Discussing Emotions
Overview
By discussing emotions and strategies to manage them, students are better equipped to navigate the emotions they experience to support their learning.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Use It in the Classroom
Watch how this primary school teacher incorporates discussions about emotions into his classroom. Through whole-class discussions and individual reflections, students are able to consider, label, and express their emotions so that they can be at their best for learning.
Design It into Your Product
Watch a demo of how Avokiddo Emotions allows learners to explore emotions through silly animal characters. Exploration and free play help learners develop a deeper understanding of facial expressions and emotional reactions.
Learn More
- Explore the Academic Emotions subtopic on Digital Promise's Research Map.
- Explore the Emotion & Cognition subtopic on Digital Promise's Research Map.
- Explore the Self-Efficacy subtopic on Digital Promise's Research Map.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Teacher Modeling and Support Strategies
Teachers can support language development by using and providing syntax that is appropriately leveled (e.g. short, simple structure for young students).
Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g. using Word Wall words).
Content that is provided in clear, short chunks helps students develop their Working Memory skills.
Maintaining consistent classroom routines and schedules ensures that students are able to predict what will happen next.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.
Overtly encouraging all students to ask when they have forgotten something creates a classroom that supports risk-taking and skill development.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.
When teachers share their goals and the paths they take to achieve them, they demonstrate that learning involves effort, mistakes, and reflecting.
Talking with students about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Reading aloud regularly exposes students to new and familiar vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
