Focus Finds Lesson Plan Focus Finds
Lesson Plan: Fidgets & Focus
25 Minutes
6th Grade
The "Why"
Understanding why we engage in comfort behaviors like chewing helps us develop healthier coping mechanisms and improve focus, creating a more comfortable and productive learning environment for everyone.
Objective
Students will understand common comfort behaviors, recognize personal triggers, and explore a range of acceptable self-regulation strategies to enhance focus and well-being.
Approach
Discussion and exploration of self-regulation strategies.
Prep & Materials
Review the Lesson Plan and Script .
Set up the Fidgets & Focus Slides .
Print Comfort Toolkit Worksheets for each student.
Prep Discussion Guide for the closing segment.
Instructions
1
Introduction & Warm-Up
5 MIN
Begin by displaying the first slide. Use the opening lines from the script to introduce the topic of comfort behaviors. Facilitate a brief, anonymous show of hands to normalize the experience.
2
The "Why" Behind the Chew
5 MIN
Walk through Slides 2-4. Discuss how comfort behaviors are smart signals from our bodies. Address the "Is it always okay?" question, emphasizing impact on property and others.
3
Alternative Strategies
5 MIN
Introduce Slide 5. Showcase sensory jewelry, fidget toys, and breathing techniques. Briefly brainstorm additional school-appropriate ideas as a class.
4
Toolkit Creation
7 MIN
Distribute the "Comfort Toolkit Worksheet". Students work individually to identify their own triggers and select three strategies they want to try in class.
5
Wrap-Up & Share
3 MIN
Use the Discussion Guide to facilitate a quick sharing of "favorite go-to strategies." Reinforce the classroom norm of supporting each other's focus.
Fidgets & Focus Slides Fidgets & Focus: Chewing?
"What helps you focus? What do you do when you're feeling restless? Why do some things just feel... right?"
Teacher Notes
Welcome students. Emphasize that this is a common human experience, not something to be ashamed of. The title is meant to be thought-provoking.
What are Comfort Behaviors?
💡 Actions we do to help ourselves feel better, focus, or calm down.
Ever find yourself...
Chewing on your pen or pencil?
Tapping your foot without realizing?
Humming a tune when thinking hard?
These are often our body's way of trying to regulate itself! They can be a signal that we need something, like more focus or less stress.
Teacher Notes
Explain that these are often unconscious. Give examples beyond chewing: hair twirling, doodling, or shifting in seats.
Why Do We Do Them?
Concentrate Better
A small, repetitive action helps some brains 'tune in' and block out noise.
Cope with Stress
When we feel overwhelmed, these actions can be calming and grounding.
Fight Boredom
If something isn't engaging, a comfort behavior provides necessary stimulation.
Release Energy
Sometimes we just have extra "wiggles" that need a quiet outlet!
Teacher Notes
Discuss the 'why'. Help students recognize these aren't 'bad habits'—they serve a functional purpose for the brain.
Is It Always Okay?
"It is absolutely okay to seek comfort and ways to focus! But we have to check the impact..."
Damage Property
Broken pencils, ruined papers, chewed hoodies.
Distract Others
Noisy tapping or loud clicking can stop others from learning.
Harm Yourself
Chewing on non-food items can hurt your teeth or health.
Teacher Notes
Validate feelings while setting boundaries. Link the concept of 'impact' to how our actions affect the shared space.
Healthy Alternatives!
Sensory Jewelry
Safe, silicone tools made for chewing.
Fidget Toys
Spinners, cubes, or textured objects.
Stress Balls
Great for squeezing out extra energy.
Movement Breaks
Quick stretches or short walks.
Doodling
A quiet, creative mental outlet.
Deep Breathing
A discreet way to calm the nervous system.
Teacher Notes
Encourage students to think about what might work for them individually. Remind them to check teacher guidelines for fidgets.
Your Comfort Toolkit!
It's time to build your own toolkit. Think about your triggers and choose strategies that work for you!
Grab your worksheet and let's go!
Teacher Notes
Transition to the worksheet. Explain that this is personal and is meant to empower them to manage their own focus and comfort.
Fidgets & Focus Script Focus Finds: Presentation Script
Instructional Guide for the "Fidgets & Focus" Slide Deck
Slide 1: Fidgets & Focus: Chewing?
INTRO
TEACHER: "Good morning/afternoon, everyone! Take a look at our title slide today: 'Fidgets & Focus: Chewing?' I bet many of you have seen or even done this yourself, right?"
"Today, we're going to talk about something many of us do without even thinking about it – those little things we do for comfort, to help us focus, or when we're feeling a bit restless. It's a completely normal human thing. Our goal today is to understand why we do it and how we can make sure these comfort cues work for us, not against us or others."
Slide 2: What are Comfort Behaviors?
DEFINITION
TEACHER: "So, what exactly are 'comfort behaviors'? As the slide says, these are actions we do to help ourselves feel better, focus, or calm down. It's our body's way of trying to regulate itself."
"Think about it: Has anyone ever found themselves chewing on their pen or pencil? Or maybe tapping their foot without realizing it? Fiddling with a loose thread on your clothes? Humming a tune when you're thinking hard? These are all examples! They're often signals that we need something, like more focus or less stress. They're not necessarily 'bad,' just something to notice."
Slide 3: Why Do We Do Them?
THE "WHY"
TEACHER: "Our bodies are pretty smart, and these behaviors often serve a purpose. Let's look at some common reasons."
Concentrate better: Sometimes, a small, repetitive action can actually help our brains 'tune in' and block out distractions.Cope with stress or anxiety: When we feel a bit overwhelmed or nervous, these actions can be really calming.Fight boredom: If something isn't engaging us, a comfort behavior can provide a little stimulation.Release energy: We all have that extra energy sometimes that needs an outlet!
"It's important to recognize that these aren't just random habits; they often have a root cause."
Slide 4: Is It Always Okay?
BOUNDARIES
TEACHER: "Now, this is an important question. Is it always okay to do these things? The short answer is: it's absolutely okay to seek comfort and ways to focus! We all do it."
"BUT... sometimes, what we do for comfort can have unintended consequences. For example, chewing on pencils until they break can damage school property or your own supplies. Noisy tapping or constant movement can distract others around us. And sometimes, chewing on things that aren't safe or healthy can even harm us."
"So, the goal isn't to stop these behaviors entirely, but to find comfort strategies that are safe, healthy, and good for everyone and everything around us. It's about being mindful of the impact."
Comfort Toolkit Worksheet My Comfort Toolkit
Finding healthy ways to focus and feel good.
Name:
Date:
1
My Comfort Cues
Think about the things we discussed. What are some actions you find yourself doing for comfort, to focus, or when you have extra energy? (Be honest, no judgment here!)
I sometimes find myself...
Another thing I might do is...
2
When & Why?
When do you usually do these comfort behaviors? Circle all that apply and add your own ideas.
When I need to concentrate
When I feel stressed
When I'm bored
When I have extra energy
Listening to a video or lecture
Identify a trigger:
My trigger for
is often
.
3
Building My Toolkit: Healthy Alternatives
If I need to concentrate better...
If I'm feeling bored / high energy...
If I feel stressed or anxious...
Refer to the slides or brainstorm your own creative ideas!
My Favorite Go-To Strategy
My top strategy is:
Because:
Comfort Coping Discussion Guide Comfort & Coping
Discussion Guide: Facilitating Classroom Self-Regulation
Core Goals
Normalize: Reinforce that comfort behaviors serve a purpose.Share: Peer-to-peer discovery of strategies.Solve: Address barriers to appropriate fidget use.Empower: Encourage ownership of self-regulation.
Context
This discussion should take place after students have completed the Comfort Toolkit Worksheet . It can be a brief wrap-up or a standalone 10-minute segment.
Discussion Prompts
1. Opening Share: Insight & Why
"Who would like to share one new insight they gained today about why we engage in comfort behaviors? What was something that surprised you or made sense?"
Follow-up: "Did anyone realize they do certain things for a reason they hadn't thought of before?"
2. Strategies in Action
"Looking at your toolkit, what is one healthy comfort strategy you identified that you're interested in trying? Why does it appeal to you?"
Follow-up: "Has anyone already tried some of these strategies? What was your experience?"
3. Navigating Classroom Norms
"What do you think makes a comfort strategy 'school-appropriate'? What's the difference between a helpful fidget and a distracting one?"
Follow-up: "How can we adapt a strategy that might be too noisy or distracting for a quiet work time?"
4. Ownership & Success
"Why is it important for you to understand your own comfort cues? How can this help you be a more successful learner?"
Follow-up: "How can we support each other in using these strategies respectfully in our classroom?"
Facilitation Notes
Create Safety: Emphasize that there are no 'wrong' comfort behaviors, only more or less effective ones for the environment.
Peer Learning: Allow students to respond directly to each other's ideas rather than filtering everything through you.
Reinforce Norms: Gently guide the discussion to reinforce existing classroom expectations regarding focus and mutual respect.
Time Mgmt: Be mindful of the 25-minute limit. Choose 2-3 prompts that resonate most with the class energy.
