A supportive lesson designed for elementary students to practice identifying positive choices and taking responsibility for their actions through a game and a structured reflection tool.

A short mindfulness lesson designed to help elementary students regulate their emotions and reduce anxiety before a test through a guided body scan.

A foundational lesson on identifying and naming emotions using the metaphor of weather patterns to make abstract feelings concrete and manageable for elementary students.

A social skills lesson focused on integrity, specifically addressing the impulse to take money from peers, the impact on trust, and strategies for making honest choices.

The initial meeting focused on breaking the ice and establishing a creative partnership through shared identity projects.

A set of practical, visual resources designed to help students identify their emotional state and select appropriate self-regulation strategies based on the Zones of Regulation framework.

一份旨在家长会上发放的资源包，包含一张为家长设计的视觉化“成长种子”提示卡及一份配套的家长会引导指南，旨在通过情绪支持、习惯培养和有效沟通促进学生全面成长。

A gamified behavior management system for upper elementary students, focusing on collective progress and tiered rewards through a "level-up" mechanic.

This lesson introduces the incentive and consequence system designed to foster a safe and welcoming environment, using a 'Greenhouse' metaphor for growth and care.

A restorative intervention focused on eliminating body shaming and name-calling through empathy-building and the collaborative creation of a binding Class Constitution.

Focuses on the mechanics of conflict resolution, providing students and teachers with a step-by-step framework for group mediation and restoring the classroom environment after a disruption.

A foundational class meeting designed to acknowledge current challenges, redefine classroom norms, and collaboratively create a class charter for a fresh start.

通过“视觉/听觉侦探”活动，训练学生对非言语信号（微表情、语气、身体语言）的敏感度。利用“反应间隙”训练，将正念应用于复杂的社交博弈和冲突化解。

通过“心率极速竞技”实验，利用身体高压后的快速恢复测试，实证“生理性叹息”对植物神经系统的强行介入效果。将正念从“玄学”转变为可量化的“生物黑客技术”。

通过“多任务处理”陷阱实验，让学生亲身体验认知损耗，进而引入“单点聚焦”的正念策略。课程重心在于通过竞技类活动（Focus Challenge）训练注意力的稳定性。