A social-emotional learning sequence designed to teach young students self-regulation and impulse control using the relatable metaphor of "stepping on the gas" and "putting on the brakes". This units includes interactive slides, hands-on desk visual aids, a detailed two-week micro-lesson unit plan, and structured social roleplay stories.
Read Story 1 from "Stop and Go Stories". Talk about "Detours" (when things don't go our way, like sharing). Practice sliding the clothespin to "Brakes" to handle an unexpected change.
Day 08
High Traffic Transitions Drill
Clean up transition practice. Play clean-up music (Gas). When the music stops, students must slam on the brakes, put hands in their laps, and slide their dashboards to "Brakes". Aim for sub-15 seconds.
Day 09
Helper Drivers Roleplay
Read Story 2. Pair students up. One student starts to wiggle or walk fast (Gas), and their partner gently mimics pulling a brake handle and whispers: "Pshhh... brakes on!"
Day 10
License Celebration Graduation
Review the 3 Rules of Brain Drivers on Slide 6. Present each student with their "Brain Driver's License" (drawn or officially signed on their dashboards). Sing a custom song about stepping on the brakes.
Teacher Verbal Cue Script Cheat Sheet
When student is overstimulated:
"Look at your dashboard. Right now, your foot is all the way on the gas. I need you to pull back and slam on your brakes! Pshhh... freeze."
During a transition countdown:
"Brakes ready in 3... brakes ready in 2... slide your clothespins to red in 1... and park!"
Unit: Brain Drivers Instructional Guide Page 2 of 2
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Scenario 3
RECESS TRANSITION
The whistle blows to go inside. You are in the middle of a fun chase game.
👉 Roleplay: Turn around, walk with slow, safe steps.
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Scenario 4
THE TALKative FRIEND
Your friend is making funny faces during listening time. You want to laugh out loud.
👉 Roleplay: Look at your teacher, slide desk clip to "Brakes".
Unit: Brain Drivers Student Activity Handout Page 2 of 2