Meaning of Self-Control and Good Behaviour for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Good Manners and Following Rules
Topic: SELF-CONTROL: MEANING AND GOOD BEHAVIOUR
Subject Matter: Meaning of Self-Control and Good Behaviour

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Explain the meaning of self-control in simple terms.
• List at least two reasons why self-control is important.

Affective Domain

• Appreciate the value of having self-control in different situations.
• Show willingness to practise self-control in the classroom.

Psychomotor Domain

• Demonstrate self-control by waiting for their turn during an activity.
• Practise keeping their hands to themselves when playing.

Social Domain

• Participate in discussions about good behaviour and self-control.
• Share ideas on how to show self-control with friends.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Posters showing children exhibiting self-control (e.g., waiting, sharing, listening)
• Charts with simple rules for good behaviour
• Storybook about self-control or patience
• Pictures of children playing and sharing
• Puppets for role-play scenarios

Rationale for the Lesson

Learning about self-control is essential for 5-year-olds as it helps them manage their emotions and actions, leading to better interactions with others and a more positive learning environment. This lesson equips pupils with practical ways to control impulses, fostering a sense of responsibility and promoting peaceful coexistence at school and at home.

Prerequisite/Previous Knowledge

Pupils are familiar with basic good manners, following simple instructions, and understanding the concept of right and wrong actions.

Lesson Content/Board Summary

SELF-CONTROL: MEANING AND GOOD BEHAVIOUR

What is Self-Control?

• Self-control means being able to control your feelings, actions, and words.
• It means thinking before you act.
• It helps you make good choices even when you want to do something else.

Examples of Self-Control:

• Waiting patiently for your turn to speak or play.
• Keeping your hands and feet to yourself.
• Sharing toys and materials with friends.
• Listening quietly when someone else is talking.
• Not shouting when you are angry or excited.
• Finishing your work even if you want to play.

Why is Self-Control Important?

• It helps you make friends.
• It keeps you safe.
• It helps you learn better in class.
• It makes everyone happy and peaceful.
• It shows you are a responsible child.

How to show Self-Control:

• Think before you act.
• Take a deep breath if you feel angry or upset.
• Ask politely instead of snatching.
• Wait for the teacher’s instruction.

Self-Control Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Hands are quiet, feet are still,
Waiting patiently, yes I will.
Self-control, a good, good friend,
Helps me wait until the end.
When I want to shout or run,
I will think before it’s done.

Actions: Pupils can hold their hands together, then point to their feet, then pretend to wait. On “think before it’s done”, they can tap their forehead gently.

How to use the rhyme: Sing the rhyme together, encouraging pupils to do the actions. Repeat it several times to help them remember the message of self-control.

Watch and Practise

Let’s watch a short video about self-control and good choices. Pay attention to how the children in the video show self-control.

https://www.youtube.com/watch?v=Jg0d_0M35kE

Key Words

• Self-control – controlling your feelings and actions.
• Good behaviour – acting in a kind and polite way.
• Patience – waiting calmly without getting upset.
• Sharing – letting others use your things.
• Choices – the things you decide to do.

What the Teacher Should Show or Draw

• Display posters showing children demonstrating self-control (e.g., a child waiting in line, a child sharing a toy, a child raising a hand).
• Draw simple stick figures showing good behaviour vs. poor behaviour (e.g., one child snatching, another asking politely).

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Imitation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and asks them about good manners they remember from previous lessons. “Who can tell me one good thing we should always do?”

Pupils’ Activity: Pupils respond to the greeting and share examples of good manners like saying “please” and “thank you” or greeting adults.

Learning Point: Pupils recall previous knowledge about good behaviour and manners.

Step 2: Meaning of Self-Control

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains self-control using simple language and examples. “Self-control means you can stop yourself from doing something you shouldn’t, even if you really want to. For example, if you see a toy you like, self-control means you ask for it instead of snatching it.” The teacher uses pictures to illustrate.

Pupils’ Activity: Pupils listen attentively and look at the pictures. They repeat “self-control” after the teacher.

Learning Point: Pupils understand the basic meaning of self-control.

Step 3: Discussing Good Behaviour with Self-Control

Time: 5 minutes

Teaching Skill: Picture Talk/Role-play

Teacher’s Activity: The teacher shows posters or pictures of children in different situations (e.g., waiting for a turn, sharing, being angry). For each picture, the teacher asks, “What is happening here? Is this child showing self-control? What would happen if they didn’t?” The teacher may do a short role-play of a child wanting to snatch a toy but then stopping themselves.

Pupils’ Activity: Pupils observe the pictures, answer questions, and participate in the short role-play by suggesting what the child should do.

Learning Point: Pupils identify examples of self-control in real-life scenarios.

Step 4: Importance of Self-Control

Time: 4 minutes

Teaching Skill: Discussion/Reinforcement

Teacher’s Activity: The teacher discusses why self-control is important. “Why is it good to wait for your turn? What happens if everyone shouts at once?” The teacher highlights that self-control helps them make friends, stay safe, and learn better.

Pupils’ Activity: Pupils share their ideas and listen to the teacher’s explanation, understanding the benefits of self-control.

Learning Point: Pupils understand the positive outcomes of having self-control.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher leads the pupils in singing the “Self-Control Rhyme” with actions. The teacher encourages enthusiastic participation.

Pupils’ Activity: Pupils sing the rhyme together, performing the actions to reinforce the concept of self-control.

Learning Point: Pupils internalise the message of self-control through song and movement.

Step 6: Video and Discussion

Time: 3 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher plays the short video about self-control. After the video, the teacher asks, “What did the children in the video do to show self-control? What good choices did they make?”

Pupils’ Activity: Pupils watch the video and then share what they observed about self-control and good choices.

Learning Point: Pupils connect the lesson concept to visual examples and discuss good choices.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. What does self-control mean? (e.g., controlling your feelings/actions)
2. Give one example of showing self-control in the classroom. (e.g., waiting for turn, raising hand)
3. Why is it good to have self-control? (e.g., make friends, learn better)
4. Show me how you would wait patiently for your turn.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summarisation/Encouragement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that self-control makes them good friends and good learners. The teacher encourages them to practise self-control every day. “Let’s all try to show self-control today!”

Pupils’ Activity: Pupils listen to the summary and promise to practise self-control.

Learning Point: Pupils are encouraged to apply self-control in their daily lives.

Lesson Keywords

• Self-control – controlling your feelings and actions.
• Good behaviour – acting in a kind and polite way.
• Patience – waiting calmly without getting upset.
• Sharing – letting others use your things.
• Choices – the things you decide to do.

Differentiation

• Support: For pupils who struggle, the teacher can provide more direct modelling of self-control, use simpler one-step instructions, and give immediate positive reinforcement for small acts of self-control. Use larger, more explicit pictures for visual cues. Pair them with a peer who demonstrates good self-control.
• Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify situations outside the classroom where self-control is needed (e.g., at home, in the market). They can also be asked to explain *why* self-control is sometimes difficult and how they can overcome those challenges.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, engaging posters or pictures that vividly depict situations requiring self-control and good behaviour. The goal is for children to understand self-control as a practical skill they can use daily. Focus on concrete examples they encounter, like waiting for a turn, sharing toys, or not interrupting. Encourage pupils to verbalise what self-control means to them and how they can show it. Observe their actions during free play or group activities to see if they are applying the concepts. Repetition of the rhyme and consistent positive reinforcement for acts of self-control will help cement the learning. For shy pupils, encourage participation through non-verbal cues or by asking them to point to pictures. Emphasise that self-control is a skill that gets better with practice.