out of the stess, I would teach them different phrases to tell themselves.
Boosting Self-Support!
Prompting /selftalk strategies to scaffold regulation.
‘The greatest weapon against stress is our ability to choose one thought over another.’
William James
Interactive question
Interactive Question
Interactive question
Interactive Question
Write two to three complete sentences about what you will do when you are stressed.
Stressed Out!
Sometimes when students are stressed they need feel like they have the power to regulate their own emotions without assitance. This is not an easy feat. As you can see in the picture, this student is stressed and they are no longer going to be focused on learning. Click the fist icon to learn about how I plan on teacing my students how to feel empowered.
Benefits of Empowerment
Students will know that how to say that they are:
Example 1
This is an example of a developmentally appropriate choice because the students are learning that they are in charge of how their body feels and how to regulate that. When individuals are stressed, they often need someone to help them with some guidance. Students are old enough to do this on their own, and they know for the future that if their stress is ever triggered in class, they can do this to help calm them down.
Empowering
I know that when I am stressed I like for my feeling to be validated, so why would my students not want to feel the same? I plan on asking my students, " Is xyz causing you to be stressed?" Their response will lead to two following responses: "What can you do to let xyz know how you feel?" (for example, if a person is causing them to feel stressed). "What can you tell yourself to empower and encourage yourself?"
Problem-Solving by Focusing Attention
Example 2
In this example, the student is asked whether or not they want to practice stretching by themselves or with the entirety of the class to calm down after their negative stress has been triggered. This teaches students that they are able to go grab a mat and stretch whenever they do not feel safe enough to learn. Additionally, it also teaches them that they can get the entire class to stretch if the whole class is stressed or if they do not want to add to their stress by feeling left out or ostracized.