Discussing Emotions
Overview
Discussing emotions with children consists of supporting their ability to identify, label, and manage their feelings. Providing students with language to discuss Emotion helps students to learn Self-Regulation skills, which can support their Learner Mindset to engage in learning opportunities and grow their Core Academic Literacies. Discussing emotions can also build the Social Awareness skills needed for students to navigate social situations and develop positive relationships with others.
When practiced through a culturally responsive lens, educators' facilitation of discussions on emotions can foster safe spaces for all students, including those who are minoritized. It's important for educators to develop their own cultural awareness in order to understand that students' cultural backgrounds may affect how they show emotions. Additionally, students, especially those who have been historically and systematically excluded, can experience emotions related to the stress of external, socio-political circumstances. It is important to understand that students with learning disabilities or ADHD may have ways of expressing their Emotions, perceiving Emotion in others, and reacting to Emotions that differ from what we'd expect to see from learners. Not accounting for these factors may limit the resources educators' provide when discussing emotions. Educators should draw from students' backgrounds and lived experiences to shape conversations on emotions. A one-size-fits-all approach to these discussions limits their effectiveness. Emotions also play a critical role in creating safe spaces for students in classrooms.
Example: Use This Strategy in the Classroom
Watch how this primary school teacher incorporates discussions about Emotion into his classroom. Through whole-class discussions and individual reflections, students are able to consider, label, and express their Emotions so they can be at their best for learning.
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Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
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