EMOTIONS AND THEIR
REGUALTIONS
TENTATIVE PLAN FOR JIRI
INTRODUCTION
• ASK STUDENTS TO WRITE TWO THINGS
ABOUT THEMSELVES IN A PIECE OF
PAPER AND CRUMPLE IT INTO A BALL. I LIKE …………………
• THEN EVERYONE TAKES A BALL AND
TRIES TO MATCH THE PERSON WITH I WANT TO BE …………..
THE DETAILS. TAKE ABOUT 10-15 MINUTES
• THEN THEY SIT TOGETHER.
• SULOCHANA CAN ADD WHAT
QUESTIONS TO ASK A FEW PAIRS :
1.
2.
3.
INTRODUCING EMOTIONS AND THE EXPRESSION
• Using charades • Expressing emotions
I WILL ASK THEM: DO YOU THINK EMOTIONS ARE BAD?
DISCUSS A LITTLE ON IT.
TRYING TO ELICIT “EMOTIONS ARE NOT
BAD, BUT WAY OF EXPRESSING MAY BE
BAD”
THEN DO,
Bad v/s good wall
WHERE STUDENTS WILL DECIDE WHETHER A FORM OF
EXPRESSION IS GOOD OR BAD.
THIS WILL EITHER BE DONE BY STUDENTS OR BY US.
AFTER EACH EMOTION, I WILL ASK THEM:
- HAVE YOU EVER FELT THIS? WHEN? TAKE ABOUT 15-20 MINUTES
COMMUNICATING ABOUT EMOTIONS
EVERY STUDENTS SHARE ABOUT THEIR
FEELINGS
RED WHEN THEY WHAT DID • ASK STUDENTS WHAT COLOUR BEST
LAST FELT THEY DO DESCRIBES DIFFERENT FEELINGS
ANGRY
ORANGE WHEN THEY WHAT DID • PUT STUDENTS INTO GROUPS AND
LAST FELT THEY DO MAKE THEM DO THIS IN GROUPS
SAD
• ASKING STUDENTS TO CHOOSE A
YELLOW WHEN THEY WHAT DID
LAST FELT THEY DO CANDY FROM A BAG.
EXCITED
• OBJECTIVE IS TO HELP CHILDREN
RECOGNIZE EMOTIONS,
GREEN WHEN THEY WHAT DID
LAST FELT THEY DO COMMUNICATE THEM AND HAVE
HAPPY FUN WHILE DOING IT.
BLUE WHEN THEY WHAT DID
LAST FELT THEY DO
AFRAID
TAKE ABOUT 25-30 MINUTES
OR
COMMUNICATING ABOUT EMOTIONS
• PUT STUDENTS INTO GROUPS AND
MAKE THEM DO THIS IN GROUPS
• USE THE DICE AND TALK ABOUT THE
EMOTIONS THAT FACE UP.
• OBJECTIVE IS TO HELP CHILDREN
RECOGNIZE EMOTIONS,
COMMUNICATE THEM AND HAVE
FUN WHILE DOING IT.
COMMUNICATING ABOUT EMOTIONS
1. ELICIT FROM STUDENTS WHAT THEY LEARNT FROM THIS EXERCISE. (IN GROUPS)
- LIST DOWN ON A FLIPCHART
2. ASK, ”HOW DID THEY FEEL AFTER COMMUNICATING THEIR FEELINGS WITH THEIR FRIENDS?” (IN GROUPS)
- LIST DOWN ON A FLIPCHART
3. ASK, “IS COMMUNICATING HELPFUL OR IMPORTANT?” (IN GROUPS)
- LIST DOWN ON A FLIPCHART
4. ASK, “WHO ELSE CAN THEY COMMUNICATE WITH/
WHO DO THEY FIND COMFORTABLE TO COMMUNICATE WITH?” (IN GROUPS)
- LIST DOWN ON A FLIPCHART
5. ASK, “DO YOU THINK COMMUNICATION CAN HELP REGULATE EMOTIONS?; WHAT ELSE DO THEY THINK
CAN HAVE THE SAME EFFECT?” (IN GROUPS)
- LIST DOWN ON A FLIPCHART
REGULATING EMOTIONS THROUGH MINDFULNESS
2. MINDFULNESS BINGO
1. 5-4-3-2-1 EXERCISE (ONLY 2 LINES IF WE HAVE
ASK STUDENTS TO BREATHE NO TIME, THREE IF WE DO)
DEEPLY 5 TIMES
FIND FIND NOTICE THE
ASK STUDENTS TO NOTICE 4 SOMETHING SOMETHING COLOUR OF THE
THINGS NEW HARD SKY
ASK STUDENTS TO IDENTIFY 3 FIND
THINGS THEY ARE GRATEFUL SOMETHING MAKE
GIVE SOMEONE
FOR THAT IS YOUR SOMEONE
A COMPLIMENT
FAVOURITE LAUGH
ASK STUDENTS TO SAY 2 COLOUR
POSITIVE SELF-TALK
STOP, LOOK AT YOUR
ASK STUDENTS TO NAME 1 TAKE A BREATHE, DESK AND NOTICE
HELP A FRIEND
THING THEY ARE LOOKING OBSERVE, EVERYTHING
PROCEES ABOUT IT
FORWARD TOTAKETODAY
ABOUT 10—20 MINUTES
OR
1. RAISIN EXERCISE
NAINA, PLEASE PREPARE SOME QUESTIONS TO BE ASKED
AT THE END OF THE SESSION THAT CAN BE LINKED WITH
EMOTIONS:
1.
2.
3.
WRITING/DRAWING ABOUT ONE’S FEELINGS
ONLY IF WE HAVE TIME
SUMMARIZING
MAKING CHARTS WITH EMOTIONS AND WAYS TO REGULATE THEM
ONLY IF WE HAVE TIME
SUMMARIZING
• Quiz
I WILL DO THE QUIZ IN THE END FOR ABOUT 10 MINUTES.
IF WE STILL HAVE TIME….
PLAY GAMES
- BALLOON GAME
- FOLLOW YOUR FRIENDS
- COMMUNICATION DRAWING
- COMPLETE THE DRAWING AND GUESS
