Unit Plan 14 (Grade 2 Counselor): Stop, Calm, Think, Choose, Reflect

Focus: Introduce a more complete problem-solving sequence. Students learn to stop, calm down, name the problem, think of choices, choose a safe solution, and reflect on what happened. The counselor uses puppets or role-play scenarios where students practice each step with common peer conflicts.

Grade Level: 2

Subject Area: School Counseling (Problem-Solving • Conflict Resolution • Safe Choices)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 2 counseling lesson teaches students a simple but complete process for solving peer problems safely and respectfully. Students learn that when a problem happens, they can stop, calm down, name the problem, think of choices, choose a safe solution, and reflect on what happened. The counselor emphasizes that problem-solving works best when students calm their bodies before choosing what to do.

Students practice the steps with realistic Grade 2 conflicts, such as two students wanting the same book, a partner grabbing materials, someone cutting in line, classmates arguing about a game, or a student continuing a behavior after someone says stop. Through puppets, role-play, cards, or guided discussion, students learn that safe solutions include respectful words, compromise, turn-taking, walking away, or adult help when needed.

Essential Questions

• What steps can students use to solve a problem?
• Why should students stop and calm down before choosing a solution?
• How can students name the problem clearly?
• What safe choices can help solve peer conflicts?
• How can students reflect on whether a solution worked?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name the problem-solving steps: stop, calm down, name the problem, think of choices, choose a safe solution, and reflect.
2. Use a calming strategy before solving a peer problem.
3. Identify the problem in a common Grade 2 conflict.
4. Think of more than one possible choice before acting.
5. Choose safe and respectful solutions, such as respectful words, compromise, turn-taking, walking away, or adult help.
6. Reflect on whether a solution helped, did not help, or needs another step.
7. (Optional Session) Apply the problem-solving sequence through puppet practice, role-play, or conflict-scenario sorting.

Standards Alignment — Grade 2 (ASCA-based Custom)

• C:S4.2b — Use Problem-Solving Steps
  • Use steps such as stop, calm down, name the problem, think of choices, choose a safe solution, and reflect on what happened.
  • Example: A student says, “The problem is we both want the same book. We could take turns or choose another one.”
• C:S4.2c — Resolve Conflicts Safely and Respectfully
  • Use respectful words, compromise, turn-taking, walking away, or adult help to solve peer conflict without unsafe behavior.
  • Example: A student says, “Please stop. I don’t like that,” and then asks an adult for help if the behavior continues.

Success Criteria — Student Language

• I can stop before reacting.
• I can calm my body before solving a problem.
• I can name the problem.
• I can think of choices.
• I can choose a safe and respectful solution.
• I can reflect on whether my solution worked.