Implement in your classroom a stoplight system. This is a comprehensive procedure where
children use cognitive techniques, problem-solving, and self-statements to deal with problems.
You will need three areas in the classroom clearly labeled Red, Yellow, and Green. When a
student knows he is feeling angry or troubled, the child goes to the Red light area. In this area,
the child uses relaxation and self-calming strategies (e.g., deep breaths, counts to one hundred, or
self-statements). The child also says what is troubling him, so that he learns to verbalize his
feelings. Next, the student moves to the Yellow light area to think about what he needs to do. In
the Yellow area, the student practices his problem-solving skills. When the child feels ready, he
goes to the Green light area to try out a solution and to check how the solution worked. As the
last step, the teacher helps the student evaluate the solution (Dodge, 1994).
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Borcherdt, B. (1989). Think straight! Feel great! 21 guides to emotional self-control. Sarasota,
Florida: Professional Resource Exchange.
Dodge, K. A. (1994). Focus on programs: The fast track program. Child Therapy Today, Vol. 1,
pp. 181-186.
Ellis, A. (1977). The basic clinical theory of rational-emotive therapy. In A. Ellis & R. Grieger
(Eds.), Handbook of rational-emotive therapy (pp. 3-34). NY: Springer Publishing.
Maag, J. W. (1998). Teaching children and youth self-control: Applications of perceptual control
theory. Reston, Virginia: Council for Children with Behavioral Disorders.
