Access the student reflection APP which provides an opportunity for students and teachers to reflect and respond to topic-specific prompts.
Identifying emotions starts with recognizing positive and negative emotions. Both types of emotions are normal and will vary in intensity and length. As we begin to recognize emotions, it is important not to judge why we feel them. For example, if a person recognizes a feeling of anxiety, it is not actually important to analyze and dissect every possible reason for the feeling.
Taking an emotional temperature is similar to taking a physical temperature when we feel ill. While a thermometer informs us about our physical temperature, we can use an emotional thermometer to inform us about our emotional state.
As we begin to be more in tune with our emotions, we will start to recognize the people, places, and things that trigger a negative emotional response. When we know our triggers and stressors, we can either avoid them or find ways to live with them so we can keep our emotions managed.
Activity 1: (15 minutes) REFLECTION & DISCUSSION
Take a look at this emotional thermometer. Quietly think about how you are feeling right now (1 minute quiet reflection). Turn to a partner and talk about these questions: How often are you aware of the emotions you are feeling? Do you ever take your emotional temperature during the day? Why is it important to be in tune with the emotions you are feeling?
Read some of the emotions on the thermometer. Ask the class to stand if they believe an emotion is “good” and to stay seated if they think an emotion is “bad.” Many class members will identify the bottom of the thermometer as “good” and the top as “bad.”
After you read through a few emotions and have students participate, share this statement with the class and have them discuss with a partner what it means:
“THERE ARE NO GOOD EMOTIONS. THERE ARE NO BAD EMOTIONS. IT IS OK TO FEEL ALL EMOTIONS.”
Activity 2: (15 minutes) VIDEO & DISCUSSION
Watch the 2-minute video about emotions and the brain. As a class, discuss how the video supports the statement that THERE ARE NO BAD EMOTIONS.
Have a discussion.
Make a plan to start noticing the things that trigger your strongest emotions.
Did the strong emotions start with:
Is there a way to avoid the trigger in the future?
Activity 3: (15 minutes) PARTNER PRACTICE
Practice with a partner. Share these different emotional situations with students and have them practice the following: