Stuck Feeling Slides Mission Ignition
Part 1: Spot the Stuck
Ready to Launch?
Game: Statue vs. Mover
Statue Mode
When I say "Freeze," stay perfectly still. Feel the weight in your body. Feel your energy stop.
Mover Mode
When I say "Action," stand up and march in place! Feel the energy start to flow.
"Which one felt harder to do? The Freeze or the Action?"
What is the "Stuck" Feeling?
Looking Away
Eyes wandering around the room instead of the paper.
Body Sinks
Feeling heavy, tired, or slumping in the chair.
Fidgeting
Playing with pencils or erasers to avoid starting.
Have you ever felt like your brain had a "Pause" button stuck down?
Waiting vs. Starting
1
Waiting: Hoping the work will just "happen" or waiting for someone to help.
2
Starting: Taking one tiny action (like picking up a pencil) to get moving.
Our Mission: Unstick the Brain!
Stuck Spotter Worksheet STUCK SPOTTER
Mission Ignition: Level 1
NAME:
DATE:
Body Evidence
Check the things you feel in your body when you are "stuck" and don't want to start work.
Heavy arms or legs
Fast heartbeat
Tummy "butterflies"
Wandering eyes
Fidgety fingers
Sleepy feeling
The "Stuck" Monster
If the "stuck" feeling was a monster, what would it look like? Is it a big heavy rock? A sticky web? Draw it below.
When do I get stuck?
What kind of work usually makes you feel "stuck"? (Math, Writing, Cleaning up?)
What is one tiny thing you can do to wiggle a little bit when you are stuck?
Stuck Feeling Teacher Guide TEACHER GUIDE: Spotting the Stuck
Lesson 1: Recognizing Sensation
OBJECTIVE
Students will identify 3 physical signs of task avoidance in themselves.
KEY VOCAB
Stuck, Initiation, Inertia, Sensation, Mover.
MATERIALS
Slides, Stuck Spotter Worksheet, Timer.
1. THE HOOK: Statue vs. Mover (10 min)
Play a game of "Freeze Dance" style prompts.
Teacher Prompt: "Freeze! Now, feel your legs. Do they feel heavy? Is your energy high or low? That's what 'Stuck' feels like."Teacher Prompt: "Action! March! Feel the energy. That's what 'Starting' feels like."
2. DIRECT INSTRUCTION: Body Clues (10 min)
Use the Stuck Feeling Slides .
Focus on the concept that "Stuck" isn't being bad or lazy—it's a physical feeling in the brain.
Model your own "stuck" signals: "When I have to do my taxes, I suddenly feel very sleepy and start looking at my phone."
3. ACTIVITY: Stuck Spotting (15 min)
Distribute the Stuck Spotter Worksheet .
Help students connect "Math" or "Writing" to their physical sensations.
Encourage creative drawing of the "Stuck Monster"—is it a pile of slime? A heavy chain? This externalizes the problem.
4. CLOSING: The Mission (5 min)
"Tomorrow, we aren't just going to spot the monster. We're going to give our brains a voice to talk back to it!"
DIFFERENTIATION STRATEGIES
For High Anxiety:
Normalize the feeling. Emphasize that "even adults get the stuck monster." Use silly voices for the monster.
For Low Verbal:
Provide emoji stickers for the checklist. Allow them to point to where they feel the "stuck" on a body map.
Sportscaster Voice Slides Mission Ignition
Part 2: The Sportscaster Voice
Ready to Narrate?
What is Sportscasting?
A sportscaster tells you exactly what is happening in the game as it happens.
"He's dribbling the ball... he's looking for a teammate... he passes... SHOT! He scores!"
We can be the sportscasters for our own brains!
The 3 Levels of Self-Talk
1. Out Loud
Speak so others can hear you. Good for practice!
2. The Whisper
Soft voice, just for you. Like a secret agent.
3. Inside Head
No sound at all. Your private "Brain Voice."
Let's Practive Narration
Watch me get my desk ready while I sportscast:
"First, I'm opening my desk..."
"Now, I'm grabbing my blue folder..."
"I'm sliding it onto the top of my desk. Done!"
Your turn: Try the "Out Loud" voice first!
Sportscaster Log Worksheet THE SPORTSCASTER LOG
Mission Ignition: Level 2
PLAYER:
DATE:
Preparation Play-by-Play
Pick a task (like getting ready for Math or Art). Write the 3 steps you will "Sportscast" as you do them.
1
My Play:
"First, I am..."
2
My Next Play:
"Now, I am..."
3
Final Play:
"Last, I will..."
Voice Level Meter
Which voice level feels the best for you right now? Circle one:
OUT LOUD
WHISPER
BRAIN VOICE
Pro Sportscaster Challenge
Try to sportscast your brain voice while you are walking to lunch today. What are you saying to yourself to stay in line?
Sportscaster Teacher Guide Mission Ignition: Teacher Guide
Lesson 2: From Whisper to Thought
The Concept
Many students with executive functioning challenges lack an active "internal monologue" for planning. This lesson uses Verbal Mediation —externalizing thought processes so they can eventually be internalized.
1
The Hook: Pro Self-Talk (5 min)
Tell students about pro athletes (like tennis players or golfers) who talk to themselves. "Why do they do it? They are coaching their own brains to stay focused!"
2
Modeling: The Desk Ready Play-by-Play (10 min)
Teacher Script:
"I'm feeling a little stuck. I need to start my work. Okay, brain, here's the play: Step 1, open the folder. (Do action). Step 2, grab the pencil. (Do action). I'm doing it! Look at me go!"
Show the Sportscaster Voice Slides to explain the 3 Levels (Loud, Whisper, Head).
3
Guided Practice: The Group Narration (15 min)
Have the whole class narrate a simple action together (e.g., "We are pushing in our chairs... we are walking to the rug...").
Transition from Out Loud to Whisper mid-action.
Distribute the Sportscaster Log Worksheet for students to plan their own "plays."
4
Monitoring Task (Ongoing)
Throughout the day, catch students "sportscasting." Give specific praise: "I loved how I could see your lips moving—you were coaching your brain to get your supplies!"
Self-Correction Note
If a student feels "silly" talking out loud, encourage the "Secret Agent Whisper" or let them use a puppet/toy to do the talking for them.
Tiny Step Takeoff Slides Mission Ignition
Part 3: Tiny Step Takeoff
Ready to Shrink the Task?
Why is it hard to start?
Sometimes a task looks like a giant mountain!
Big Scary Tasks:
• "Write a whole story"
• "Clean the whole room"
• "Do all the math problems"
Your brain gets overwhelmed and hits "PAUSE"!
The Brain's "Shrink Ray"
We can't do the whole mountain at once. We only need the First Physical Step.
Big Goal
"Write a Story"
First Physical Step
"Pick up the pencil"
"Once the pencil is in your hand, you've already started!"
Can you find Step 1?
Task: Clean Desk
Step 1: Put one book away
Task: Math Sheet
Step 1: Write my name
Task: Get in Line
Step 1: Stand up quietly
IGNORE THE MOUNTAIN. DO STEP 1.
Tiny Step Cards Worksheet TINY STEP CARDS
Mission Ignition: Level 3
BUILDER:
Don't look at the whole mission. Look at Step 1 . Draw or write the tiniest physical action for each task.
Mission: MATH WORK
The Tiny Step 1:
Pick up pencil...
Self-talk: "I just need to..."
Mission: WRITING A STORY
The Tiny Step 1:
Write my name...
Self-talk: "I just need to..."
Mission: CLEANING DESK
The Tiny Step 1:
Put away 1 crayon...
Self-talk: "I just need to..."
Mission: CHOOSE ONE!
The Tiny Step 1:
Self-talk: "I just need to..."
THE FIRST STEP FORMULA
"I ignore the mountain. I focus on my hand."
Tiny Step Teacher Guide Teacher Guide: Tiny Step Takeoff
Lesson 3: The First Step Formula
Learning Goal
Students will reduce task anxiety by naming only the first physical action required to begin, using the phrase "I just need to..."
1
The Hook: Mystery Box (10 min)
Bring in a large box filled with shredded paper or small items. Tell the class they have to find a "secret treasure" at the bottom. The Rule: They can only use two fingers and take out ONE piece of paper at a time.
Discussion Point: "Did we empty the whole box at once? No. We just did one tiny reach. That's how we start missions."
2
Skill: The Shrink Ray (15 min)
Use the Tiny Step Takeoff Slides . Focus on the physical nature of "Step 1." It shouldn't be "think about a story"—it should be "pick up my pencil."
The Magic Phrase:
"I just need to ______________."
3
Guided Practice: Tiny Step Cards (15 min)
Students complete the Tiny Step Cards Worksheet . Walk around and push students to make the step smaller . If they say "Start math," suggest "Open my folder." If they say "Open my folder," suggest "Touch the folder with my left hand." Making it silly reduces the anxiety.
Common Misconception
Students often pick a step that is still too big (e.g., "Do problem #1"). Problem #1 might be hard! Remind them that Step 1 must be something they can do 100% of the time, like touching the paper or uncapping a marker .
Thought Transformer Slides Mission Ignition
Part 4: Thought Transformers
Change the Words, Change the Mission
The "Stopper" Thoughts
Sometimes our brain voice says things that stop us like a brick wall.
"This is way too hard."
"I'll do it later."
"I don't know how."
"I'm just bad at this."
The "Starter" Thoughts
We can TRANSFORM our thoughts to give our brains a push!
"This is too hard."
"I'll just do one step."
"I don't know how."
"I'll ask for help."
"I'm bad at this."
"I'm still learning."
Your Brain Voice is the Boss!
START!
Next time you feel "stuck," listen to the voice. If it says "STOP," you tell it "GO!"
Thought Transformer Worksheet THOUGHT TRANSFORMER
Mission Ignition: Level 4
NAME:
A Stopper Thought makes you stay stuck. A Starter Thought gives you energy. Read the "Stopper" thoughts below and transform them into "Starter" thoughts!
Stopper
Thoughts
Starter
Thoughts
"This is too much work."
"I don't know the first thing."
"I'm going to mess up."
The Boss Move:
Write down ONE phrase you will say to your brain next time you feel the "Stuck Monster."
Thought Transformer Teacher Guide Teacher Guide: Thought Transformers
Lesson 4: Reframing Negative Scripts
Cognitive Strategy
Students will practice Cognitive Reframing —identifying the automatic negative thoughts (ANTs) that cause task avoidance and replacing them with functional initiation scripts.
1 Hook: The Comic Strip (10 min)
Draw a simple comic of a student sitting at a desk with a big blank speech bubble above their head. Teacher Prompt: "This student has been sitting here for 10 minutes. What is their brain voice saying? Is it saying 'GO' or 'STOP'?" Have students fill in the bubble with "Stopper" thoughts.
2 Workshop: The Great Transformation (15 min)
Use the Thought Transformer Slides . Focus on the concept that we can disagree with our own thoughts.
Transformation Examples:
• "This is boring" → "I'll do the fun part first."
• "I'm tired" → "I'll take 5 deep breaths and then touch the paper."
• "I'll never finish" → "I only need to do Step 1."
3 Practice: Thought Transformer Worksheet (15 min)
Distribute the Thought Transformer Worksheet . Pro-Tip: Have students work in pairs. One student says the "Stopper" and the other has to "Trans-ZAP" it with a "Starter."
Scaffolding Tip
For students who struggle with generating new phrases, provide a Starter Bank (strips of paper with pre-written starter phrases) that they can glue onto the right side of the T-chart.
Launch Mission Slides Mission Ignition
Part 5: Launch Your Mission
The Start Button is Yours
Our Brain Starter Kit
Spot the Stuck
I know what my body feels like when I avoid work.
Sportscast
I use my brain voice to narrate my tiny steps.
Starter Talk
I transform my STOP thoughts into GO thoughts.
Project: The Brain Start Button
You are going to design a "Start Button" for your desk. It will remind you of your best Go Phrases .
Choose your top 3 phrases.
Decorate it with your colors.
GO
Press to Start Brain
Mission Simulation
The 2-Minute Drill:
Sit at your desk with your supplies closed.
I will give a mission (e.g., "Math Mission!").
Tap your "Start Button."
Whisper your Go Phrase.
Take your Tiny Step 1 .
MISSION COMPLETE IN 3... 2... 1...
Brain Start Button Visual My Brain Start Button
DESK VISUAL
GO!
Ignition Button
MY GO-PHRASES:
1
"I just need to..."
2
"One step at a time..."
3
"My brain is ready."
Step 1 Today:
Cut out the button and the script panel and tape them to the corner of your desk.
Whenever you feel "Stuck," tap the button and say one of your phrases.
Launch Mission Teacher Guide Teacher Guide: Launching Missions
Lesson 5: Creating Personal Scripts
Synthesis & Application
In this final lesson, students move from guided practice to independent application by creating a physical artifact (The Start Button) and practicing it in a high-repetition simulation.
1 The Hook: Ignition Countdown (5 min)
Use a sound effect or a dramatic countdown (5... 4... 3... 2... 1...). Ask: "What happens at 0? The engines fire! Today, we make our own 'Engine Starters' for our desks."
2 Workshop: The Brain Start Button (20 min)
Distribute the Brain Start Button Visual . Students will:
Select 3 "Go Phrases" that actually help them.
Color the "GO" button (red or green are popular choices).
Cut out the pieces and tape them to the top right or left corner of their workspace.
3 Practice: The 2-Minute Mission Drill (15 min)
Run several "Mini-Missions."
Simulate common triggers:
• "Everyone, sit. Eyes on me. Mission: Open your book to page 42."
• Students must tap the button, whisper their phrase, and do the action immediately.
• Repeat with 3 different tasks to build muscle memory.
Post-Sequence Integration
For the next week, whenever you give a class-wide direction, add the cue: "Missions Ignition! Tap your buttons in 3... 2... 1... GO!" This normalizes the self-talk for the whole class, not just students in the SpEd program.
