← Materials Packet ← First Waves Start Here ← Protected Materials

SEL Puzzle: How to Use

First Waves • Teacher Directions (print and keep with the puzzle)

Optional Staff Training / PD: Use the longer training scripts here: SEL Puzzle Training + PD Scripts

No‑Drift Add‑On Pack (print + laminate as needed):

Tier 1: 3-slot Tier 2: 3-slot Tier 3: 4-slot (adds BECAUSE)

What You Need

The SEL puzzle trays + pieces (Tier 1 / Tier 2 / Tier 3)
Feeling Cards (recommended for picking a Feeling quickly)
Calm tools: BREATHE • LISTEN • CONNECT
Not Calm tools: BREAK • HELP • SQUEEZE
A calm space (table, floor, or calm corner)
Optional: a timer (2–4 minutes)

Physical fit (important): Pieces connect in a chain using a tab/socket.

State piece: tab on right
Tool piece: socket on left
Bridge pieces (Tier 2 Feeling, Tier 3 Feeling/Because, Tier 1 Spacer): socket on left + tab on right

When to Use

Practice time (best): 2–5 minutes during a calm part of the day
Daily check-in: 30–60 seconds at arrival, morning meeting, or after transitions
After a reset: once calm again, reflect and learn (Tier 2/3)
Avoid: using it mid-escalation as a demand

Daily Check-In (30–60 seconds)

Goal: quick, low-demand, repeatable.

Rule: student can point; you can narrate.

Teacher: “Check-in time.”

Teacher: “Check your body: Calm or Not Calm.”

Teacher: “If Calm: pick a calm tool (Breathe / Listen / Connect).”

Teacher: “If Not Calm: pick a feeling (Tier 2/3), then pick what helps (Break / Help / Squeeze).”

Teacher: “We do it once.”

Use these tiers for check-in:

Tier 1 (3-slot): State → Spacer → Tool
Tier 2 (3-slot): State → Feeling → Tool
Tier 3 (4-slot): State → Feeling → Because/Reason → Tool (optional at check-in)

Keep choices small: show 2 feelings, 2 reasons, or 2 tools (as needed).

If the student can’t choose: offer two choices, wait ~10 seconds, then choose and deliver a tool.

Post-Reset Reflection (1–3 minutes)

When: only after the student is calm again.

Goal: learn the story of what happened so future resets are easier.

Teacher: “You’re safe now. Let’s look back.”

Teacher: “State: Not Calm.”

Teacher: “Feeling: pick one.”

Teacher: “Because/Reason: pick one (or DON’T KNOW).”

Teacher: “Next time: pick what helps (Break / Help / Squeeze).”

Always allow: “I don’t know / Not sure.” (You can offer a choice instead of asking.)

Tier-by-Tier Story Scripts

Tier 1 (Foundational) — 3-slot

Story: State → (Spacer) → Tool

Teacher: “Body: Not Calm.”

Teacher: “What helps?”

Teacher: “Pick one: BREAK / HELP / SQUEEZE.”

Teacher: “We do it once.”

Teaching move: Tier 1 is about success with choice, not explanations.

Tier 2 (Supported) — 3-slot

Story: State → Feeling → Tool

Teacher: “Body: Not Calm.”

Teacher: “Feeling: pick one.”

Teacher: “What helps? Pick one.”

Teacher: “We do it once.”

Tier 2 Not Calm feelings: Mad • Sad • Scared • Worried • Frustrated • Overwhelmed • Confused • Left Out

Prompting: offer 2 feelings at a time. Student points; adult narrates.

Tier 3 (Transitional) — 4-slot (adds BECAUSE)

Story: State → Feeling → Because (Trigger) → Tool

Teacher: “Body: Not Calm.”

Teacher: “Feeling: pick one.”

Teacher: “Because/Reason: pick one (or DON’T KNOW).”

Teacher: “Next time: pick what helps (Break / Help / Squeeze).”

Rule: Never force BECAUSE in the moment. Use it for calm reflection and future planning.

Prompting: offer 2 reasons at a time (child can choose any reason with any feeling).

Tier 3 Because/Reason pieces: Too Loud • Too Busy • Need a Break • Tired • It Was Hard • Don’t Know • Changed • Much Energy • Body Tight • Too Close

Quick tool suggestions (offer 2 choices):

Too Loud / Too Busy / Need a Break / Tired: “Break or Help?”
It Was Hard / Don’t Know / Changed: “Help or Break?”
Much Energy / Body Tight: “Squeeze or Break?”
Too Close: “Break or Help?”

Teacher Tips (Make It Work for Every Learner)

Reduce language: offer 2 choices instead of open-ended questions.
Point + match: the student can point, you can narrate.
Use the characters: “Is Manny tired? What helps Manny?”
Keep it short: stop while it’s still successful (2–3 minutes).
Generalize: “We practiced calm tools—now we can use them later if we need.”
Allow “Not sure”: keep a “NOT SURE” trigger piece for Tier 3.

Quick Troubleshooting

If a student won’t choose: choose for them and model (“I’m choosing…”).
If a student wants to do it repeatedly: set a timer and preview the next step (“Two turns, then we go…”).
If the student is dysregulated: pause puzzle; do regulation supports; return later for reflection.

Optional: Data Snapshot (30 seconds)

Once per week, note whether the student can:

Identify State (Calm/Not Calm)
Identify Feeling (Tier 2/3)
Identify Trigger (Tier 3, during calm)
Choose a helpful tool