Jouinaling+for+Self-Awareness

Submitted by: Alison Vail Grade 5 Standard: #1 Self Awareness; Student demonstrates awareness of his/her emotions. “I am able to identify and communicate what I am feeling.” Goal: This goal addresses the ability to recognize emotions and their triggers. Students determine and explain their own emotions and how this affects behaviors in themselves and others. Finding a way or ways to control or avoid negative emotions is the next step. Materials: student journals Time: varies Lesson: Everyone has the occasional bad day and there is an impetus. It may be difficult for children to identify or admit. Knowing that they are experiencing an uncomfortable emotion is something they may practice. Then they may identify the impetus, and finally learn to avoid negative behaviors or impacts as a result of that impetus. Teachable Moment: In many instances the moment the behavior appears is the time to address emotions with the student or perhaps the class. Journaling is a private way to communicate with students and help them learn how emotions and behaviors are linked. After journaling several times students will recognize patterns in their own feelings and needs or actions. Here are some examples you might use to begin the dialogue; • How did you feel about your performance after you; took your spelling test, finished your math page, took your reading test, etc.? • What might you do differently next time? • What caused you to become frustrated with your; math assignment, partner sharing, reading test, geography quiz, etc.? • What could you do to relieve the frustration you have been feeling? • What could you tell your partner that might help you both with your work? • What activities make you feel proud, confident, pleased or happy? • When have you noticed yourself, your friends, your family, your teacher acting in a way that is out of character. • When someone you notice is acting out of character how might you assist them? Depending upon the incidence, the situation, the severity, and the number of students involved; you may determine it is a good time to have the class meet to brainstorm solutions and talk about feelings. Teachers reading journals may discover difficulties that are beyond the scope of the classroom, which may need to be addressed by a counselor, nurse, principal, resource teacher or other staff member.

Assessment: Student will demonstrate; 4- the ability to identify his or her own emotions and connect them to behaviors, identify empathy and explain how they notice emotions and reactions from their peers, offer examples of how best to avoid or control those situations. 3-recognize that their actions are related to how they feel and identify the trigger. They are able to set a goal for future discrepancies. 2-may recognize there is a link but is challenged to self-correct or identify a reasonable option. Does not recognize the link in others readily. 1-demonstrates disconnected emotions and behavior and is unable to make the link.