Brain
Your brain gives you a thought. Does that automatically mean you have to do it?
Brains make all kinds of thoughts. A thought is information — not an instruction. You can notice a thought without acting on it.
What is one thing about school that is actually going well?
Even when school feels complicated, there are usually some things that are working. Finding them can help your brain notice more than just the hard stuff.
What is one way to start a conversation with someone you don't know well?
You don't need a brilliant opening line! Try something simple: notice something, ask a question, or make a comment about what's happening around you. The goal is just to get the conversation started.
True or false: If your brain tells you something is dangerous, that means it actually IS dangerous.
False! Your brain has an alarm system that sometimes gets things wrong. Feeling worried or uncomfortable is real, but a feeling isn't proof that something is dangerous.
What is Denise's current chess rating?
There is no known scientific measurement for Denise's chess ability.
Current rating: “David is winning again.” ♟️
Your brain says, “DO IT NOW!” Name one thing you could do before deciding whether to listen.
When your brain wants you to act FAST, try putting a little space between the thought and the action. Pause. Take 3 slow breaths. Then decide what to do. If you're not sure, ask someone for help.
What is one thing about school that is annoying?
Sometimes it helps to name the annoying thing instead of letting it become one giant “SCHOOL IS AWFUL” feeling. Once you know what the problem is, you can figure out whether there is something you can change, something you can ask for, or something you just have to tolerate.
Someone tells you something about themselves. What's one way to show you're interested even if the topic isn't your favorite?
You don't have to become interested in the topic! Try the “one more question” rule: ask one question about what the person just told you before changing the subject or talking about your own interests.
What's the difference between an urge and an instruction?
An urge is a strong feeling that makes you want to do something. An instruction is something you actually need to follow. An urge can be loud without being a command.
What object in your room would make the worst chess piece?
There are no bad answers. There are only objects that would be terrible at chess.
Bonus points for explaining why.
A person knows something isn't actually dangerous, but their brain's alarm REALLY thinks it is. Why might knowing something isn't enough to make the alarm stop?
Sometimes the alarm system reacts faster than the thinking brain. Knowing you're safe doesn't always make the uncomfortable feeling disappear right away. You can notice the alarm without automatically doing what it tells you to do.
A student spends twice as long on homework as everyone else because they keep checking and improving it. What might make it hard for them to stop?
Sometimes the hardest part isn't starting a task — it's knowing when to stop. The brain might be looking for certainty, perfection, or reassurance. Try asking: “What would tell me this is done?”
You really want someone to become your friend. What are some things that might accidentally make them feel pressured?
Wanting a friendship is completely okay. But friendships usually work better when they have room to grow. Notice whether the other person is also choosing to come closer, and give them opportunities to initiate, respond, or take a break.
Why might doing something that makes anxiety disappear immediately actually make the brain ask for that thing again later?
Your brain loves quick solutions! If you feel anxious → do something → anxiety drops, your brain may learn: “That worked! Do that again next time.” Sometimes the short-term solution can make the alarm stronger over time.
If your brain could have a completely useless superpower, what would it be?
The more useless, specific, and ridiculous, the better.
Examples: Always knowing where one missing sock is. Knowing exactly when someone has opened a bag of chips from 40 meters away.
Your brain tells you that something needs to be done perfectly. How could you figure out whether that is a real requirement or a brain demand?
Ask: “Is this actually required, or does my brain just REALLY want it?” Check the instructions, ask someone you trust, and look for the stopping point. Done doesn't always mean perfect.
You finish an assignment and your brain says, “You could make this even better.” What could you ask yourself before spending another hour on it?
Ask: “Will this actually change the quality of my work, or am I just trying to make my brain feel more certain?” Check the instructions/rubric, decide what “done” looks like, and then practice stopping.
How can you tell whether someone wants to keep talking, needs a break, or wants to do something else?
Look for words + body language + what the person does next. Are they asking questions and staying engaged? Giving short answers? Looking around? Moving away? Starting another activity? When you're unsure, you can simply ask: “Do you want to keep talking, or do you want to do something else?”
A person's brain says, “You MUST do this right now or something bad might happen.” What questions could they ask themselves before deciding what to do?
Try slowing the brain down with questions like:
“Is there actually an emergency?”
“What evidence do I have?”
“Is this a MUST, a SHOULD, or a COULD?”
“What would I tell a friend in this situation?”
“Do I need help deciding?”
You have to design an app that solves one extremely annoying school problem. What does it do?
There is no limit to how weird the solution can be. Identify the problem first. Then build the app.
Your brain/body is feeling wound up. Try one minute of slow breathing. Then rate your body from 1–10: same, calmer, or more wound up?
You don't have to make the feeling disappear. We're just collecting data about what your body does.
Look around you. Find 1 thing
you can see
you can hear
you can feel
Sometimes giving your attention a different job can help when your brain gets stuck on one thing.
Imagine an uncomfortable thought or urge is like a wave.
What happens to a wave if you don't try to stop it?
Change the metaphor!
If a wave doesn't work for you, what would YOU compare an uncomfortable thought or urge to?
Think of a completely harmless thought you don't need to act on.
Say: “My brain is having the thought that…”
Then wait 30 seconds and notice what happens.
A thought can be present without requiring a response.
For the next 30 seconds, don't change anything about what you're doing.
Just notice:
What does my brain want me to do right now?
Sometimes the first step isn't changing the behavior. It's noticing the urge before the action.