Brain Base Worksheet Build Your Brain Base
Strategy Sheet // System Optimization v1.0
Builder Name:
Entry Date:
Part 1: My Base Plate of Strength
Imagine you are building a strong base that helps you get through school days. Draw or list 4–6 "support blocks" that help you feel even a little better at school.
BLOCK_01
When school feels heavy, one thing that helps a little is:
BLOCK_02
One place I feel okay at school is:
BLOCK_03
One adult I can go to is:
BLOCK_04
One activity that distracts my brain in a good way is:
BLOCK_05
One thing I’m actually good at is:
BLOCK_06
Custom support block:
Builder Reset GROUNDING TOOL
Stop. Look around and name:
5 See
4 Feel
3 Hear
2 Smell
1 Breath
"When my brain feels overloaded, I can do a Builder Reset."
Part 2: Fixing Cracked Blocks
Sometimes our brain builds with “cracked blocks.” These are thoughts that make the tower weaker.
Cracked Block (Unhelpful Thought)
"I'm not good enough."
"I always mess up."
"Nobody wants to be my friend."
One cracked thought I've had is:
Strong Replacement Block
Diagnostic Check:
Is this thought 100% true?
What would a coach say instead?
A stronger thought I can test this week:
Part 3: Control Logistics
Things I Can Control
My effort
My reactions
Asking for help
Practicing a skill
Things I Cannot Control
Where I live
Other people’s choices
Who is in my class
“If I can’t move the big blocks, I can still build with the ones I have.”
End-of-Worksheet Challenge
Circle one skill to test this week:
Builder Reset
Use a Strong Replacement Block
Ask one safe person for help
Try one small social risk
Brain Base Facilitation Guide Facilitation Guide: Brain Base
Topic: Transition, Social Control, & Concrete Coping
Lesson Objective
To provide a 6th-grade student with concrete, visual strategies to navigate school transition and feelings of powerlessness. The lesson focuses on identifying immediate supports, using physical grounding, and categorizing variables into "controllable" vs "uncontrollable" logistics.
Facilitation Steps
1
Part 1: The Base Plate (5-10 mins)
Focus on observable facts. Avoid "How do you feel?" instead ask "What is a fact about your day?"
"Think of school like a big build. We need a flat base plate before we add blocks. Who is one adult you definitely see every day? Where is one room you feel safe sitting in?"
2
Builder Reset Practice (5 mins)
Practice the 5-4-3-2-1 technique together. Emphasize it as a "system override" for an overloaded brain.
"When a system gets too much data, it freezes. This reset clears the cache. Let's find 5 blue things in this room right now."
3
Part 2: Cracked Blocks (10 mins)
Address the student's reported thought: "Nobody wants to be my friend." Reframe it as a "damaged block" that needs repair.
"That thought 'nobody wants to be my friend' is a cracked block. Is it 100% true for every single person at school? Probably not. A stronger block might be: 'I haven't found my group yet, but I'm looking.'"
4
Part 3: Logistics (10 mins)
Address the living situation (Father vs. Mother). Acknowledge it as an "Unmovable Block."
"We can't move the block about where you live right now. It's anchored. Since we can't move it, let's look at the blocks around it. What can you control about your afternoon once you get home?"
Key Re-frames
Instead of:
"How are you feeling about your dad?"
Try:
"That's an anchor block. You can't change it. What's one thing you CAN change today?"
Instead of:
"Try to be more positive."
Try:
"Let's check the structural integrity of that thought. Is there proof it's true?"
Clinical Note
For concrete thinkers, metaphor works best when it relates to physical objects they enjoy (like building blocks). If the student resists the block metaphor, pivot to "System Schematics" or "Code Optimization" using the same logical structure.
Lunar Logistics Note Worksheet Year of the Horse // 2026
Lunar Logistics: Teacher Note
Clearing the Air // System Correction
Builder:
Date:
Part 1: Fact Schematic
In the Lunar New Year, lanterns are used to light the way and see things clearly. Before writing your note, list the concrete facts of what happened. No feelings, just the data.
The Incident (What happened?):
The Correction (What is the truth?):
Part 2: The Message Envelope
Confidential Communication
Draft your note to your teacher here. Use the "Facts" from above to keep it professional and clear.
Dear:
Sincerely,
Part 3: Delivery Strategy
Operational Checkpoints:
Wait for a calm time to hand it over.
Keep my voice level and neutral.
Hand it directly to the teacher.
Request a quick follow-up.
New Year // New Data // System Balanced
