To what extent do students succeed to manage their emotions?
We gathered a variety of activities that are relevant to each question that appeared on the questionnaire you sent to your students.
Practicing "emotion and behavior management" when an emotional event/discussion is occurring in the classroom
After an event or discussion evoked powerful emotions among your students, try drawing an "emotion ruler" (shaped, for example, like a thermometer) and writing the number 1 at the bottom and the number 5 at the top.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
Modeling (personal example) for "emotion and behavior management"
After an event or discussion evoked powerful emotions among your students, try drawing an "emotion ruler" (shaped, for example, like a thermometer) and writing the number 1 at the bottom and the number 5 at the top.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
Practicing the skill before a test or assignment
After an event or discussion evoked powerful emotions among your students, try drawing an "emotion ruler" (shaped, for example, like a thermometer) and writing the number 1 at the bottom and the number 5 at the top.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
Ask each student to draw the thermometer in their notebook and then:
✦ Give the thermometer a title based on the strongest and more salient emotions they are feeling at the moment (for example: "the anger thermometer," "the distress thermometer," or "the stress thermometer," each student writing the strongest emotion they are feeling.
✦ Indicate on the thermometer the intensity of the emotion they're feeling (from one=lowest to 5=highest).
✦ Next to the thermometer, list the physical sensations they feel (breathing, heartbeat, physical stress, etc.)
After creating this space in which all feeling and sensations are welcome, facilitate a class discussion:
✦ Ask the students to describe their experience in a clear manner, while paying attention to the emotions that arose during the event/discussion and the sources of these emotions.
✦ Ask students to address their behavior during the event and the way in which their behavior may have affected others.
✦ If anyone was hurt, help the students think about how they can behave next time and correct what happened.
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