SEL: Recognizing and Managing Anger
Noticing anger signals and choosing safe calming strategies
SEL: Recognizing and Managing Anger
Noticing anger signals and choosing safe calming strategies
SEL - Grade 2-3
- 1
Maya feels her face get hot and her hands make fists when her tower falls down. What feeling might Maya be having? Name one body clue that tells you.
Anger can show up in the body before we say anything.
Maya might be feeling angry. One body clue is that her face feels hot or her hands make fists. - 2
Circle the safe choice: A. Yell at your friend, B. Take three slow breaths, C. Throw your pencil. Explain why it is safe.
The safe choice is B, take three slow breaths. It is safe because it helps your body calm down without hurting anyone or anything. - 3
Jaden is angry because he has to wait for a turn on the swing. Write one kind sentence Jaden can say to ask for a turn.
Use words like please, when, and I.
Jaden can say, "Can I please have a turn when you are finished?" This is kind because it uses polite words and does not blame the other person. - 4
Look at the feelings thermometer. If 1 means calm and 5 means very angry, where might you be if your heart is beating fast and you want to shout? Explain your choice.
You might be at a 4 or 5 because a fast heartbeat and wanting to shout are signs of strong anger. This means it is time to use a calming strategy. - 5
Sam feels angry when a classmate bumps into him in line. Write one helpful thought Sam can tell himself before he reacts.
A helpful thought slows down your reaction.
Sam can tell himself, "It might have been an accident, and I can stay calm." This thought can help him make a safe choice. - 6
Name two calming strategies you can use when you feel angry at school.
Two calming strategies are taking slow breaths and asking a teacher for help. These strategies can help me calm my body and solve the problem safely. - 7
Lina wants to stomp away when her group does not choose her idea. What is one respectful way Lina can share her feeling?
Try starting with "I feel".
Lina can say, "I feel upset because I wanted my idea to be used." This is respectful because she uses words to share her feeling without being mean. - 8
Look at the picture of the calm-down corner. Choose two items that could help a student manage anger and explain how they help.
A stress ball and a feelings chart could help a student manage anger. The stress ball gives the hands something safe to squeeze, and the feelings chart helps the student name the feeling. - 9
A student says, "I am so mad that I want to rip my paper." Write one safe action the student can do instead.
The student can put the paper down and take a break. This is safe because it keeps the paper from being ripped and gives the student time to calm down. - 10
Put these steps in a good order for managing anger: Talk about the problem, Notice body clues, Take a calming breath, Choose a safe action.
First notice what is happening in your body, then calm down.
A good order is: Notice body clues, take a calming breath, choose a safe action, and talk about the problem. This order helps you calm down before solving the problem.