Take a pause before thinking about how you feel. Thinking about what behavior is safe to do, then do it. Everything can be done by young children, you know.
Nusantara Educator Meeting XII
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Manage emotions with a stop-thought
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
“This, Cero is pushed by Ceri!” A student complained to me. At the end of the room, Cero had fallen on the floor while grimacing and rubbing his head which hit the table. Ceri's body looked tense with anger. Of course, So the learning process has to stop to help Cero treat her sick body and help Ceri manage the emotions she is feeling.
I hope that classroom conditions are safe and enjoyable for learning. However, with conditions like above, learning cannot be done smoothly. The classroom situation also becomes unsafe and unpleasant because almost every day there are conflicts between students. Conflict occurs when students worry that friends will damage their work, or when students feel angry because a friend took the toy they were using. The conflicts that occur often cause physical harm, like pulling a friend's body, hit, and push. I feel worried about the safety of students at school and maybe there are also students who are afraid of their friends.
I feel students still need help to be able to manage their emotions safely. As stated above, The way students show their emotions still tends to hurt others. There are students who, when they feel annoyed, express it by hurting themselves, such as hitting their heads on the floor. There are also students who express their anger by throwing toys.
I try to do several things to help students recognize and manage their emotions safely.
Introduce various emotions and their causes
I read the book Getting to Know Emotions Series written by Watiek Ideo and Nindya Maya. After reading a story book, I asked several things related to the content of the story. The questions I asked were like, Have you ever felt the same emotions?, what makes him feel that emotion?, and what to do when you feel these emotions.
I also invite students to recognize emotional expressions in several ways. Students are invited to play guessing emotions using picture cards, then imitate the expression of that emotional expression. Students are also invited to play with emotional sculptures, namely becoming a statue by showing certain emotional expressions while looking in the mirror. This activity helps students to recognize how emotional expressions are shown by themselves and their friends.
Recognizing emotions is also done in daily activities such as during reflection or when special events occur. Reflection activities are carried out by placing happy emojis, sad, or get angry at a board with a student's name written on it. Then the student is invited to tell what made him feel that emotion and what he did. Special events that make students feel intense emotions are also opportunities to introduce emotions. I will help by validating the emotions felt and help to identify what is causing him to feel those emotions.
Getting to know 3 angry rules
The emotion of anger is studied in more depth because destructive and hurtful expressions of anger more often make classroom conditions unstable. I read the book Say Who Can't Be Angry? to introduce 3 angry rules. One of the things conveyed in the book is about 3 angry rules, i.e. you can't hurt yourself, can't hurt others, and don't damage things. Apart from reading books, introduce about 3 Angry rules are also carried out by singing a song with the same title.
Role playing is also used to find out how far students understand things 3 angry rules. Students play roles showing expressions of angry emotions in situations that usually occur at school, like a toy that a friend accidentally breaks. Students can choose to show appropriate or inappropriate emotional expressions 3 angry rules. At the end of learning, Students are invited to identify the behavior shown by friends when playing roles.
Get to know how to manage emotions
After recognizing that there is an unsafe expression of emotion, Students are invited to learn how to manage emotions safely. The introduced way to manage emotions safely is to do STOP-THINK-ACTION. STOP-THINK-ACTION is carried out when students feel emotions, it will be prompted to pause, think about what behavior can calm him down or overcome the cause of him feeling that emotion, and carry out safe actions.
The STOP-THINK-ACTION reference that I got was in the form of a social story in English. I adapted the content and made it into a picture story book. I read this story book to students to help them learn about STOP-THINK-ACTION.
Several play activities were also carried out to help students understand about STOP-THINK-ACTION. Practicing to pause is done with activities dance and freeze. Students dance and stop according to the song Walking-walking from Pingfong. Practice controlling your breath to make it calmer by following the guidance from the Candle and Flower Breathing video – Mindful and Calming Breathing Technique. Students are invited to find actions that might help them calm down by trying various activity options. The choice of activity introduced was hugging a doll, Sleeping, draw, find a quiet place, and tell stories to adults. Students are invited to realize that choosing this method can help calm themselves when they feel intense emotions. After trying several activities to calm down, I asked, “Do you feel calmer after doing these activities??” “Would try doing those activities to help you calm down when you are angry?”
Provide a quiet corner in every room used for studying
Quiet corners are introduced as a place where students can calm themselves safely when experiencing intense emotions. A quiet corner is located 2-3m from where students study, The aim is so that students still feel part of the class and the teacher can still supervise.
Emotional validation process, invites you to STOP-THINK-ACTION, and accessing quiet corners is done continuously. For example, when a student shows sad emotions, The teacher will give him time to cry first. After you can talk to him, the teacher validates his emotions, and offers whether the student feels the need to calm down in a quiet corner? Before doing this, the teacher explains to other students that there are friends who need help to manage their emotions, so that other students can continue learning activities.
The process of facilitating students to be able to manage their emotions safely lasts for some time. I see students becoming more able to manage their emotions safely in class. Learning can still run smoothly, aman, and fun. Students understand each other's emotional expressions and how friends calm themselves. There are some students who are able to help friends calm down, for example by inviting friends to sit down first and stroking them because they know they are calmer if they are stroked or hugged..
Curator Note
[custom_field field="Note_kurator"]
Manage emotions with a stop-thought
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Take a pause before thinking about how you feel. Thinking about what behavior is safe to do, then do it. Everything can be done by young children, you know.
Good practice elaboration
“This, Cero is pushed by Ceri!” A student complained to me. At the end of the room, Cero had fallen on the floor while grimacing and rubbing his head which hit the table. Ceri's body looked tense with anger. Of course, So the learning process has to stop to help Cero treat her sick body and help Ceri manage the emotions she is feeling.
I hope that classroom conditions are safe and enjoyable for learning. However, with conditions like above, learning cannot be done smoothly. The classroom situation also becomes unsafe and unpleasant because almost every day there are conflicts between students. Conflict occurs when students worry that friends will damage their work, or when students feel angry because a friend took the toy they were using. The conflicts that occur often cause physical harm, like pulling a friend's body, hit, and push. I feel worried about the safety of students at school and maybe there are also students who are afraid of their friends.
I feel students still need help to be able to manage their emotions safely. As stated above, The way students show their emotions still tends to hurt others. There are students who, when they feel annoyed, express it by hurting themselves, such as hitting their heads on the floor. There are also students who express their anger by throwing toys.
I try to do several things to help students recognize and manage their emotions safely.
Introduce various emotions and their causes
I read the book Getting to Know Emotions Series written by Watiek Ideo and Nindya Maya. After reading a story book, I asked several things related to the content of the story. The questions I asked were like, Have you ever felt the same emotions?, what makes him feel that emotion?, and what to do when you feel these emotions.
I also invite students to recognize emotional expressions in several ways. Students are invited to play guessing emotions using picture cards, then imitate the expression of that emotional expression. Students are also invited to play with emotional sculptures, namely becoming a statue by showing certain emotional expressions while looking in the mirror. This activity helps students to recognize how emotional expressions are shown by themselves and their friends.
Recognizing emotions is also done in daily activities such as during reflection or when special events occur. Reflection activities are carried out by placing happy emojis, sad, or get angry at a board with a student's name written on it. Then the student is invited to tell what made him feel that emotion and what he did. Special events that make students feel intense emotions are also opportunities to introduce emotions. I will help by validating the emotions felt and help to identify what is causing him to feel those emotions.
Getting to know 3 angry rules
The emotion of anger is studied in more depth because destructive and hurtful expressions of anger more often make classroom conditions unstable. I read the book Say Who Can't Be Angry? to introduce 3 angry rules. One of the things conveyed in the book is about 3 angry rules, i.e. you can't hurt yourself, can't hurt others, and don't damage things. Apart from reading books, introduce about 3 Angry rules are also carried out by singing a song with the same title.
Role playing is also used to find out how far students understand things 3 angry rules. Students play roles showing expressions of angry emotions in situations that usually occur at school, like a toy that a friend accidentally breaks. Students can choose to show appropriate or inappropriate emotional expressions 3 angry rules. At the end of learning, Students are invited to identify the behavior shown by friends when playing roles.
Get to know how to manage emotions
After recognizing that there is an unsafe expression of emotion, Students are invited to learn how to manage emotions safely. The introduced way to manage emotions safely is to do STOP-THINK-ACTION. STOP-THINK-ACTION is carried out when students feel emotions, it will be prompted to pause, think about what behavior can calm him down or overcome the cause of him feeling that emotion, and carry out safe actions.
The STOP-THINK-ACTION reference that I got was in the form of a social story in English. I adapted the content and made it into a picture story book. I read this story book to students to help them learn about STOP-THINK-ACTION.
Several play activities were also carried out to help students understand about STOP-THINK-ACTION. Practicing to pause is done with activities dance and freeze. Students dance and stop according to the song Walking-walking from Pingfong. Practice controlling your breath to make it calmer by following the guidance from the Candle and Flower Breathing video – Mindful and Calming Breathing Technique. Students are invited to find actions that might help them calm down by trying various activity options. The choice of activity introduced was hugging a doll, Sleeping, draw, find a quiet place, and tell stories to adults. Students are invited to realize that choosing this method can help calm themselves when they feel intense emotions. After trying several activities to calm down, I asked, “Do you feel calmer after doing these activities??” “Would try doing those activities to help you calm down when you are angry?”
Provide a quiet corner in every room used for studying
Quiet corners are introduced as a place where students can calm themselves safely when experiencing intense emotions. A quiet corner is located 2-3m from where students study, The aim is so that students still feel part of the class and the teacher can still supervise.
Emotional validation process, invites you to STOP-THINK-ACTION, and accessing quiet corners is done continuously. For example, when a student shows sad emotions, The teacher will give him time to cry first. After you can talk to him, the teacher validates his emotions, and offers whether the student feels the need to calm down in a quiet corner? Before doing this, the teacher explains to other students that there are friends who need help to manage their emotions, so that other students can continue learning activities.
The process of facilitating students to be able to manage their emotions safely lasts for some time. I see students becoming more able to manage their emotions safely in class. Learning can still run smoothly, aman, and fun. Students understand each other's emotional expressions and how friends calm themselves. There are some students who are able to help friends calm down, for example by inviting friends to sit down first and stroking them because they know they are calmer if they are stroked or hugged..
Curator Note
[custom_field field="Note_kurator"]
Manage emotions with a stop-thought
Good practice before revised
[Revision_teru]
Good practice elaboration
“This, Cero is pushed by Ceri!” A student complained to me. At the end of the room, Cero had fallen on the floor while grimacing and rubbing his head which hit the table. Ceri's body looked tense with anger. Of course, So the learning process has to stop to help Cero treat her sick body and help Ceri manage the emotions she is feeling.
I hope that classroom conditions are safe and enjoyable for learning. However, with conditions like above, learning cannot be done smoothly. The classroom situation also becomes unsafe and unpleasant because almost every day there are conflicts between students. Conflict occurs when students worry that friends will damage their work, or when students feel angry because a friend took the toy they were using. The conflicts that occur often cause physical harm, like pulling a friend's body, hit, and push. I feel worried about the safety of students at school and maybe there are also students who are afraid of their friends.
I feel students still need help to be able to manage their emotions safely. As stated above, The way students show their emotions still tends to hurt others. There are students who, when they feel annoyed, express it by hurting themselves, such as hitting their heads on the floor. There are also students who express their anger by throwing toys.
I try to do several things to help students recognize and manage their emotions safely.
Introduce various emotions and their causes
I read the book Getting to Know Emotions Series written by Watiek Ideo and Nindya Maya. After reading a story book, I asked several things related to the content of the story. The questions I asked were like, Have you ever felt the same emotions?, what makes him feel that emotion?, and what to do when you feel these emotions.
I also invite students to recognize emotional expressions in several ways. Students are invited to play guessing emotions using picture cards, then imitate the expression of that emotional expression. Students are also invited to play with emotional sculptures, namely becoming a statue by showing certain emotional expressions while looking in the mirror. This activity helps students to recognize how emotional expressions are shown by themselves and their friends.
Recognizing emotions is also done in daily activities such as during reflection or when special events occur. Reflection activities are carried out by placing happy emojis, sad, or get angry at a board with a student's name written on it. Then the student is invited to tell what made him feel that emotion and what he did. Special events that make students feel intense emotions are also opportunities to introduce emotions. I will help by validating the emotions felt and help to identify what is causing him to feel those emotions.
Getting to know 3 angry rules
The emotion of anger is studied in more depth because destructive and hurtful expressions of anger more often make classroom conditions unstable. I read the book Say Who Can't Be Angry? to introduce 3 angry rules. One of the things conveyed in the book is about 3 angry rules, i.e. you can't hurt yourself, can't hurt others, and don't damage things. Apart from reading books, introduce about 3 Angry rules are also carried out by singing a song with the same title.
Role playing is also used to find out how far students understand things 3 angry rules. Students play roles showing expressions of angry emotions in situations that usually occur at school, like a toy that a friend accidentally breaks. Students can choose to show appropriate or inappropriate emotional expressions 3 angry rules. At the end of learning, Students are invited to identify the behavior shown by friends when playing roles.
Get to know how to manage emotions
After recognizing that there is an unsafe expression of emotion, Students are invited to learn how to manage emotions safely. The introduced way to manage emotions safely is to do STOP-THINK-ACTION. STOP-THINK-ACTION is carried out when students feel emotions, it will be prompted to pause, think about what behavior can calm him down or overcome the cause of him feeling that emotion, and carry out safe actions.
The STOP-THINK-ACTION reference that I got was in the form of a social story in English. I adapted the content and made it into a picture story book. I read this story book to students to help them learn about STOP-THINK-ACTION.
Several play activities were also carried out to help students understand about STOP-THINK-ACTION. Practicing to pause is done with activities dance and freeze. Students dance and stop according to the song Walking-walking from Pingfong. Practice controlling your breath to make it calmer by following the guidance from the Candle and Flower Breathing video – Mindful and Calming Breathing Technique. Students are invited to find actions that might help them calm down by trying various activity options. The choice of activity introduced was hugging a doll, Sleeping, draw, find a quiet place, and tell stories to adults. Students are invited to realize that choosing this method can help calm themselves when they feel intense emotions. After trying several activities to calm down, I asked, “Do you feel calmer after doing these activities??” “Would try doing those activities to help you calm down when you are angry?”
Provide a quiet corner in every room used for studying
Quiet corners are introduced as a place where students can calm themselves safely when experiencing intense emotions. A quiet corner is located 2-3m from where students study, The aim is so that students still feel part of the class and the teacher can still supervise.
Emotional validation process, invites you to STOP-THINK-ACTION, and accessing quiet corners is done continuously. For example, when a student shows sad emotions, The teacher will give him time to cry first. After you can talk to him, the teacher validates his emotions, and offers whether the student feels the need to calm down in a quiet corner? Before doing this, the teacher explains to other students that there are friends who need help to manage their emotions, so that other students can continue learning activities.
The process of facilitating students to be able to manage their emotions safely lasts for some time. I see students becoming more able to manage their emotions safely in class. Learning can still run smoothly, aman, and fun. Students understand each other's emotional expressions and how friends calm themselves. There are some students who are able to help friends calm down, for example by inviting friends to sit down first and stroking them because they know they are calmer if they are stroked or hugged..