Emotions
Psychologists distinguish six primary emotions: happiness, sadness, fear, anger, surprise and disgust. Can you recognise these emotions on the faces below?
Guess the emotion
Emotions Thermometer - Discuss strong emotions. Positive or negative. Might start weak and gradually change or become strong very quickly. We need to use our strengths and our skills to help us manage how we express our strong emotions.
- Use Kahoots App to test emotions on a rating scale. Find image own thermometer. Refer to 'Zones of Regulation'.
- Use Book Creator and Strong Emotions chart to match zones. Write triggering event. Discuss how same event can trigger people differently.
Emotion management
Reading emotions
Part of being a good friend is learning to notice how other people respond. Sometimes you can tell by watching, and ‘reading’ their body language. However, sometimes you need to ask people to find out how they feel. Sometimes you need to tell other people how you feel, so they can understand when you are experiencing strong emotions. Sometimes having strong emotions is a sign to us that we need some help, or that we need to talk to someone about a problem we are experiencing.
Part of being a good friend is learning to notice how other people respond. Sometimes you can tell by watching, and ‘reading’ their body language. However, sometimes you need to ask people to find out how they feel. Sometimes you need to tell other people how you feel, so they can understand when you are experiencing strong emotions. Sometimes having strong emotions is a sign to us that we need some help, or that we need to talk to someone about a problem we are experiencing.
According to the James-Lange theory, there is a close connection between our emotions and our bodies. For example, when you are happy, your 'body will smile' and you feel a physical effect of well being. To go even further, you can also create the happy emotion simply by smiling or putting a pencil in your mouth in a way that forces you to smile. Human beings and also some animals unconsciously mimic the physical expressions of the emotions of others when we empathise with them.
We can't be happy all the time...
Sadness
Using the emotion sadness - think of a time you have experienced ‘disappointment,’ students take turns to select a time in their life when they felt this emotion. How did they cope with disappointment? Examples;
- talk to a friend to share how you are feeling
- think about a time that you have done well at something else - what are you good at?
- go to your favourite place to take your mind off it
- do something you enjoy
- feel happy for someone else (eg, congratulate the winning team or person).
- Traffic Lights Game - work co-operatively and energetically. Explain to students that in this game they will need to remember three different formations. Ask three volunteers to come and demonstrate what each of these formations will look like. Friends Groups of two: the two students stand opposite each other with one hand stretched out to shake the other’s hand. Thinking One person: the student stands on one leg with their hands on their head. Traffic light Groups of three: one behind each other with the front person sitting cross legged, the second kneeling just behind them, and the third standing upright. Each student should open and close their hands on either side of their face to represent flashing traffic lights. Explain that when the teacher calls a command, the students must find the right-sized group and quickly make the relevant formation.
Coaching point: Highlight the importance of keeping self-control even when in situations when we react quickly. This is especially true in situations involving anger or high levels of upset.
Resilience
What is Resilience?
Resilience is a person’s ability to cope with changes in their life. It has been described as a person’s ability to bunji jump through life — that means their ability to bounce back during difficult times.
What are the skills of Resilience?
Resilience is a person’s ability to cope with changes in their life. It has been described as a person’s ability to bunji jump through life — that means their ability to bounce back during difficult times.
What are the skills of Resilience?
- Understanding feelings that you have about yourself
- Understanding feelings that you have about others
- Being able to calm yourself during change or conflict
- Belonging to a loving family, school, church and other groups
- Being able to cope with stress
- Being able to set goals
- Being able to develop happy and healthy relationships with others (caring,
giving praise, trust, being truthful, not intentionally hurting others) - Being positive about yourself and life (trying new things, taking risks)
- Making Apologies - Explain that sometimes when we are angry, we do something that we later realise was the wrong thing. This action may have upset or hurt someone. When this happens we need to apologise. Circle Time What sorts of things might we need to apologise about? What does it feel like when someone apologises to you? Ask them to suggest what the ingredients of a good apology should include. Reflect – what does it take for someone to say sorry to someone else (refer to Strengths such as courage and honesty and kindness) Show Strong Apology Model: I say what I did wrong. I say how I think it made the other person feel. I say how I feel now. I say I won’t do it again. I say sorry.
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Self Management
Emotional regulation, resilience and self motivation
Self management skills enable us to handle and direct our emotions in appropriate ways. This involves:
- managing our emotions so they don't stop us from effectively dealing with situations and pursuing our goals
- striving to achieve our goals despite our difficulties
Lesson 1. Resolving Conflict (p148-151)
Lesson 2. Games factory
Lesson 3. When it's okay to say "no" (p152-154)
Lesson 4. Games factory
Lesson 5. Standing up for what you believe in (155-157)
Lesson 6. Games factory
Lesson 2. Games factory
Lesson 3. When it's okay to say "no" (p152-154)
Lesson 4. Games factory
Lesson 5. Standing up for what you believe in (155-157)
Lesson 6. Games factory
Lesson 1. Resolving conflict
Learning Goal:
Learning Goal:
- students identify positive actions they can take to resolve conflicts
- describe the different between win/win, win/lose and lose/lose conflict resolution
- demonstrate strategies to use in win/win conflict situation
1. Explain to students that everyone will be involved in conflict situations at different times in their lives.
In groups brainstorm a list of common causes of conflict at school, home and in the community. Encourage students to offer solutions to the situations. Discuss why some situations work better than others.
eg. There is only one piece of cake left and your brother and sister both want it.
Your best friend always wants to choose what game you both play.
In groups brainstorm a list of common causes of conflict at school, home and in the community. Encourage students to offer solutions to the situations. Discuss why some situations work better than others.
eg. There is only one piece of cake left and your brother and sister both want it.
Your best friend always wants to choose what game you both play.
2. Explain not all conflict situations are easy to resolve.
Discuss what happens when two people firmly believe they are both right.
Discuss the importance of controlling your anger and using strategies for each an outcome which is fair to all parties.
Discuss the characteristics of a win/win, win/lose and lose/lose conflict resolution (p 149).
3. Discuss resource sheet - Sorting out a conflict (see below). Reflect on what you have learned.
Lesson 2. When it's okay to say "no"
Learning Goal:
Learning Goal:
- identify the types of situations when it is okay to say "no"
- predict the effect on themselves and others of saying "no" in social situations
- demonstrate saying "no" confidently in role play situations
1. Explain to students that if someone asks us to do something we believe is wrong or unsafe, we can say "no" or "no thanks" even though we might find it hard to do. Discuss why we don't have to provide a reason for saying "no" (p152 and 153).
2. Activity - When it's okay to say "no" (Resource sheet - see below).
3. Activity - Saying "no" in the real world (p154) - articles in newspapers and magazines: consequences and actions.
4. Reflect on lesson
2. Activity - When it's okay to say "no" (Resource sheet - see below).
3. Activity - Saying "no" in the real world (p154) - articles in newspapers and magazines: consequences and actions.
4. Reflect on lesson
Lesson 3. Standing up for what you believe in (155-157)
Learning Goals:
Learning Goals:
- students identify situations which challenge what they believe in and value
- students describe how decisions they make can be influenced by their values
- predict ways to maintain positive control of their emotions in challenging situations
- demonstrate positive responses which reflect their personal values in response to conflict situations
1. Explain to students what we value is influences from an early age by the beliefs taught to us by our parents and carers. This affects the way we respond to situations, including conflict situations. As we get older the way we will not always agree with other's beliefs and values. When this happens it can be hard to respond in appropriate ways to situations where we believe others are not being treated fairly.
Discuss questions with children (p. 156).
What actions can you take to stand up for what you believe in with out offending?
2. Guided discussion on text: The recess queen by Alexis O'Neill and Laura Huliska-Beith.
-Have you ever seen someone behaving like Mean Jean? (p. 156).
3. Think, pair, share - Standing up for your beliefs (see activity sheet below).
4. Reflection journal - answer questions (p.157).
Discuss questions with children (p. 156).
What actions can you take to stand up for what you believe in with out offending?
2. Guided discussion on text: The recess queen by Alexis O'Neill and Laura Huliska-Beith.
-Have you ever seen someone behaving like Mean Jean? (p. 156).
3. Think, pair, share - Standing up for your beliefs (see activity sheet below).
4. Reflection journal - answer questions (p.157).
- How am I able to stand up for myself if I think someone is treating me unfairly?
- Do I stand up for others if I feel they are being treated unfairly?
- If not, what stops me from doing this?
- What other actions can I take to stand up for myself and others if I see them being treated unfairly?
Standing up for your beliefs
How do we participate with others when we are active?
Space awareness
Discuss the importance of personal space, boundaries and safety when playing with others.
Have students demonstrate their preferred personal space by choosing to stand a certain distance from peers or standing in a hoop to demonstrate their personal space boundaries.
Play some games/activities with students that require these elements.
E.g. Students move to music around a designated area, changing the locomotor movement when the music changes, eg run, hop, skip, side gallop, jump. Monitor students’ position and awareness of others and discuss the importance of watching out for other students, looking where you are going, and staying in the designated area while moving.
Discuss what students had to consider making sure everyone was safe.
In pairs, students take turns leading and following, mirroring the actions of their partner while they move in a variety of ways to music. Alternatively, one student could be the leader and the rest of the class follows/mirrors the actions of the leader.
Discuss: Was it hard to follow the leader? Why? What do you need to do to make sure you follow the leader?
What emotions were felt during this activity? Would the emotional response be different if we mimicked someone else's movements in a different situation?
Extra Space Awareness Activities:
Octopus tag: Students explore the concept of personal space by playing ‘personal space octopus tag’:
– each student places a hula hoop around their middle
– students move around the room trying to tag other students (they are not allowed to touch other students, only tag their hula hoop)
– when ‘tagged’, students link up as the octopus by holding each other’s hula hoops in a line.
Videos: Students can watch the YouTube videos Social Story: Personal Space and Invading Personal Space in Public: Social Experiment. As a class, students decide how big personal space is and explore how it makes them feel when staff and/or peers enter their personal space. Each student stands in the middle of a hula hoop and uses a gesture for ‘stop’ when someone moves too close and makes them feel uncomfortable. Explore appropriate and inappropriate ways of communicating when someone is entering their personal space, e.g. appropriate – ‘Move away please’, ‘I don't like it’, ‘Stop’, ‘I need more space’ or inappropriate – hitting, biting, kicking, screaming.
Zones of Space: As a class, students explore the four zones of space: social, public, personal and intimate. Students explore a range of scenarios to recognise the four zones, eg when they are in the shopping centre it is public space; when students are in the school it is social space; when sitting in the circle next to someone it is personal space; when giving your parents a hug it is intimate space. As a class, students decide and measure how big the four zones of space are for them, e.g. up to 0.5m for intimate space, 0.5–1.2m for personal space, 1.2–4m for social space and 4m or more for public space. Through this activity, students develop an understanding of socially acceptable distances.
Active listening
Ask students why they think it is important to listen to others. How do listening skills assist with positive interactions?
Game Play: ‘whispers’ to demonstrate the importance of careful listening and what happens when you do not listen carefully.
Watch YouTube video Howard B. Wigglebottom learns to listen. Discuss the concepts of active listening presented in the video and how that relates to students in the classroom/playground/at home. Brainstorm the skills needed to be a good listener.
Explain that to be a good listener we need to use active listening. Demonstrate active listening and let student's practise.
Understanding emotional reactions
Zones of regulation: Discuss how emotions can affect people’s words, actions and relationships with others. Investigate how people might respond to different emotions – physical responses (smiling when happy, crossing arms when confronted or feeling uncomfortable), physiological responses (increased breathing and heart rate) and mental responses (thinking and self-talk).
Introduce students to the Zones of regulation and emotions in each zone. Providing visual cues to illustrate different emotions for students who may need support to identify emotions.
Word cloud. Students create a word cloud on paper or electronically, using all the words they think of when they hear the word ‘emotions' or in relation to the zones of regulation. Students create a mind map of how they respond mentally, physically and physiologically to a selected emotion from their word cloud. Have students share, compare and discuss their responses in pairs and groups. Students consider how responses can be either positive or negative and the impact of both on their interactions with others.
Optional: have students record which zone they feel they are in during different stages of the day/week.
Decision Making: Discuss how emotions can affect the decisions people make, eg strong feelings can cloud clear thinking. Discuss some situations when this may occur, e.g. a student feels upset when they get out in handball, so they kick the ball away. Students reflect on a past situation they experienced and their chosen response.
Refer to the handball situation, or one given by a student, and demonstrate how using a decision-making process can help students with their response to situations.
Example of a decision-making scaffold:
1. Identify the decision
2. Think of options
3. Evaluate options
4. Choose a strategy, try it and check how it works.
Students use a visual organiser to show how they would apply the decision-making process to respond to a specific personal or group situation, eg including a classmate who has been excluded from another group or congratulating a player on the opposite team when they score a goal.
Space awareness
Discuss the importance of personal space, boundaries and safety when playing with others.
Have students demonstrate their preferred personal space by choosing to stand a certain distance from peers or standing in a hoop to demonstrate their personal space boundaries.
Play some games/activities with students that require these elements.
E.g. Students move to music around a designated area, changing the locomotor movement when the music changes, eg run, hop, skip, side gallop, jump. Monitor students’ position and awareness of others and discuss the importance of watching out for other students, looking where you are going, and staying in the designated area while moving.
Discuss what students had to consider making sure everyone was safe.
In pairs, students take turns leading and following, mirroring the actions of their partner while they move in a variety of ways to music. Alternatively, one student could be the leader and the rest of the class follows/mirrors the actions of the leader.
Discuss: Was it hard to follow the leader? Why? What do you need to do to make sure you follow the leader?
What emotions were felt during this activity? Would the emotional response be different if we mimicked someone else's movements in a different situation?
Extra Space Awareness Activities:
Octopus tag: Students explore the concept of personal space by playing ‘personal space octopus tag’:
– each student places a hula hoop around their middle
– students move around the room trying to tag other students (they are not allowed to touch other students, only tag their hula hoop)
– when ‘tagged’, students link up as the octopus by holding each other’s hula hoops in a line.
Videos: Students can watch the YouTube videos Social Story: Personal Space and Invading Personal Space in Public: Social Experiment. As a class, students decide how big personal space is and explore how it makes them feel when staff and/or peers enter their personal space. Each student stands in the middle of a hula hoop and uses a gesture for ‘stop’ when someone moves too close and makes them feel uncomfortable. Explore appropriate and inappropriate ways of communicating when someone is entering their personal space, e.g. appropriate – ‘Move away please’, ‘I don't like it’, ‘Stop’, ‘I need more space’ or inappropriate – hitting, biting, kicking, screaming.
Zones of Space: As a class, students explore the four zones of space: social, public, personal and intimate. Students explore a range of scenarios to recognise the four zones, eg when they are in the shopping centre it is public space; when students are in the school it is social space; when sitting in the circle next to someone it is personal space; when giving your parents a hug it is intimate space. As a class, students decide and measure how big the four zones of space are for them, e.g. up to 0.5m for intimate space, 0.5–1.2m for personal space, 1.2–4m for social space and 4m or more for public space. Through this activity, students develop an understanding of socially acceptable distances.
Active listening
Ask students why they think it is important to listen to others. How do listening skills assist with positive interactions?
Game Play: ‘whispers’ to demonstrate the importance of careful listening and what happens when you do not listen carefully.
Watch YouTube video Howard B. Wigglebottom learns to listen. Discuss the concepts of active listening presented in the video and how that relates to students in the classroom/playground/at home. Brainstorm the skills needed to be a good listener.
Explain that to be a good listener we need to use active listening. Demonstrate active listening and let student's practise.
Understanding emotional reactions
Zones of regulation: Discuss how emotions can affect people’s words, actions and relationships with others. Investigate how people might respond to different emotions – physical responses (smiling when happy, crossing arms when confronted or feeling uncomfortable), physiological responses (increased breathing and heart rate) and mental responses (thinking and self-talk).
Introduce students to the Zones of regulation and emotions in each zone. Providing visual cues to illustrate different emotions for students who may need support to identify emotions.
Word cloud. Students create a word cloud on paper or electronically, using all the words they think of when they hear the word ‘emotions' or in relation to the zones of regulation. Students create a mind map of how they respond mentally, physically and physiologically to a selected emotion from their word cloud. Have students share, compare and discuss their responses in pairs and groups. Students consider how responses can be either positive or negative and the impact of both on their interactions with others.
Optional: have students record which zone they feel they are in during different stages of the day/week.
Decision Making: Discuss how emotions can affect the decisions people make, eg strong feelings can cloud clear thinking. Discuss some situations when this may occur, e.g. a student feels upset when they get out in handball, so they kick the ball away. Students reflect on a past situation they experienced and their chosen response.
Refer to the handball situation, or one given by a student, and demonstrate how using a decision-making process can help students with their response to situations.
Example of a decision-making scaffold:
1. Identify the decision
2. Think of options
3. Evaluate options
4. Choose a strategy, try it and check how it works.
Students use a visual organiser to show how they would apply the decision-making process to respond to a specific personal or group situation, eg including a classmate who has been excluded from another group or congratulating a player on the opposite team when they score a goal.
Managing relationships and change Option (if time) of addressing the LI: students recognise strategies for managing change.
Timeline. Students create a timeline of their friendships and examine which ones have continued, which ones have not and why. What factors or events led to this?
Brainstorm. Brainstorm reasons why relationships change.
Looks like, feels like, sounds like. Students think about a relationship that is caring and respectful, eg with a friend, parent, teacher, sibling, aunt or uncle. Pair up and share what is special about this relationship. What actions support this relationship, eg being honest and respectful, being supportive, sharing. Students complete a looks like, feels like, sounds like activity on caring and respectful relationships. Create a classroom visual display of what caring and respectful relationships look, feel and sound like. Include responses from each pair in the visual display.
Discussion. Discuss times when students have had to form a new relationship and what skills and/or strategies they used. What challenges did they face? What skills/strategies did they use and how could these be used to manage change and transition successfully?
Role-play. In groups, students role-play a scenario to demonstrate use of a skill and/or strategy in establishing a new relationship, eg changing schools, changing friendship groups, a new student joining the class, joining a new team or club. Each group presents their scenario to the class for peers to identify the skills and/or strategies that were used.
Writing task. Ask students to write about a time they felt a relationship wasn’t positive. How did they know it wasn’t a caring and respectful relationship?
Video and class pledge. As a class, watch Bullying is never ok! Students take notes on what bullying is and what it is not, and the difference between bullying in person and online. They compare their notes to the time they felt a relationship wasn’t positive and discuss as a class. See the Bullyingnoway website definition for Stage 3 students. As a class, create an anti-bullying pledge that can be displayed in the classroom.
Conflict corner. Students take on the role of expert for a magazine column titled Conflict corner. In pairs, students choose a real-life conflict to respond to. Students discuss and investigate strategies and skills they could use to solve their conflict. They practise responses to manage the conflict in the scenario and then write the column.
Gallery walk. Pairs display their scenarios and column response for peer feedback. Teachers could also provide feedback. Encourage students to identify who they can talk to and seek help or support from if the strategies used do not resolve the conflict.
Educational game. Students engage with the Office of the eSafety Commissioner educational online game. In this game, players are confronted with a variety of challenges, including conflicts on social media, cyber-attacks and fake news. Players need to use various skills and work to support other characters to overcome these challenges and progress through the game.
Group work. As a class, view the video Cyberslap. Using the line from the video, ‘You don’t need a black eye to be bullied’, groups establish a set of rules about acceptable and unacceptable online behaviour. Teacher note: explain the importance of students being aware of and engaging in acceptable online behaviours. This is explored in detail in digital technologies.
Timeline. Students create a timeline of their friendships and examine which ones have continued, which ones have not and why. What factors or events led to this?
Brainstorm. Brainstorm reasons why relationships change.
Looks like, feels like, sounds like. Students think about a relationship that is caring and respectful, eg with a friend, parent, teacher, sibling, aunt or uncle. Pair up and share what is special about this relationship. What actions support this relationship, eg being honest and respectful, being supportive, sharing. Students complete a looks like, feels like, sounds like activity on caring and respectful relationships. Create a classroom visual display of what caring and respectful relationships look, feel and sound like. Include responses from each pair in the visual display.
Discussion. Discuss times when students have had to form a new relationship and what skills and/or strategies they used. What challenges did they face? What skills/strategies did they use and how could these be used to manage change and transition successfully?
Role-play. In groups, students role-play a scenario to demonstrate use of a skill and/or strategy in establishing a new relationship, eg changing schools, changing friendship groups, a new student joining the class, joining a new team or club. Each group presents their scenario to the class for peers to identify the skills and/or strategies that were used.
Writing task. Ask students to write about a time they felt a relationship wasn’t positive. How did they know it wasn’t a caring and respectful relationship?
Video and class pledge. As a class, watch Bullying is never ok! Students take notes on what bullying is and what it is not, and the difference between bullying in person and online. They compare their notes to the time they felt a relationship wasn’t positive and discuss as a class. See the Bullyingnoway website definition for Stage 3 students. As a class, create an anti-bullying pledge that can be displayed in the classroom.
Conflict corner. Students take on the role of expert for a magazine column titled Conflict corner. In pairs, students choose a real-life conflict to respond to. Students discuss and investigate strategies and skills they could use to solve their conflict. They practise responses to manage the conflict in the scenario and then write the column.
Gallery walk. Pairs display their scenarios and column response for peer feedback. Teachers could also provide feedback. Encourage students to identify who they can talk to and seek help or support from if the strategies used do not resolve the conflict.
Educational game. Students engage with the Office of the eSafety Commissioner educational online game. In this game, players are confronted with a variety of challenges, including conflicts on social media, cyber-attacks and fake news. Players need to use various skills and work to support other characters to overcome these challenges and progress through the game.
Group work. As a class, view the video Cyberslap. Using the line from the video, ‘You don’t need a black eye to be bullied’, groups establish a set of rules about acceptable and unacceptable online behaviour. Teacher note: explain the importance of students being aware of and engaging in acceptable online behaviours. This is explored in detail in digital technologies.