Noticing the Warning Signs
Students learn the body signals that arrive before anger takes over, and identify their own.
Start here
PDF
All-Day Plans
One page per skill — what the morning teacher, afternoon teacher, social worker, para and principal each do
Download
WORD
Program Overview
The whole unit at a glance — weekly structure, lesson shape, notes for staff
Download
PDF
Print Pack
Every printable in this unit, in teaching order — one file to send to the copier
Download
PDF
Where to Start
Placement checklist — tick what he already does, and it tells you which skill to teach first
Download
Week by week
What Sets Me Off
Students name their triggers while calm, so the hard ones stop arriving as a surprise.
Cool-Down Tools
Six tools, all practised while the room is calm — because a tool first tried mid-blow-up will not work.
Using Words Instead
Students practise saying what is wrong, so people respond to the problem rather than the behaviour.
Making It Right After
Three repair steps for after a blow-up — short, plain, and never while still angry.
Read this before running the unit
- Teach it on ordinary days. Never run a lesson as a response to an incident that just happened.
- Practise every cool-down tool while the room is calm — that is the whole point of Week 3.
- Anger is not the problem being fixed; what happens next is. Say that out loud to the group.
- Let a student leave for the quiet corner without explaining first. Explanations come after.
- Never ask a student to describe a real blow-up in front of the group — use the practice cards.
- If a student’s anger involves hurting himself or others, this unit is not enough on its own. Loop in your supervisor and the family.