The document outlines a lesson plan for teaching students about values, emotional intelligence, and conflict resolution. It includes opening and closing activities as well as several group activities and discussions. For the values section, students will brainstorm their own core values in small groups and then share with the class. The emotional intelligence part includes a video, worksheet for self-awareness, and discussion of self-regulation strategies. Students will also do an empathy activity where they identify emotions they access often or want to access more. Finally, the conflict resolution section includes an assessment, overview of conflict styles, practice identifying styles, and commitment to try resolution strategies. The lesson aims to help students understand emotions and how to effectively deal with conflict.
This document provides information about teaching social skills to students in a Section 23 classroom using a blended instructional approach. It discusses integrating the SNAP cognitive behavioral therapy model into the classroom to teach social and emotional skills. SNAP involves stopping to calm down during conflicts, having "hard thoughts" and "cool thoughts" at the critical moment, and planning alternative responses. Role plays and social skills lessons teach skills like emotional vocabulary, problem solving, and bullying prevention. Data is collected on students' social skills progress and ability to use SNAP strategies appropriately. The document shows how SNAP can be integrated into the curriculum, IEP goals, and report card. It provides examples of lessons, assessments, and a case study on using SNAP
Improving Relationships Between Family Members - Supporting Families, Pathway...The Pathway Group
This document outlines a 4-week program to improve family relationships. Week 1 introduces concepts of family, functions of families, and exploring family breakdown. Participants plan a family activity for Week 3 and begin an action plan. Week 2 focuses on communication skills, setting boundaries, and reviewing action plans. Week 3 involves a family leisure event and reviewing action plans. Week 4 celebrates the learning and continues reviewing and improving action plans.
Unlocking the Secret Strength of Learners L2 Tokyo.pptxNickiHambleton1
This document summarizes a presentation about unlocking the secret strengths of learners. The presentation covered identifying individual strengths and challenges, investigating research on introverts and extroverts, exploring strategies to encourage dialogue and inclusion, reflecting on one's own educational context, and sharing an action plan. The agenda included discussing personality types, strengths, challenges, strategies like backchannel chats and equity maps to empower different learners, and prioritizing inclusive strategies for one's own school. The presentation provided resources on empowering introverts and creating an equitable environment for all types of learners.
This document provides the details of a 6-week curriculum for children ages 6-9 who have been impacted by interpersonal violence. The purpose is to help children understand, identify, and express their emotions in healthy ways. Each week focuses on different emotions like joy, sadness, anger, fear and teaches skills like emotional regulation. Activities include acting out skits, coloring sheets, and building with Legos to demonstrate emotions. The goal is for children to learn how to recognize emotions in themselves and others, build social-emotional competence, and develop resilience.
This document outlines the lesson plan for an English 8 class taught by Mrs. Mariefel P. Reovoca. The lesson plan focuses on using adjectives to convey emotions and persuade. It includes an opening prayer, attendance, lessons on adjectives and emotive language, examples of adjectives showing positive and negative emotions, a sample paragraph, and a group activity and assessment on the topic.
This document outlines the lesson plan for an English 8 class taught by Mrs. Mariefel P. Reovoca. The lesson plan focuses on using adjectives to convey emotions and persuade. It includes an opening prayer, attendance, lessons on adjectives and emotive language, examples of adjectives showing positive and negative emotions, a sample paragraph, and a group activity and assessment on the topic.
Retrospectives are not just about making you feel bad for missing your commitments, pointing fingers at your colleagues, and hearing your talkative team members go on and on. They are supposed to help your team become great. This workshop is for anyone that participates in retrospectives, doesn’t always feel they are useful and wants to learn a better way to accomplish the intended goal.
This document provides information about teaching social skills to students in a Section 23 classroom using a blended instructional approach. It discusses integrating the SNAP cognitive behavioral therapy model into the classroom to teach social and emotional skills. SNAP involves stopping to calm down during conflicts, having "hard thoughts" and "cool thoughts" at the critical moment, and planning alternative responses. Role plays and social skills lessons teach skills like emotional vocabulary, problem solving, and bullying prevention. Data is collected on students' social skills progress and ability to use SNAP strategies appropriately. The document shows how SNAP can be integrated into the curriculum, IEP goals, and report card. It provides examples of lessons, assessments, and a case study on using SNAP
Improving Relationships Between Family Members - Supporting Families, Pathway...The Pathway Group
This document outlines a 4-week program to improve family relationships. Week 1 introduces concepts of family, functions of families, and exploring family breakdown. Participants plan a family activity for Week 3 and begin an action plan. Week 2 focuses on communication skills, setting boundaries, and reviewing action plans. Week 3 involves a family leisure event and reviewing action plans. Week 4 celebrates the learning and continues reviewing and improving action plans.
Unlocking the Secret Strength of Learners L2 Tokyo.pptxNickiHambleton1
This document summarizes a presentation about unlocking the secret strengths of learners. The presentation covered identifying individual strengths and challenges, investigating research on introverts and extroverts, exploring strategies to encourage dialogue and inclusion, reflecting on one's own educational context, and sharing an action plan. The agenda included discussing personality types, strengths, challenges, strategies like backchannel chats and equity maps to empower different learners, and prioritizing inclusive strategies for one's own school. The presentation provided resources on empowering introverts and creating an equitable environment for all types of learners.
This document provides the details of a 6-week curriculum for children ages 6-9 who have been impacted by interpersonal violence. The purpose is to help children understand, identify, and express their emotions in healthy ways. Each week focuses on different emotions like joy, sadness, anger, fear and teaches skills like emotional regulation. Activities include acting out skits, coloring sheets, and building with Legos to demonstrate emotions. The goal is for children to learn how to recognize emotions in themselves and others, build social-emotional competence, and develop resilience.
This document outlines the lesson plan for an English 8 class taught by Mrs. Mariefel P. Reovoca. The lesson plan focuses on using adjectives to convey emotions and persuade. It includes an opening prayer, attendance, lessons on adjectives and emotive language, examples of adjectives showing positive and negative emotions, a sample paragraph, and a group activity and assessment on the topic.
This document outlines the lesson plan for an English 8 class taught by Mrs. Mariefel P. Reovoca. The lesson plan focuses on using adjectives to convey emotions and persuade. It includes an opening prayer, attendance, lessons on adjectives and emotive language, examples of adjectives showing positive and negative emotions, a sample paragraph, and a group activity and assessment on the topic.
Retrospectives are not just about making you feel bad for missing your commitments, pointing fingers at your colleagues, and hearing your talkative team members go on and on. They are supposed to help your team become great. This workshop is for anyone that participates in retrospectives, doesn’t always feel they are useful and wants to learn a better way to accomplish the intended goal.
The daily lesson plan outlines the teacher's schedule and lessons for English, Mathematics, Science, Filipino, Social Studies, Music, Arts and Physical Education, and MTB-MLE. For each subject, the teacher identifies lesson objectives, subject matter, learning resources, procedures including review, examples, assessment, and additional activities. Procedures involve expressing opinions, equivalent fractions, forces, proper tagalog words, comparing cultures, safety rules, design meaning, and writing reactions. Learning is assessed through various activities and worksheets. The teacher notes the number of students scoring over 80% and needing remediation.
This month we are celebrating Halloween and Mental Health Awareness and we have prepared a number of activities for the ELT classroom, including a spine-chilling listening and writing activity about a horror movie, an intriguing speaking activity about Halloween characters, a fun speaking and listening activity for the youngest learners, and a thought-provoking text about mental health! Check the activities out now and try them out in your ELT classroom!
This document provides information about school mediation training for students. It includes details about peer mediation programs, common conflicts in schools, anger management techniques, effective communication skills, and exercises to practice these skills. The goal of the training is to teach students how to resolve conflicts constructively through mediation rather than fighting or disciplinary actions. Students learn to understand different perspectives, manage emotions like anger, ask open-ended questions, reflect feelings, and respond supportively. Role plays and games help students practice these conflict resolution skills.
The document provides an outline for a two-day leadership program for students. Day 1 includes icebreakers, an introduction to the program, a history of service learning, and discussions on communication and leadership. Activities include a human knot exercise and watching a TED talk. Day 2 focuses on the local community, creativity, and diversity. Students learn about local organizations, participate in a name tag activity, watch a video on creativity, and do exercises exploring stereotypes and learning disabilities. The overall goal is to develop the students' leadership skills through service learning and group activities.
This document provides information about an Understanding Wellbeing course taking place at The Waterside Centre. The course aims to develop understanding of wellbeing topics like stress, substance misuse, personal safety, alcohol awareness, and weight management. Week 1 covers the course overview, completing paperwork, getting-to-know-you activities, setting group rules, and discussing wellbeing. Support is available from the tutor and other staff. Learners will complete online assignments related to each week's topics.
The document outlines a lesson plan on the rotation of the Earth. It includes objectives, classroom rules, a review of previous lessons, activities on concepts like day and night, and an assessment of student understanding. Students work in groups on an activity explaining what causes day and night, then present their work, while the teacher evaluates group performance and student comprehension.
This document discusses strategies for teaching social-emotional learning (SEL) skills at home, including community circles and using a conflict cycle. It begins by defining SEL as skills for managing emotions, relationships, problem-solving, and decision-making. Then it explains that community circles, where family members sit and discuss issues, can strengthen family relationships and build consistency between home and school approaches. The conflict cycle is presented as a research-based strategy for addressing conflicts where adults help children understand their feelings and behaviors to resolve issues in a constructive manner rather than punishment. Examples are provided for practicing these SEL strategies at home.
The document provides guidance for successfully delivering an adult training seminar. It emphasizes the importance of preparation in the 11 hours before the event, including preparing the room and materials. It stresses that the first impression is critical and is formed by the prepared environment, the presenter's competence and warmth. The document also discusses communication dynamics in a group, including fears, roles and problem-solving, as well as the need to create a secure atmosphere for learning. Overall, the key aspects are thorough preparation, a positive first impression through non-verbal communication, and understanding group dynamics to achieve the seminar's goals.
This document discusses foundations of curriculum development and evaluation. It describes key contributors to curriculum development like John Dewey, Jean Piaget, and Howard Gardner. Learners are asked to write a teaching philosophy based on these foundations and identify stakeholders in curriculum development like learners, parents, teachers, and administrators. The importance of curriculum evaluation is discussed and teachers are interviewed on why evaluation is needed. A sample lesson plan evaluation tool is also included.
1. The document defines collaboration as working together in groups where individuals act in different ways and contribute using various personality traits.
2. An example video about collaboration gone wrong is discussed to understand why collaboration is important.
3. Students work in groups to define collaboration and identify important personality traits for effective collaboration such as being compassionate, tolerant, and contributing calmly.
Simultaneous consideration of different levels of analysis in educational dya...grintie
Mauri, T., & Clarà, M. (2011). Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme. Symposium: Methodological strategies for the study of teaching and learning: Approaches from discourse analysis. ISCAR. Rome, 5-10 September.
Lev Vigotsky's sociocultural theory - Willma ViallePsicologiaPUCP
Presentación del taller presentado por la Dra. Willma Vialle en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Vialle's presentation at the event "Psychology at the PUCP aligned with the world psychology". 27.04.2017
This document outlines a unit plan for an 8th grade social studies class on TED Talk Learning. Over the course of 2 months, students will complete a 30-day challenge of their choosing, monitor their progress, and present their experience and learnings in a TED Talk-style speech to the class. Lessons include introducing the 30-day challenge concept, brainstorming challenge ideas, learning motivation techniques, preparing speeches, and practicing public speaking skills like overcoming fears. The unit aims to help students improve themselves and learn how to articulate experiences to others through hands-on challenge work and speech presentations.
Transform your technical workshop with these teaching tipsJamie Wittenberg
I presented this workshop at Major League Hacking's conference, Hackcon VI, in August of 2018. These are really great tips for anyone interested in improving they way the teach technical workshops!
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
This document provides objectives and activities for a lesson on drawing generalizations and conclusions. Students will work in groups to list ways to overcome challenges in an "Always Connect Game." They will then view a video clip about an armless girl and answer guide questions about how it relates to turning challenges into opportunities. In groups, students will present their generalizations and conclusions about challenges and opportunities in different formats - through a yell, essay, or poem. Their work will be assessed using a rubric focusing on participation, communication, and consideration of others' ideas.
This document outlines several activities from a teacher's guide on providing psychosocial support to high school learners. Activity 1 involves having students reflect on feelings they are experiencing and create a "feelings circle". Activity 2 is a "stress meter" where students rate and discuss their stress levels. Activity 3 presents students with pictures of different situations and has them identify feelings in response. The document provides directions and discussion questions for each activity. [/SUMMARY]
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
The daily lesson plan outlines the teacher's schedule and lessons for English, Mathematics, Science, Filipino, Social Studies, Music, Arts and Physical Education, and MTB-MLE. For each subject, the teacher identifies lesson objectives, subject matter, learning resources, procedures including review, examples, assessment, and additional activities. Procedures involve expressing opinions, equivalent fractions, forces, proper tagalog words, comparing cultures, safety rules, design meaning, and writing reactions. Learning is assessed through various activities and worksheets. The teacher notes the number of students scoring over 80% and needing remediation.
This month we are celebrating Halloween and Mental Health Awareness and we have prepared a number of activities for the ELT classroom, including a spine-chilling listening and writing activity about a horror movie, an intriguing speaking activity about Halloween characters, a fun speaking and listening activity for the youngest learners, and a thought-provoking text about mental health! Check the activities out now and try them out in your ELT classroom!
This document provides information about school mediation training for students. It includes details about peer mediation programs, common conflicts in schools, anger management techniques, effective communication skills, and exercises to practice these skills. The goal of the training is to teach students how to resolve conflicts constructively through mediation rather than fighting or disciplinary actions. Students learn to understand different perspectives, manage emotions like anger, ask open-ended questions, reflect feelings, and respond supportively. Role plays and games help students practice these conflict resolution skills.
The document provides an outline for a two-day leadership program for students. Day 1 includes icebreakers, an introduction to the program, a history of service learning, and discussions on communication and leadership. Activities include a human knot exercise and watching a TED talk. Day 2 focuses on the local community, creativity, and diversity. Students learn about local organizations, participate in a name tag activity, watch a video on creativity, and do exercises exploring stereotypes and learning disabilities. The overall goal is to develop the students' leadership skills through service learning and group activities.
This document provides information about an Understanding Wellbeing course taking place at The Waterside Centre. The course aims to develop understanding of wellbeing topics like stress, substance misuse, personal safety, alcohol awareness, and weight management. Week 1 covers the course overview, completing paperwork, getting-to-know-you activities, setting group rules, and discussing wellbeing. Support is available from the tutor and other staff. Learners will complete online assignments related to each week's topics.
The document outlines a lesson plan on the rotation of the Earth. It includes objectives, classroom rules, a review of previous lessons, activities on concepts like day and night, and an assessment of student understanding. Students work in groups on an activity explaining what causes day and night, then present their work, while the teacher evaluates group performance and student comprehension.
This document discusses strategies for teaching social-emotional learning (SEL) skills at home, including community circles and using a conflict cycle. It begins by defining SEL as skills for managing emotions, relationships, problem-solving, and decision-making. Then it explains that community circles, where family members sit and discuss issues, can strengthen family relationships and build consistency between home and school approaches. The conflict cycle is presented as a research-based strategy for addressing conflicts where adults help children understand their feelings and behaviors to resolve issues in a constructive manner rather than punishment. Examples are provided for practicing these SEL strategies at home.
The document provides guidance for successfully delivering an adult training seminar. It emphasizes the importance of preparation in the 11 hours before the event, including preparing the room and materials. It stresses that the first impression is critical and is formed by the prepared environment, the presenter's competence and warmth. The document also discusses communication dynamics in a group, including fears, roles and problem-solving, as well as the need to create a secure atmosphere for learning. Overall, the key aspects are thorough preparation, a positive first impression through non-verbal communication, and understanding group dynamics to achieve the seminar's goals.
This document discusses foundations of curriculum development and evaluation. It describes key contributors to curriculum development like John Dewey, Jean Piaget, and Howard Gardner. Learners are asked to write a teaching philosophy based on these foundations and identify stakeholders in curriculum development like learners, parents, teachers, and administrators. The importance of curriculum evaluation is discussed and teachers are interviewed on why evaluation is needed. A sample lesson plan evaluation tool is also included.
1. The document defines collaboration as working together in groups where individuals act in different ways and contribute using various personality traits.
2. An example video about collaboration gone wrong is discussed to understand why collaboration is important.
3. Students work in groups to define collaboration and identify important personality traits for effective collaboration such as being compassionate, tolerant, and contributing calmly.
Simultaneous consideration of different levels of analysis in educational dya...grintie
Mauri, T., & Clarà, M. (2011). Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme. Symposium: Methodological strategies for the study of teaching and learning: Approaches from discourse analysis. ISCAR. Rome, 5-10 September.
Lev Vigotsky's sociocultural theory - Willma ViallePsicologiaPUCP
Presentación del taller presentado por la Dra. Willma Vialle en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Vialle's presentation at the event "Psychology at the PUCP aligned with the world psychology". 27.04.2017
This document outlines a unit plan for an 8th grade social studies class on TED Talk Learning. Over the course of 2 months, students will complete a 30-day challenge of their choosing, monitor their progress, and present their experience and learnings in a TED Talk-style speech to the class. Lessons include introducing the 30-day challenge concept, brainstorming challenge ideas, learning motivation techniques, preparing speeches, and practicing public speaking skills like overcoming fears. The unit aims to help students improve themselves and learn how to articulate experiences to others through hands-on challenge work and speech presentations.
Transform your technical workshop with these teaching tipsJamie Wittenberg
I presented this workshop at Major League Hacking's conference, Hackcon VI, in August of 2018. These are really great tips for anyone interested in improving they way the teach technical workshops!
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
This document provides objectives and activities for a lesson on drawing generalizations and conclusions. Students will work in groups to list ways to overcome challenges in an "Always Connect Game." They will then view a video clip about an armless girl and answer guide questions about how it relates to turning challenges into opportunities. In groups, students will present their generalizations and conclusions about challenges and opportunities in different formats - through a yell, essay, or poem. Their work will be assessed using a rubric focusing on participation, communication, and consideration of others' ideas.
This document outlines several activities from a teacher's guide on providing psychosocial support to high school learners. Activity 1 involves having students reflect on feelings they are experiencing and create a "feelings circle". Activity 2 is a "stress meter" where students rate and discuss their stress levels. Activity 3 presents students with pictures of different situations and has them identify feelings in response. The document provides directions and discussion questions for each activity. [/SUMMARY]
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.
Best Way to Overcome Procrastination and Increase Productivity.pdf
Rogers Lesson Plans .docx
1. October 11, 2022
Opener (11:17-11:22)
1. Rose, Bud, Thorn from the weekend (Audrey introduces; GU teachers circulate)
Values Contract (11:22 - 11:50)
1. Explain what a value contract is (Ellie - explain contract)
2. Relate it to their golden circle–have them talk about what they came up with (Emily - ask
prompting questions)
a. Simon Sinek: How great leaders inspire action | TED Talk (we aren’t watching
this as a group - this is just for us to have background)
3. Show our CLP class value contract (projected on screen) (11:22-11:30)^^^ (Lauren -
present our contract)
4. Number off by 6’s and get into groups (Audrey - facilitate counting off)
a. Group 1: Ellie
b. Group 2: Audrey
c. Group 3: Emily
d. Group 4: Lauren
e. Group 5: Michael
f. Group 6: Megan
g. Brainstorm what they want to get out of the experience and what they want/need
from us
h. Narrow ideas down into 3 core values (11:30-11:45)
5. Come back together whole group (Ellie - bring group back together)
6. Have a student write on the board to record what each group discussed (11:45-11:50)
(Michael facilitates)
Closing (11:50-12:08)
Class web activity: (Megan explain activity and start)
o Start with the ball of yarn and say your name and say one thing you are looking
forward to in the coming weeks of working together
o Hold on to the piece of yard and toss it across the circle to someone else
o By the end there will be a big web between us all and this is symbolic of how
interconnected we are
Supplies Needed:
Yarn (Ellie is bringing)
Group signs (Audrey is bringing)
Paper and pens for group brainstorm (Audrey is bringing)
Printed Copies of the schedule (Audrey is bringing)
2. Rogers (10/18) Plan -- 11:17-12:08
Opener (11:22 - 11:25)
1. Talk to your neighbor about what you did last weekend (Emily)
Activities (11:25 - 12:00)
1. Values (11:25-11:45)
a. Do values sheet activity: start with 10, then 5, then 3 (Megan) (11:25-11:32)
i. Checkmark, circle, crossout
b. From those 3, they need to get in pairs and share a 2 minute story related to one of those
values (can be anything!) (11:32-11:38)
i. GU student give an example first (Michael)
c. Debrief after: (Audrey) (11:38-11:45)
i. Who shared an interesting story?
ii. Why do you think we wanted you to do that?
1. If something is a true value of yours, it should appear in your life enough
for you to have a story about it.
2. Identity Discussion (11:45 - 11:58) (Lauren)
a. Identifying your values helps you understand parts of your identity because it shows what is
important to you - this can help you determine your strengths and something you might want to do for a
career.
b. Each GU student share a career aspiration based on a personal value
i. Ex. Replace bold words with your own example: “I am [my value] which is why I want to be
[occupation]. Being [my value] allows me to [verb] which will help me in that field.”
c. Give students 5 minutes to write their own statements either based on a value selected from the
previous activity or that they think of on their own.
i. Have 3-4 students share their statements (Emily)
Closing (11:58 - 12:08)
1. What does success look like to you? (Ellie)
a. Preface with “success” isn’t necessarily monetary or tangible (success is something that allows
you to live out your values/identity)
i. GU student given an example (Ellie)
b. In their table groups, have them share what success looks like to them
i. Group 1: Megan
ii. Group 2: Ellie
iii. Group 3: Audrey
iv. Group 4: Michael
v. Group 5: Lauren
vi. Group 6: Emily
3. Rogers (10/25) Plan -- 11:17-12:08
Opener (11:17-11:22)
1. What gives you joy? (Megan)
(GU teachers circulate at small groups)
Emotional Intelligence (11:22 - 12:02)
(Audrey ask question and introduce video)
1. When you hear emotional intelligence, what do you think of? (1 minute)
2. Show them a video of what emotional intelligence is (3 minutes)
a. While you are watching, write down one takeaway and one thing that you already
knew!
b. https://www.youtube.com/watch?v=n9h8fG1DKhA
(Emily explain video and ask students to share their takeaways)
3. While maybe a bit cheesy, this video showcases how exercising emotional intelligence
can benefit both your personal and professional lives currently as a student, employee, etc. As
shown by the video, emotional intelligence is a way in which we can be connected to and aware
of our own emotions and the most effective ways in which to utilize them. Three parts of
emotional intelligence are self-awareness, self-regulation, and empathy. We will dive into each
of these a little bit now. (1-2 minutes)
(Michael explain worksheet activity)
4. To strengthen our own emotional intelligence, we first need to be self-aware,
understanding which emotions we draw on often, or those that need development. (10 minutes
total) ~11:37
a. STICK FIGURE WORKSHEET: Can you think of a story or situation that supports why
you want to work on some of the qualities on the right?
b. Reflecting back to last week, maybe some of the values you identified as having also
appeared in the left column of the stick figure as strengths. Would anyone mind sharing (2-3
volunteers).
(Lauren discuss self regulation)
5. Now that we have tapped into our self-awareness regarding what we identify as strengths
and areas needing development, we can look to the application of our emotions in practice
through self-regulation. (~2 minutes)
a. Self regulation is defined as the ability to respond to the ongoing demands of experience
with the range of emotions in a manner that is socially tolerable and sufficiently flexible. In other
words, being able to utilize the full range of our emotions in an appropriate and efficient manner.
b. One way we can work on this is recognizing what our emotional triggers (things or moments
that spark negative emotions) are.
(Ellie introduce activity)
SELF-REGULATION ACTIVITY (15 minutes total) ~ until 11:54
c. Part 1: Directions on Sheet
c. Bring students together to present Part 2 (GU STUDENT EXAMPLE)
4. c. In your table small groups go around and share either the scenario you are able to
deal with easily and how you manage that situation or the scenario that is more
difficult to manage and a technique you may use in the future.
i. PUT UP A SLIDE OF MANAGEMENT TECHNIQUES
(Megan introduce empathy activity and emotion wheel)
6. Finally, let's end with an activity about empathy. Empathy is the ability to understand and
share/imagine the feelings of another. (~5-7 minutes total) ~ until 12:00
POST-IT NOTE: (Pass out 2 to everyone)
PUT UP AN EMOTION WHEEL
What is an emotion that you feel that you access often?
What is an emotion that you wish that you would access more?
(Emily wrap up discussion)
Closing (12:00-12:08)
7. We hope that today you recognized that understanding and utilizing your emotions is healthy
and necessary. Emotions are not bad and should not be suppressed, but rather should be drawn upon
in both your personal and professional lives. Being able to self-recognize emotions, either positive or
negative is a quality that can nurture successful life skills.
8. Ending with a passion pitch talking with your table mates
a. 1 minute have each table mate share a pitch for something that they are passionate about
(accessing joyous/happy/positive emotions)
Supplies Needed:
Worksheets printed out (40 copies)
Post-It Notes
Emotional Intelligence Slides
5. Slides for Class
November 1, 2022
Opener (11:17 - 11:25) Emily
Bell ringer: Put a name to an emotion that you access regularly and talk about the last time you
remember feeling that emotion. What did you feel in your body? What thoughts were you
having? Who were you with when you felt the emotion? Where were you? What do you think
triggered this emotion?
Emotions: anger, anxiety, fear, joy, love, sadness and shame
Gifts of Emotions Slide (11:25 - 11:30) Audrey
Discuss the gifts of each emotion; relate it back to the sticky note activity from last week. Many
students wrote down that they often access anger, anxiety and sadness. The gifts of those
emotions are anger (direction, motivation and boundary setting), anxiety (clarity in desires) and
sadness (sensitivity to other’s feelings and losses as well as one’s own).
Conflict Resolution (11:35-11:50)
1. Take the TKI Assessment (3 mins) Michael introduce
a. GU teachers: circulate throughout the room and help keep people quiet and on
task (important: stay with the same group the entire class)
2. Come back together whole group and go over the 5 modes (~6ish mins)
a. Ask the students to predict what each mode looks like in conflict, then GU student
explains each one (>1 minute brief overview for each)
i. Avoidance: Audrey
ii. Accommodating: Ellie
iii. Competing: Megan
iv. Compromising: Emily
v. Collaborating: Michael
3. GU students go back to small groups and start the scoring process using the key (~3ish
mins)
4. Video (>3 mins) Ellie
Feelings, self-awareness, and conflict resolution (11:45 - 12:08)
1. Take a look at some regulation strategies and practices found here. Megan introduce
2. Reflect on the strategies listed individually. Select one practice that you are going to try
to work on in the coming weeks (in groups)
3. Ellie: Everybody will stand up in a circle (like we did for the yarn activity) and we will
go around and say the practice you are committed to working on. GU teachers model.
6. Rogers (11/8) Plan -- 11:17-12:08
Opener (11:22 - 11:30)
1. Review of last week’s material (Audrey)
a. Have them pull out their TKI results and refresh
b. What are the 5 conflict resolution styles?
2. 2 GU students share where they see conflict in their life (make it relatable - highlight that
conflict isn’t always some huge issue - sometimes it’s as small as your friend not
responding to your text - anything that incites a negative emotion) (Lauren and Megan)
a. Ask them to pay attention while we’re reading the 10 practices to how they would
engage with this conflict
Activity (11:30 - 12:00)
1. Feelings, self awareness, conflict resolution
a. Take a look at some regulation strategies and practices found here (Michael)
i. 10 volunteers needed: 1 to read each statement
ii. How would you have dealt with the GU students’ examples?
b. In groups, reflect on the strategies listed. Select one practice that you are going to
try to work on in the coming weeks. Ask them to provide an example of where
they can do this.
c. A few students share their practice and example (Emily)
Closing (12:00 - 12:08)
1. Discussion on final week (Ellie)
a. Things you want to see or learn about?
b. Our ideas:
i. Refresher on what we’ve done so far
ii. Leadership uses in the real world