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en
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Psychosoci
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Go
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s u ppo r
For Teachers
t activity
(Kinder, Grades 1-3,
and Senior High
pack
School)
 Please note that while these activities are divided into respective
psychosocial concepts, many of the activities address overlapping
A c t iv it psychosocial concepts. E.g. An activity that is focused on safety, can
also address self-expression, etc. including other learning skills. You will
y find a guide for this in the © SMART-Play Table in the Annex.
Guide
What we want
our learners to What we want our Psychosocia Corresponding
Section be able to learners to learn, l Concepts Activities
feel and say discover, and feel

I AM able to When learners feel they Safety Safe Animal

I AM
acknowledge are safe to feel their Desert Island
and express my feelings, they will feel There’s an
feelings. emotionally safe in Emergency!
school. Cloud
Relaxation
We want learners to
gain self-awareness
about what keeps them
safe, and what
Self- How are you
emotions they are
awareness today?
feeling. We want them and Feelings Circle
to be able to express Self-expression Feelings
these in order to feel Charades
supported in school.

I HAVE I HAVE the Learners learn to Self-regulation Let’s use our

capacity to regulate their emotions voices!
regulate my when their teachers and Tense and Relax
emotions and peers also are able to Body Map
find solutions to regulate. We want to Body Mirror
challenges. help learners learn that Bag of Feelings
they can manage (not
control or repress) their
emotions in different
ways that work for them, Problem Solving Storytelling
and also find solutions We can work it
to problems. out!

Fitness Trail
I CAN I CAN do my When learners’ Self-confidence
Confidence
best in school, strengths are affirmed
Drawings
develop healthy and accepted, and that
Scribble Drawing
relationships their emotions are
Storyline
with my peers, understood, learners
Build Our
and imagine a develop a positive sense
Neighborhood
bright future for of self-esteem. They
myself. gain the confidence to
deal with hard feelings, Comfort from
relate to others and Empathy and
Home
have dreams for the Self-
A book about my
future. compassion
life in the time of
Covid
If I could change
ii the world
vi
Day I - Kamustahan
Module I: Validating Feelings and
Normalizing Reactions

Objectives
Identify feelings/reactions related to the pandemic/or in-person
conduct of classes
Accept that all feelings and reactions are normal and valid
Introduction

Say: Hi. How are you all feeling today? How has it been since
the start of pandemic? Here we are now will be conducting
classes in-person, it is important that we talk about how you are
first. Before we begin, can you make sure that you have a sheet
of paper with you please?

ACTIVITY: Letter writing

Say: So I want to ask, KAMUSTA KAYO? We have just been from
distance learning or not going to school for two years, we were
in crisis situation, so how are you? Are you okay, not okay?
Were you not before, but okay now?
Ask to to identify about 5 feelings or emotions that you have
experienced during the past few months/weeks or days?
Letter writing about the experience and how they are feeling
right now.
Module I: Validating Feelings and
Normalizing Reactions

Say: Using the sheet of paper, can you create a graph

or a pie chart of feelings/emotions that you have or
may have had during all the crisis situations that you
experienced? Write down each of the
feelings/emotions and rate each emotion/feeling
based on how much or how often you would feel
that way over the past few months/weeks/days. Give
the percentage of time that you were feeling that
way.
Sharing and Comparing Graphs or pie chart/
Asks to share the experience he/she had written

Say: If you are done, may I ask ___ to share his

graph… (During the sharing, listen for feelings that
they rate with 50 percent or higher). Acknowledge it
and say if you felt the same. Call on another student.
Do this until all or most have shared.
Module I: Validating Feelings and
Normalizing Reactions
ANALYSIS

Say: What were the feelings that were mentioned a lot? Write these
down on your whiteboard/manila paper.

What did you notice about your reactions to the different situations?
Are these normal reactions to everything that you experienced? I
would like to show you this table of common reactions of students to
stressful events. Please read those and tell me what you realize.

Say: It’s good that you realized that these are normal reactions as of
this time. I want you to realize that it is okay to not feel okay.

ABSTRACTION

Show page 1 of the handout “When Terrible Things Happen” from the
National Child Traumatic Stress Network (NCTSN). Say: Say: I want to
share with you a document called: When Terrible Things Happen. You
may access it on this webpage/google folder/etc. Please read it
because it can help you better identify your reactions and it also gives
you a list of behaviors that can help you cope and behaviors that you
should try to avoid.

Highlight the feelings that are similar to those that were mentioned.

As a teacher, your major role now is to look for risk signs in the
students. Look at the table on common reactions to stressful events
found on the next page.
Day 2
 ix
prepa r i n g the emotional a n d physical
space
Creating a routine where you are checking in with your learners about
how they feel and how they are doing helps to build a culture of safety
in the classroom. You may find the following useful to prepare any of the
following:

Emotions Chart
Create a poster that you can point to, or create a section on your
blackboard where you can draw the emoticons
Ask learners to put their name under their most dominant feeling at
any particular time.

To take the activity further: ask You may or may not decide to
each one to mimic each feeling, do this depending on whether
or to show the feeling they’re it aligns with the specific
feeling in the moment by activity.
making that specific facial You may want to use this as a
reaction at the same time. way to check on how everyone
You can count: one, two, three - is doing anytime during the
then have each one show their day.
emotion through their facial
expression

Example of an Emotions Chart

 xi
prepa r i n g the emotional a n d physical
space
Finally, the most important preparation to make for the session is:

Yourself

Before every session, it’s important to pay attention to how you are
feeling to ensure your sense of calm, centeredness and compassion
can help create an accepting environment for your learners. Many
times we naturally carry some feelings from work or home into our
classrooms.
So as not to project your feelings to your learners which will affect
the safety in the classroom, you may want to do the following:

Stress Test

0 5 1
0
Check-in with yourself to do a brief stress test measuring your
stress level from 0-10.
If your stress level is above 5, then you may
want to: Take some deep breaths and
center yourself.
Pay attention to tension in your body, and breathe into the
tension to relax your muscles, especially your facial muscles.
Notice if you are thinking thoughts that will distract you from
being the compassionate presence your learners need, and set
them aside in an imaginary shelf or box that you can come
back to later.
Be conscious of your voice modulation so as to offer both positive
energy and love to your learners.
 xii
A GUIDE TO LEARNING THE EMOTIONAL
LANGUAGE OF
YOUR LEARNERS

What does your learner show on his or her face?

Facial expression This may include tense expressions, but may
include a lack of expressiveness.

Does your learner’s voice become louder, softer,

Tone of voice
higher pitched?

Does your learner have more to say than usual?

Extent of speech
Does he or she become quiet? How pressured (in a
rush) is her speech?

Quality of speech Do your learner’s words become disorganized? Is

he rambling or having a hard time getting words
out? Do his words seem more babyish or regressed
than usual?

Posturing/ What does your learner’s body look like? Is she

curled up? Are her fists clenched? Are her muscles
muscular
tense or loose? Is her posture closed or open?
expression
Does your learner become withdrawn or retreat?
Approach
Does he or she become overly clingy? Does he or
vs. she seem to want to do both at the same time?
avoidance
Does your learner have a harder time than usual
Affect being soothed, and/or self-soothing? Does he or she
start to need more comforting from you or
modulation
someone else? How receptive is he or she to
capacity comfort - does this change in the face of stress?

Does your learner’s mood overtly change? Is he

Mood normally even-tempered but becomes more
reactive in the face of intense emotion? If so, pay
attention to signs of moodiness
- it can serve as a warning sign that something is
wrong.
Rate your learner 0-10 for the following:
Psychosocial
support Awareness of safety Self-
concepts regulation Self-awareness Problem
solving (body and mood) Self-
confidence
Self-expression Self-
 61
RELAXATION & SELF-REGULATION ACTIVITIES

Learners learn body awareness through simple muscle

tension and relaxation exercises.

Objective To teach the Healing Self-awareness, self-

learners self- Componen regulation, self-
regulation, and t compassion
their body’s stress
response vs. their Imagination,
body’s relaxed Learning
gross motor
Groupings One large
state movement,
Component
group voice modulation

TENS E & Note: Remember to wear your

masks!
RELAX
dalanda l azy Tur tl Feather/
n
Pretend you have
c at
Pretend you
e
Pretend you are a Rock
a dalandan fruit are a lazy cat turtle going for a Pretend you are a
in each hand that just woke walk on a nice day feather floating
and squeeze the and all is fine until through the air
up from a
dalandans hard suddenly danger (relax), suddenly
nap. You
to get out all the appears so you have
yawn (meow), you turn into a
to ball up into your
juice stretch your rock and must fall
shell (muscle
– squeeze, arms and into a ball (tense),
tension) to be safe
squeeze, legs, and then suddenly you
from the danger
squeeze are transformed
relax. (relax). Once the
(learners danger passes, you back into a
experience can come out of feather and you
muscle tension), your shell and float through the
and then relax. continue walking.
DISCUSSION QUESTIONS: air again (relax).
(Do this 2x)
What did you notice about your body when you were
squeezing the dalandan, or hiding in your shell as a turtle?
When else does your body feel this way?
 I AM
a b l e t o a c k n o w l e d g e a n d e x p r e s s my
feelings.

Psychosocial Support Concepts:

Safety
S e l f-
awareness
S el f -
e x p r e s s io n
cloud 8
rI AeM lable
ax ation
to acknowledge and express my
feelings. (Safety, Self-awareness, Self-
expression)
LEVE D ESCRIPTI
L ON
All
levels Relaxation activity for a feeling of calm in the
body.
TI M
E HEALING Safety, self-awareness,
10- 15 CO M PO N E
minutes NT
self- expression
YO U WILL
NEED
Relaxing
music D IRECTIO
NS
Review the guidelines for your PSS session:
W H E R E TO D O be curious, be respectful, listen, take turns,
THE ACTIVITY
avoid judgment, everything shared is
This best done
confidential.
seated, indoors
or outdoors in 1 Teacher invites learners to be in a
a large group
comfortable seated position.

GROUPIN
GS 2 The teacher invites learners to breathe gently,
Big group relaxing their chest and shoulders as they do
so, and noticing how their stomachs expand
when they inhale, and contract as they
exhale; they may even want their learners to
check if they are breathing correctly by
putting their hands on their bellies to check (
and then reminding them they can let go of
their bellies when the script begins).

3 Teacher reads the script in a soothing,

soft tone, giving instructions gently and
slowly, to encourage relaxation. Teacher
needs to keep her eyes open
SCRIP
T 9
Take three breaths, and then if you Then the cloud is rising up
1 feel ready, either close your eyes or
7 your hands, elbow, and
lower them to the ground. Take arms, and your chest and
three more breaths, then notice the your shoulders. (Move
sounds around you or the thoughts slowly from each part)
in your mind.
2 Keep breathing, then begin to let 8 Keep
those sounds and thoughts go, breathing.
passing by like passing clouds.
Then come back to your breathing. 9 You are now very, very
Take another three breaths relaxed.
remembering that if other thoughts
1 Then you feel the cloud rising up
come to your mind, you can let them
0 to touch your chin, and then the
go, like you let the clouds pass by.
tips of your ears and relaxing
your whole face all the way to
3 Now imagine a gentle, soft, beautiful the top of your head. And now
cloud in your favorite color, forming you are very very relaxed. From
at your feet. the tips of your toes, and the
tips of your fingers, all the way
Imagine it relaxing your feet, your to the top of your head.
4
toes, the soles of your feet, your 1 Now you are surrounded by this
heels, your ankles, feeling good and beautiful cloud in your favorite
1
feeling soft and relaxed. color, and it’s soft and gentle and
you are feeling very relaxed.

5 Then imagine the cloud rising

towards your calves, and relaxing 1 As you continue to breathe, now
your calves, then your knees, and let your cloud fly and float
2
then all the way to your thighs, and around with you in it, until you
then your waist (wait a few seconds come back to the room. And in
before moving from calves, to knees, three breaths, slowly open your
thighs and waist.) eyes.

Now your lower body feels very

6 relaxed, and you can see the
beautiful cloud wrapped around
your waist, helping you feel more
and more relaxed.
 DISCUSSION GUIDE
1
Sometimes no discussion is needed here, if the main
0
objective is to calm your class down.

Notes for

discussion:

How do you

feel?
How does your
body feel?
What did you notice about your
breath? What do you think about
breathing?
How important is it?

Say: sometimes when we are stressed our bodies feel tight, and
our breath is short; it comes only to our chest. One way to
relax is to breathe. It helps all our organs function well, and
helps us to be healthy, when we breathe properly, all the way
to our stomachs.

We may also want to talk about other emotions and how this
affects our breathing patterns (i.e. when we feel angry or
scared, our breathing pattern is short and fast). Breathing
deeply is a way for us to regulate our emotions. Shortness of
breath can lead to impulsive actions such as shouting or
throwing so breathing can help us preempt this. You may
also want to integrate this into check in activities -- if they’re
feeling 8 to 10 in the stress spectrum, they can do deep
breathing as a way to regulate.

FOR FOLLOW-UP AT HOME

WRAP UP DISCUSSION / ACTIVITY
Share the script with parents and let them know your learners learned the
Talk about
importance the importance
of breathing, and how toofrelax
breathing
through to
thisstay calm
exercise. and
They may want
healthy.
to repeat it at home, or even do it together as a family.
Day 3
 I
t h e c a p a c i t y t o r e g u l a t e my e m o t i o n s a n d

have
fi n d s o l u t i o n s t o c h a l l e n g e s .

Psychosocial Support Concepts:

self
regulation
pr o b l e m
s o l v in g
 6
breathin 2
g
Fl o wer a n d Mo un ta in
Ca n dl e
Pretend you have a nice
br Stand
ea thin g
tall like a mountain with your
smelling flower in one hand legs hip with a part.
and a slow burning candle Take a breath in and let your breath
in the other. go all the way to your belly, then
Smell the flower and then breathe out.
blow out the candle. Do this gently three times, keeping
Repeat a few times to your shoulders and face relaxed.
demonstrate deep breathing Then on the fourth breath, lift your
for relaxation. arms and hands from your sides
upward as you breathe in,and then
lower them as you breathe out. Do
this three times.
To end, take one last deep breath
and hug yourself for taking a
break and taking a breath.

S ONGS AND
ENERGIZERS

S ENDING ENERGY

When you need an energy pick-me-up during PSS sessions or in between your
subject classes, use this easy “send energy” exercise.
Rub your hands together, and say, “It feels like we need some energy, so let’s
blow some love or positive vibes into our hands to create some good energy.”
Model blowing into your hands those good vibes so that others do the same
and mimic you.
Then clap your hands outward sending the good vibes or love out to each one in
the room, encouraging everyone to do the same.
Remember to invite everyone to catch the good vibes.
They can put that energy in their heart, head or all over their bodies to feel
alive and energetic again.
FEELINGS 1
C H A RA D E S
I A M able to acknowledge and express my
8
feelings. (Safety, Self-awareness, Self-
expression)
LEVE DESCRIPTION
L
All Learners are invited to reflect on how we
ages can act differently or similarly to different
TI M life situations.
E
30-40 Self-awareness, self-expression,
HEALING
minutes
CO M PO N E self- understanding, empathy
YO U WILL NT
NEED Language skills, reading,
A box or basket LE ARNING
with the charades CO M PO N E listening, problem solving,
prompts above. NT imagination, creativity

W H E R E TO D O
THE ACTIVITY
PRE-ACTIVITY PREPARATION BY TEACHER
K-Gr. 3: Preparation time: 20-30 minutes.
In the
classroom 1. Copy each of these on a small piece of
High School : paper or photocopy the list in the annex (p.
Outside
where there’s
77)
space for
You are lost.
dramatizing
GROUPIN Your best friend moves away.
GS It’s your birthday and you have a
K-Gr. 3:
party. You lose your homework.
Individu
al Your mother yells at you for not helping
High with house chores.
School : 2- It’s the day before you and your family
4 teams
depending on are going on an outing.
the size of the You find out someone you love is sick.
class You’re in a play in school and you forget
your lines.
You smell your favorite food being cooked
when you arrive home from school.
You make the winning point in a
game. You fall down and hurt your
knee.
 PRE-ACTIVITY PREPARATION BY
TEACHER
1
Someone calls you a name and Everyone is invited to an outing
hurts your feelings. and you aren’t. 9
You win a prize in a Someone takes your pencil
contest. Your dog runs without asking.
away. Y ou get “100 ” on a test.
You receive a special award N o one chooses you to be on their
at school. team at P.E.
You get sick and miss an You drop your lunch on the floor
activity at school. by accident.
You notice a smoke and a fire in a
place not too far from your home.

2. Place them folded in a box or

basket.

DIRECTIONS

Review the guidelines for your PSS

session: be curious, be respectful,
listen, take turns, avoid judgment,
everything shared is confidential.

K-Grade 3
Let one learner at a time pick a
1 E xplain to your learners that in the game
sheet from the basket. Ask that
3 learner to act out what it says as
classmates try to guess.
of charades you cannot use your
voice but must communicate with
your face and body motions. You 4 Encourage those who guess to
may pantomime and give some identify how they would feel if they
examples, e.g. eating a meal, or were in a similar situation. Ask
2 putting
Remindonlearners of the guidelines
your shoes. them what they learned about
and that you are learning together, themselves as they react to each
and that engaging in the game situation.
without judgment and with 5 If younger learners have a difficult
acceptance and openness time acting out from the word
encourages everyone’s growth. prompts, use pictures of the
scenarios instead.
 8
1
Pr i n t a b l e s h e e t f o r Feelings C h a r a d e s

Someone calls you It’s a nice day

You are lost in You make a
a name and but there’s no
your winning point
hurts your one to play
neighborhood in a game
feelings with

Someone takes
Your best You win a new Your food falls
your pencil
friend toy in a to the ground in
without asking
moves away contest school

It’s your You’re in a play

You fall down
birthday and Your dog runs in school and
and hurt your
you have a away you forget your
knee
party lines

You receive a You can see

You lose You get “100”
special award smoke and fire
your on a test
at school down the road
homework

Your mother is You smell your

You get sick
upset with you favorite food
and miss an
for not doing cooking when
event at
your chores you get home
school

It’s the day

Everyone gets No one chooses
before you’re
invited to an you to be on
going on an
outing except their team at P.E.
outing with the
you
family
 2
High 0
School
1 Divide the learners into teams; you 3 Each member of each team gets to
may have 2 or more teams pick and act out a situation for the
depending on the size of your class. other team. The other team
guesses.

2 Ask for a volunteer timer to keep the

time to 2 minutes per round of
pantomime acting.

DISCUSSION GUIDE

What was it like to act out various feelings?

What did you learn about yourself as you reacted to different
situations? What did you learn about your peers’ feelings in
different situations?
How can we support each other especially during difficult times?

WRAP UP DISCUSSION / ACTIVITY

We all have our own responses to different things depending on our

experiences growing up. It’s important for us to respect other people’s
feelings and show empathy and support especially when they are
experiencing difficulty. Support can come in the form of mere presence,
or letting them know you are there for them as a friend.

FOR FOLLOW-UP AT HOME

Tell your learners’ parents you are exploring feelings. Encourage them to
complement what you’re doing in school by encouraging them to “make
space” for their son or daughter’s feelings. One way is to make two jars
or boxes at home:
1.A feelings jar
2. A gratitude jar.

Encourage each family member to write their feelings or things they are
grateful for in a small piece of paper and drop them in the jar/box.
Optional: make this an offering during family prayer time.
Day 4
 I
t h e c a p a c i t y t o r e g u l a t e my e m o t i o n s a n d

have
fi n d s o l u t i o n s t o c h a l l e n g e s .

Psychosocial Support Concepts:

self
regulation
pr o b l e m
s o l v in g
 61
RELAXATION & SELF-REGULATION ACTIVITIES

Learners learn body awareness through simple muscle

tension and relaxation exercises.

Objective To teach the Healing Self-awareness, self-

learners self- Componen regulation, self-
regulation, and t compassion
their body’s stress
response vs. their Imagination,
body’s relaxed Learning
gross motor
Groupings One large
state movement,
Component
group voice modulation

TENS E & Note: Remember to wear your

masks!
RELAX
dalanda l azy Tur tl Feather/
n
Pretend you have
c at
Pretend you
e
Pretend you are a Rock
a dalandan fruit are a lazy cat turtle going for a Pretend you are a
in each hand that just woke walk on a nice day feather floating
and squeeze the and all is fine until through the air
up from a
dalandans hard suddenly danger (relax), suddenly
nap. You
to get out all the appears so you have
yawn (meow), you turn into a
to ball up into your
juice stretch your rock and must fall
shell (muscle
– squeeze, arms and into a ball (tense),
tension) to be safe
squeeze, legs, and then suddenly you
from the danger
squeeze are transformed
relax. (relax). Once the
(learners danger passes, you back into a
experience can come out of feather and you
muscle tension), your shell and float through the
and then relax. continue walking.
DISCUSSION QUESTIONS: air again (relax).
(Do this 2x)
What did you notice about your body when you were
squeezing the dalandan, or hiding in your shell as a turtle?
When else does your body feel this way?
bag of 3
fI HAVE
e ethel capacity
i n gtosregulate my emotions and find solutions to challenges. 2
(Self-Regulation, Problem Solving)

LEVEL
Grade 3 to High School

TIME DESCRIPTION
40-60 minutes
Learners are invited to share their
YOU WILL feelings and to listen to their
NEED classmates’ feelings
A sheet of paper for
each of your learners
W H E R E TO D O Self-awareness, self-
THE ACTIVITY HEA LING
expression, self-
CO M PO N E
In the classroom
NT understanding, empathy,
problem solving
GRO UPIN
GS Language skills, reading,
Individual LEARNING
listening, problem solving,
CO M PO N E
NT imagination, creativity
PRE-ACTIVITY
PREPARATION
BY TEACHER D IRECTIO
Preparation time: 10 NS
Remind your learners of the guidelines for your PSS
minutes.
session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Bring 1-2 large bags
(plastic or cloth) that
can hold crumpled Ask learners to write on a sheet of paper a
1
paper that you can problem they are carrying with them from the
hang on the door of time of Covid. Ask them not to put their names
your classroom. on their sheet.
Ask them to crumple the sheet of paper and
2 throw their paper to the front of the room or
A box or container (e.g.
shoot it in the box you prepared. Create a pile
a recycled cardboard
or use the box.
box) that can hold
crumpled paper from
each learner. NOTE:
PLEASE D O THIS ACTIVITY O N LY O N THE 3RD O R
4TH DAY, AFTER THE SAFETY A N D OTHER
F EE LING S ACTIVITIES.
DISCUSSION GUIDE 3
What was it like to hear about
your classmates’ problems?
3
Ask each learner to come to the
What can you do to support 3 front
and read problem
each other now that you know
one classmate of
what your classmates are going
by paper from the
crumpled their
through? box. picking a
How do you feel knowing what
your classmates are going
4 Remind classmates to listenrandom
through?
attentively to their peers’ concerns.
If you were to create a slogan
for the class after what you’ve
heard, what would it be?
Gather suggestions then decide 5 Then collect all the papers and put
on one. them in the plastic / cloth bags.
H ang them on the classroom door.

WRAP UP
DISCUSSION /
ACTIVITY
6 Tell learners that every time they
enter class from here on, they can
leave their problems at the door.
Stand in a large circle. Have each
learner touch his or her elbow to
their classmate on the right and the
left. Then do the butterfly hug and 7 Empty the bags after class and
guide the class to thank themselves then keep the bag at the door for
for being brave enough to share the next day.
their problem. End with each learner
giving the feelings clap (waving to
each classmate in the circle with
their wiggly fingers).
FOR FOLLOW-UP AT
HOME
Let the parents’ learners know that
you have a bag that you hang on
your classroom door where
learners can drop crumpled paper
containing their problems. It may
be helpful for all family members
to do something similar at home.
Day 5
 I
do my bes t in s chool , devel op heal thy

CAN
r el ations hips with my peers, and imagine a
bright future f o r myself.
Psychosocial Support Concepts:

Self-confi dence,
Sel f -compas s ion
and empathy
 6
S HAKE S HAKE 3
S HAKE
For another pick-me-up.

Invite your learners to stand.

Move their heads from side to side, up and down
Then shake their bodies out: arms and hands, legs, and the whole body.
Then do the butterfly hug and pat oneself for shaking and releasing
tense energy.

WHEN YOU’RE ida n

HAPPY AND YOU a
ALL: Idana, idana, idana, idana, idana,
KNOW IT idana LEADER:
If you're happy and you know it, clap your Ayaw mo’g kaulaw
hands If you're happy and you know it, N g a kamo nga naga
clap your hands If you're happy and you sayaw Sayaw sa
know it, then your face will surely show it Manobo*
If you're happy and you know it, clap your ALL: Idana, idana, idana,
hands If you're happy and you know it, idana, idana, idana
stomp your feet If you're happy and you LEADER:
know it, stomp your feet If you're happy Huwag kayong
and you know it, then your face will surely mahiya N a kayou’y
show it sumasayaw Sayaw
If you're happy and you know it, ng Manobo*
*’Manobo” may be changed to another name
stomp your feet If you're happy and you ALL: Idana, idana,group or places of origin of
of an indigenous
know it, shout "Hurray!" (Hurray!) idana,
the idana, or
learners idana,
the individual names of the
If you're happy and you know it, shout idana
learners themselves.
"Hurray!" (Hurray!)
If you're happy and you know it, then When singing this, all learners gather in a
your face will surely show it big circle dancing to the beat in one direction.
If you're happy and you know it, shout It begins with everyone singing the chorus
"Hurray!" (Hurray!) all together. In the verses, the leader calls out
If you're happy and you know it, do all the first name. Whoever is called, whether an
three (hurray!) individual or a group, will lead any dance
If you're happy and you know it, do all action. All the rest are to follow, as they again
three (hurray!) sing another round of chorus. This cycle
If you're happy and you know it, then goes on until ideally, all individuals or
your face will surely show it representative groups have been called. In
If you're happy and you know it, do all the last round of chorus, all learners are
three (hurray!) invited to dance freely and as they wish,
Youtube link: remaining in the circle.
https://www.youtube.com/watch? YouTube link:
v=71hqRT9U0wg https://www.youtube.com/watch?
v=71hqRT9U0wg
 SCRIBBLE 4
DRAWING 9
STORYLINE
I C A N do my best in school, develop healthy relationships
with my peers, and imagine a bright future for myself.
(Self-confidence, Self-compassion and Empathy)
LEVE DESCRIPTION
L
Grade 3 to High A drawing activity that gives learners the
School
opportunity to practice collaboration, storytelling,
TI M develop self-expression and confidence.
E
60
minutes Self-confidence, courage and
HEAL ING trust, empathy and self-
YO U WILL CO M PO N E
NEED NT compassion, the experience of
Paper and having a voice and being
crayons or heard, self-regulation /
pastels
relaxation / anxiety
management for those who
W H E R E TO D O
have performance anxiety
THE ACTIVITY
Language skills, storytelling
LEARNING
A make-shift C O M PO N E skills, comprehension,
stage (or NT listening skills, concentration,
performance
performance and
space) with
space for the presentation skills
audience to
watch
DIRECTIONS
GROUPIN
GS Review the guidelines for your PSS session:
Groups of be curious, be respectful, listen, take turns,
5-6 avoid judgment, everything shared is
learners confidential.

1 Give each learner paper and crayons or

pastels.

2 Ask them to take one pastel or crayon and

scribble on the paper until you tell them to
stop. This can take 1.5 minutes or so. You can
prompt them to draw fast or slow, etc. Then
ask them to find an image in their drawing
and color it in.
 5
3 After they finish drawings, put them into groups of 0
5 or 6.

Have them share their drawings in the group and create a story that
4 can be told through their drawings. Ask them to give their story a title.

5 Prepare (and practice) telling the story in a

line.

6 Each group performs their story: the learners stand next to each other in a
line (facing the audience) and each learner holds his/her drawing so it is
visible to the audience.

7 They tell the story one by one, going down the line, with each learner
speaking his/her part of the story while holding the drawing that represents
that part.

8 Now ask the class to pretend you’re in an imaginary theater and they are
about to listen to several stories.

9 Write the names of the groups in strips of paper, mix them in your hands
and pick one group to present. Act as the emcee and present each one one
by one encouraging the audience to listen attentively and offer applause.

10 When all groups have presented, ask everyone to give a round of

applause for the whole class.

Note:
For learners age 7 and under, the teacher can facilitate the story creation in
a small group and lead the learners through the storytelling process (the
teacher can act as the moderating narrator and give each learner time to
tell his/her part of the story).
 5
1
DISCUSSION GUIDE

What was that experience like for you?

What did you like about the activity?
What was challenging about it?
Share your experience of both
listening and performing.
How did it feel working with your classmates? Did you
discover anything new about them?

WRAP UP DISCUSSION

Ask your class if they learned anything new about themselves

Emphasize that they can take pride in telling their stories (self-
compassion), and should always learn to listen when they hear
other people’s stories (empathy).
For those who were shy about performing, let them know you
affirm them for their courage and that practice makes perfect.
For those who were confident during the performance,
congratulate them for doing well; remind them they can continue
to learn.
In the end let them know it’s most important that everyone had
fun being in the “imaginary theater!”

FOR FOLLOW-UP AT HOME

Tell parents about the activity and encourage them to do storytelling at
mealtime and practice good listening and affirming their sons and
daughters. This is one way to establish healthy relationships at home
and foster open communication among family members.
 65
TIPS YOU CAN S HARE WITH
PARENTS
when a l e a r n e r is in
d i s t re s s :
WHAT TO DO

WHAT NOT
Attend to learners TO DO
Expect learners to be brave or
Listen to them tough Make learners discuss the
Accept/do not event before they are ready
argue about Reduce the Get angry if learners show
their feelings effects of other strong emotions
Help them cope stressors like Get upset if they
with the reality begin: Bed-
of their wetting
experiences Frequent moving Acting out
or changes in Thumb-
place of
residence sucking
Monitor healing
Long periods away If learners have trouble
from family and sleeping Give them extra
It takes time
friends Pressures at attention
Do not ignore
school Issues with Let them sleep with the light on
severe reactions
walking or Let them sleep near you
(we consider
transportation Try to keep normal routines
reactions severe
Fighting within (such routines may not be
when they become
the family normal for learners)
consistently
Being hungry Bedtime stories
disruptive to daily
Eating dinner together
living).
Wathcing TV together
Attend to sudden
Remind learners Reading books,
changes in
that adults exercising, playing
behaviors,
games
language use, or in
If you can’t keep normal
emotional/feeling Love them
routines, make new ones
states Support them
together
Will be with
Help learners feel in control:
them when
Let them make choices when
possible
possible
 6
6
r ed
fl ags

l ea r n er s Ag e
6- 11
Isolate
themselves
Become quiet around friends, family,
and teachers l ea r n er s Ag e
Have nightmares or other sleep 12- 17
Learners between 12 and
problems Become irritable or
17 have various
disruptive
reactions:
Have outbursts of
anger Start fights Flashbacks to the traumatic
event (flashbacks are the
Be unable to concentrate
mind reliving the event)
Refuse to go to school
Avoiding reminders of the
Complain of physical event Drug, alcohol, tobacco
problems Develop use and abuse
unfounded fears Become A ntisocial behavior, i.e.
depressed disruptive, disrespectful, or
Become filled with destructive behavior
guilt Feel numb Physical complaints
emotionally Nightmares or other
Do poorly with sleep problems
school and Isolation or confusion
Learners
homeworkwho have prolonged problems after a Depression
traumatic event may show a range of symptoms Suicidal thoughts
(it’s good to be aware of these in case you Adolescents may feel guilty. They
observe them in in your classroom.) may feel guilt for not
preventing injury or deaths.
Re-experiencing the They may also have thoughts of
event Through revenge.
play
Through trauma-specific nightmares/dreams
in flashbacks and unwanted memories
By distress over events that remind them of the
trauma Avoidance of reminders of the event
Lack of responsiveness
Lack of interest in things that used to
interest them A Sense of having “no future”
Increased sleep
disturbances Irritability
Poor
concentration
Be easily
startled
Behavior
 This is a sample template for activities.
Teachers can write the activities they 7
a c t iv it y design here. This page can also be 6
photocopied and used as reference by
s heet teachers.
Title: Level:
Time:

Description
and
Objective:

Healing
component

Learning
component

You will need

Where to do
the
activity

Groupings

Directions

Discussion
Questions

Wrap Up
Discussion

For follow-up at
home
 7
note 8
s
 8
2

FREQUENTLY ASKED
QUESTIONS

What if a learner becomes upset when sharing something diffi cult and
starts to cry?
If a learner starts to cry, allow him/her to cry. Crying (and expressing
other emotions) is normal and it is ok. Use your instincts to guide you in
how you support the child. One gentle way to show the learner you are
there is to simply sit down next to the learner when he/she is upset and
offer him/her the opportunity to share his feelings with you. When you
sit down next to the child, the learner will likely move toward you or
away from you (some people want to be left alone when they are upset
and others like to be near others). Either reaction is ok. If the learner
does not want to share her feelings or art with you, just sit in silence
with the child. Shared silence can create a sense of emotional
understanding and safety that will help the learner to feel supported.
Should learners be encouraged to talk about what they have made?

Sharing artwork is a very personal experience. Within a safe group

setting, the act of sharing one’s art, ideas, and feelings can have
many beneficial results. It can relieve the burden of holding painful
feelings inside and the feeling that you are the only one who has
had bad experiences. Learners can also develop empathy when they
understand that they are not alone, and that many others have had
similar experiences.
Show appreciation and enthusiasm for the effort or investment that
the learner has made in creating the piece, rather than for the
“quality” of the product he or she has produced. Instead of saying
“That is beautiful” or “I like that,” you might say “You really worked
hard on that” or “That was good team work!” Unless a learner
indicates that he or she is “stuck” (and might need your
encouragement), it is advisable to wait until after he or she is
finished creating before encouraging the learner to talk about his or
her art work.
After they finish making their artwork, invite the learners to share
whatever words they might wish to share. If they want to talk about
their work, you can ask them to “Tell me about your drawing.” If they
tell you a story about their drawing, you can ask them to “Tell me
more” or ask “And then what happened?” If a learner does not want
to share, that is ok.
 8
3

Ques t io n s o r c o mmen t s
t ha t c a n e n c o u r a g e
s h a ri n g :

It looks like you worked really hard on this. (Comment upon the effort
the learner made, rather than on the “quality” of the result.)
You have really used your imagination!
What was it like working on this? (Encourage openness about what
was difficult, enjoyable, and so on.)
I see that you mixed some new colors. How did you do that?
It looks like you used a few different brushes for your painting. What
did the small brush help you to do? The large brush?
You really shared the art materials with your classmates!
I see that you have finished your drawing. Sometimes learners like to
tell a story about their drawings. Would you like to do that?
Maybe there is a story about this sculpture. Would you like to share it
with me? Would you like me to write it down?
I wonder if there is a story about this painting. (Turning questions
into comments by adding “I wonder” gives the learner a choice about
engaging in the conversation or not, as—although interest in the
picture is being shown--no answer is “required.”)
I wonder what your favorite part of the
picture is. I wonder who might be in this
painting.
If you were in that picture, I wonder where you would be and what
you might be doing.
I wonder what happened before (the action depicted). . . and what
will happen next.

This is all accomplished in a very gentle manner and if the learner indicates
that he or she does not want to talk about the picture, you may say, “That’s
fine. If you change your mind, I will come back later.” No one should be
forced to talk about the art that he or she has made. The very process of
creating it can be healing, in itself.

Everything that they create, no matter how small is already an

accomplishment and should be acknowledged. Encouraging the learners
gently might help them expand on whatever it is that they created (i.e. a
simple line, a subtle nod of the head or tapping of the toes). All art is good
 8
4

Q u e s t i o n s a n d comments t h a t d i s c o u r a g e s h a r i n g a n d
freedom o f e x p re s s i o n , a n d make a l e a r n e r f e e l s e l f-
conscious:

What is that? Is that a house? (This can make them feel that they
drew it wrong.) I don’t know what you have drawn.
You don’t know how to draw a person (or a house, or a tree)?
Here, let me show you how to do it.
Why did you draw that? What does your drawing mean?
Your drawing is very beautiful. (learners should decide for
themselves what is beautiful, ugly, and so on about their art work.)
I like that. (Commenting on what you like about learner’s art can
result in learners trying to make other art that will please you—
instead of themselves.)
Your painting would look even better if only you would (change
something, add something). (This means that the present art work
is not good enough.)
Look at Mary’s drawing! You should all try to do yours like that!
You used the wrong color on that tree. Trees are supposed to be
brown and green. I can see you made a mistake. See, right here?
Let me show you how to correct it.

What if there is no time for every learner to talk about his or her
drawing?

Sometimes, there is no time for the teacher to ask every learner about his or
her drawing. If the learners have been working as members of a large class,
the teacher might ask who would like to talk about his or her art work
(making sure that different learners have the opportunity to speak each time
so that everyone will be included). The teacher might also decide to have the
learners create art in small groups or even pairs, and then share their stories
with the members of their group or their partners, with the teacher going
from group to group to “check in.” To encourage different learners to work
together, the teacher could go around the room, asking each learner in the
circle to call out a number from 1 to 4. Then, all the “1s” could form a small
group, the “2s” could form a small group, and so on.
 8
5

What if a learner seems to need extra help?

We encourage everyone to try; to do what he or she can. At times, though,

some learners might feel overwhelmed, seem shy or nervous, or be inattentive
or too excited to listen. In these instances, try to provide a bit more attention,
assistance, and support by standing near them, talking them through the
exercise, or allowing them a bit of space to calm down.
Although every learner is different and there is no one answer or solution to
every situation, for a learner who is shy, you might supply a small sheet of
paper and readily controllable media, such as crayons or pencils. You might
suggest that the learner begin by just picking a color and, then, moving it any
way he or she wants on the paper. Reassure the learner that there is no right
or wrong way to do it.

Exercises such as “Tense and Relax” or a chance just to scribble on a sheet of

paper might calm a learner who is overly active or overwhelmed. “Confidence
Builders” such as drawing “Things I Can Do” or doing the “Butterfly Hug”
might help learners who are feeling anxious. A learner who is inattentive
might benefit from being part of a group of dancers, singers, or play-actors.

What about learners who judge other learners’ work, or take up a lot
of time during discussions?
This can be avoided if the guidelines set at the beginning of this program are
set, and posted in the classroom. This will make it easy for the teacher to call
attention to the class to remind learners to avoid judgment. Rewards for kind
behavior are one way to reinforce “no judgment.”

Learners taking too much “air time” can also be avoided if teachers are
specific about how much time each one can share, especially if you want to
finish activities within the allotted period. Having a timekeeper can help too,
and learners take turns. This will help learners to respect each classmate by
being aware that every minute one takes beyond the allotted time is time
taken away from a classmate who may wish to share.
 8
6

REFERENCES

Blaustine M. and Kinniburgh K., Traumatic Stress in Children and Adolescents,

2010, New York, Guildford Press

Feldman, J. R., Ready-to-use Self-Esteem Activities for Children, 1997, New York,
The Center for Applied Research in Education

Darley, S. and Heath, W., The Expressive Arts Activity Book, 2008, London,
Jessica Kingsley Publishers

Khalsa, S. S., Group Exercises for Enhancing Social Skills and Self-Esteem, 1996,
Florida, Professional Research Press

Alfonso, M. R., Bridging healing and learning through the expressive arts to
transform classrooms into healing spaces, 2018, UK Journal of Applied Arts &
Health, Intellect Ltd.

Cartwheel Foundation, Inc. Partner Community Resources

Magis Creative Spaces, Inc. THRiVE (Trauma-informed Healing

and Resilience strengthening In Vulnerable Environments) Manual

National Institute of Mental Health, What Parents Can Do, Department of

Health and Human Services 2006, Washington D.C.

mes s a g e f o r
t ea c her s

We value your feedback. Share with us

your experiences, thoughts, and
evaluation of the Psychosocial Support
Activity Pack through this link: http
s://bit.ly/PSAPTeachersFeedback
 t a ke c a r e o f y o u r p s y c h o s o c i a l s u p p o r t activity
pack

wha t t o do :
1.Cover your PSAP using plastic or manila paper. You may
also use old newspapers or magazines.
2. Ensure that your hands are clean when you use the book.
3.On the first use of the book, lay it down and flip
through its pages one by one. Gently press down the
binding as you go through the pages.
4. Use bookmarks to mark pages instead of folding or
marking.
5. Repair any damaged or torn pages in the book.
6.Take good care of the book when using or lending it
to avoid damages.
7. Store the book in a clean and dry place.
8. Inform your teachers if the book is lost.

what n o t t o do:
1.Do not fold the pages.
2. Do not write on its pages and cover.
3. Do not cut out images from the book.
4. Do not tear its pages.
5. Do not allow the book to remain open when it isn't used.
6.Do not use a pen, pencil, or any thick item in between
the pages of the book.
7. Do not stuff the book inside a tight or full bag.
8. Do not use the book as an umbrella when it's raining.
9. Do not sit on the book.
 For more
information,
please contact the
Disaster Risk Reduction
and
Management Service
(DRRMS).

[email protected]
v.ph

https:/ / www.faceb
ook.com/
DepEdDRRMS/
02 637 4933
02 635 3764