Teaching the Feelings Scale
This will be a quick post, simply because I have already posted some information about Using the Scale as a Tool. I really just want to highlight a few of the different ways that I use these activities with my students to give you some inspiration and additional ideas that you can do with the supplies in the bundle!
The activities included in the bundle are great as is! Simply follow along with the script, and you’ll have your students scaling their feelings in no time! However, there are a few things that I tweak or add here and there depending on the needs of my students.
Here are some ideas for some fun twists you can do with the included activities:
Adding in Movement
So just this morning, as I was working with a group, it became very apparent that my students needed to move! To help with this, I created “stations” for my students (I had a small group of 3 at the time) to rotate through during the activity (we were doing the intro lesson).
I’m fortunate enough to have a pretty large space, so I’m able to really spread out! Because of this, I had the digital version of the lesson projected and the bags/posters on the floor. One student was located in front of the screen, another on my couches with an iPad (yes they’re covered in plastic – stupid Covid!), and the third was back by the entrance of my room.
The student in front of the screen was instructed to move to the corresponding poster/bag on the floor that they thought the prompt belonged with. The student on the iPad was moving the picture on the slide to the corresponding level. The student at the door picked up the same card as what was shown on the screen and was asked to run to the correct bag and place the card in (then run back to the door). Students then rotated stations and took turns – wiping down each location before moving on to the next of course (again, stupid Covid!).
This could easily be used for ALL of the lessons. What I really enjoyed about this is that it adds it movement, but it will also easily allow students to see the different opinions that they have as we scale other concepts (feelings, behavior, body cues, triggers).
Body Cue Tracing
This is something I really enjoy doing with students that are having a difficult time recognizing where in their bodies they feel their feelings. I typically begin by doing a quick check to make sure that the student(s) actually know the names of their body parts (eyes, tummy, legs, etc.). If they do not have a basic understanding of this, then I’ll typically start with a quick activity to review basic body parts that are typically named when discussing body cues.
So, full disclosure here… I have not had the chance to do this activity with my students yet this year. They’re just not ready for it yet, and we have been focusing on some different skills first. However, my 5 year old son was kind enough to let me trace him to show you how this activity works!
First, I’ll have students lay down and we trace around their bodies. If I have time, I allow them to color and add details to their person. I have found that it is sometimes easier for students to discuss body cues at first when they’re talking about someone else, so depending on the need, the outline either takes on their own characteristics or may be named something original.
My son named his Billy. My son actually already knows how to level his feelings (Yes – this is possible with a 5 year old!), so we focused on the “big” levels (4-5) and what Billy would experience with his big feelings. You’ll see that we used the body cue cards from the sorting activity in the kit to complete the activity. He took the cards and placed them where he would feel those cues in his body! Super fun and creative way to teach not only what the body cues are but where they happen!
Annnnnd… as I’m typing this I’m realizing that maaaybe I need to do another activity script on this lesson in particular… so… yep.. that’ll probably come eventually!