The document discusses various activities to help students understand and manage their feelings. It includes exercises where students identify feelings in their body, draw representations of feelings, roleplay problem-solving scenarios, and create a book sharing their life story. The goal is to help students grow self-awareness of their emotions, express emotions freely, and understand each other's perspectives through open communication.

1. EVERYONE HAS
FEELINGS
ACTIVITY 1

2. All feelings are valid and how we express them is
something we can learn more about. Although it
takes time to learn how to navigate through our
emotions, being curious about our difficult
emotions and trusting that they will pass is
ahealthy wayto deal with difficult emotions. When
we learn about them, we grow our self-awareness
and learn to express our emotions more freely.
This Photo by Unknown Author is licensed under CC BY-NC

3. This Photo by Unknown Author is licensed under CC BY

4. How many feelings do you have today?
Do you usually notice one feeling at a time or many all
together? When you notice them, what goes in your mind?
What feeling/s did you show in your picture?
What was it like to represent your feelings through colors and
images?
What was it like to listen to your classmates’ feelings and see
their drawings?
How did this exercise help you understand your feelings?
How did this exercise help you understand your classmates?

5. NOTE:
All feelings are valid and how we express them is
something we can learn more about. Although it
takes time to learn how to navigate through our
emotions, being curious about our difficult
emotions and trusting that they will pass is
ahealthy wayto deal with difficult emotions. When
we learn about them, we grow our self-awareness
and learn to express our emotions more freely.

6. ACTIVITY 2:
BODY MAP

8. Where do you feel HAPPINESS or JOY in
your body?
Where do you feel SADNESS in your body?
Where do you feel ANGER in your body?
Where do you feel FEAR in your body?
Where do you feel COURAGE in your body?
Where do you feel LOVE in your body

9. How do you feel inside when you are angry etc? Are there other
feelings beneath your anger?
What feelings do you feel underneath?
NOTE: The feelings that hide underneath our anger, etc. can
help us to understand what is really upsetting us and, thus, help
us to communicate our needs more clearly.
When you feel these emotions, reflect about the following:
What situations were you in when you felt those emotions?
Who are the people with you when you feel those emotions
How can we express our feelings, needs and wishes in ways
that we feel better and safer?

10. Wrap-up Discussion Guide
•All feelings are valid.
•If we take a break from a difficult feeling for a while, we
can comeback to it and make a better decision about
what we want to do.

11. TIPS THAT HELP US TAKE A BREAK, COOLD DOWN
AND THINK MORE CLEARLY.
Tell someone you trust what happened and how
you feel;
Think of something peaceful;
Squeeze or punch a pillow;
Count backwards from 10;
Scribble on a big piece of paper; draw what
happened

12. Sing; hum a song;
Play a game
Do the turtle (pull in your head, arms and
legs and take a snooze in your shell)
Think about something funny; Take a walk
Talk to a friend
Exercise

13. Class Self-Regulation
Poster

14. KEY MESSAGE
Our mind and body are connected. Our feelings
manifest in our bodies. How we express these feelings
is somethings we can learn about. Although it takes
time to learn how to navigate through our emotions,
being curious about our difficult emotions and trusting
that they will pass is a healthy way to deal with difficult
emotions. When we elarn about them, we grow our
ability to self-regulate and learn that there are many
ways to do so. Self0regulation is the ability to mange
one’s emotions.

15. Activity 3
PROBLEM
SOLVING
THEATER

16. INSTRUCTIONS:
With your 5-8 classmates, write a story
about a problem. The story should present
both the problem and a possible solution to
the problem. It should have plot, characters,
conflict/problem, and resolution. Ready to
present the story through roleplay to the
class.

17. How did your group work together to create your story?
How was your experince of finding a solution to the problem?
How did roleplaying the solution make you feel?
How did it feel working with your groupmates?
What did you appreciate about your groupmates throughout
this activity?
How did you feel hearing the comments and solutions from
other groups?
Did you discover anything about your groupmates or
classmates? What are they?

18. KEY MESSAGE
Everyone has the capacity to find creative
solutions to challenges. Sometimes, it
takes collaboration-speaking up your ideas
and listening to others- to arrive at the
best solution or course of action.

19. ACTIVITY 4
SCRIBBLE DRAWING
STORY LINE
Materials: paper and crayons

20. •What did you like about his activity?
•What was challenging about it?
•What was it like to connect your story line with your
storyline?
•How did it feel working with your classmates? Did you
discover anything new about them?
•Share your experience of both listening and performing. What
was it like listening to your classmates? What was it like telling
your story?
•What did you learn about yourself today?

21. KEY MESSAGE
Take pride in telling your story and
grow your self-compassion. When
listening to other people’s stories,
listen carefully and emphatically.

22. Final output
A BOOK ABOUT MY LIFE

23. What did you like about this activity?
What did you learn?
How do you feel about completing this
project?
How did it feel sharing your story to the
class?
How did it feel hearing other people’s
stories?

24. KEY MESSAGE
The pandemic may have brought about the feelings
of sadness, fear or even anger-these are all valid.
We all have different experience from each other
and that we all deal with situations differently. We
can own our own stories, take pride in telling others
our stories (self-compassion), and listen too when
we hear other people’s stories.