In schools, we often try to teach impulse control and delay of gratification with statements like:

“We can’t line up yet, the desks are not cleared.”

“If we wait five minutes to leave for lunch, the line will be shorter.”

“You may have 10 extra minutes to work on your project if you keep the noise level down" 

These statements may be helpful but they do not get at the root of the problem. 

When students are in the context of an adult they trust, they are more likely to control their impulses.  It's easier to delay gratification when the experience is protection, trust, and an adult who follows through.

Impulse control and self-discipline are related. We must recognize our triggers and either avoid them or change the automatic behavior that would be exhibited. We need to teach students to create new pathways in the brain to replace inappropriate responses with appropriate responses. 

One way to do this is to recognize emotions so that we can learn to control them.

Good listening leads to a better understanding of what is being said as well as the manner and tone of the person delivering the content.

More favorable reactions occur when there is clarity about a situation

• Speaking out

• Interrupting classmates

• Quitting games 

• Shoving in lines

• Cutting in front of others

• Jumping up from seats

• Asking questions about irrelevant topics

• Displaying physical impulses

• Hyperactive behaviors