RECOGNIZE AND RESPOND TO OTHERS' FEELINGS 3.6
Goal: To improve skills for expressing feelings
1. The student will be able to identify another person's feelings.
2. The student will respond appropriately to other's feelings.
1. Watch the person's body signals.
2. Identify what you think the person is feeling and what might have caused the feeling.
3. Decide if it's appropriate to ask the person if he or she is feeling that way.
4. Respond appropriately (empathy, sympathy, etc.).
Definition: Recognizing another's feeling means to understand how another person feels by listening to his voice, watching his body and looking at his face.
Rationale: It is important to recognize another's feelings to show that person you care about him and to help form a stronger relationship.
• When at home; at school; at work; at church; at camp; etc. Anytime you are with other people you interact with.
• Discuss the terms: posture, facial expression, and vocal tone for each of the six feelings that were presented in the previous skill. Empathy toward others is important in problem solving.
• Discuss body language.
• Discuss eye contact.
• Discuss different facial expressions, body postures, and how they indicate different feelings.
• Talk about how you like others to treat you when you are feeling mad, sad, glad, scared.
• What is a feeling. Why do you feel?
• If someone seems angry, it is best to wait until he is calm before asking him "How do you feel?"
Set the Stage:
• Teacher surprises class with ice cream sundaes or game time and leads discussion
on how it makes them feel.
Model/Role-play with Feedback
• Cut out pictures from magazines and newspapers portraying feelings. Students guess the feeling, then make a collage or write a short story about the picture and its feeling.
• Students brainstorm as many feelings as possible, (pride, confusion) writing each on
an index card. Teacher directs discussion where each feeling is categorized into one of basic feelings and taped to poster board saying glad. Discuss overlap of embarrassed to scared to be glad or mad.
• View taped TV shows stopping tape to identify what emotion characters are feeling.
• In teams or individually, students pantomime feelings such as happy, scared, etc. Others
guess the feeling.
• Read a story or book (i.e. Judith Viorst Alexander and the Terrible Horrible Very Bad Day). Discuss emotions.
• Student look up definitions in dictionary of 6 feelings. May rewrite definitions including personal details.
Role play situations:
• You overhear someone yelling at your sister.
• You see your friend laughing at a joke.
• You see someone crying after striking out in baseball.
• You see someone jump out and yell "boo" at another. • You see your friend eating alone. • You see your friend after he has been suspended. • Your friend cries when assignments are given back. • Your dad or mom is slamming doors and muttering to self.
• A friend hasn't been chosen for a team or club.
• A classmate is crying because someone teased him. • Your brother won't talk to anyone after being reprimanded by a parent. • A friend throws computer game after losing.
Application with Feedback
• Draw pictures of family members in a situation causing them to feel one of six emotions.
• Students write briefly in journal every time they observe feeling in others, noting situation, emotional reaction and outcome.
• Cut out newspaper and magazine articles that display emotions.
• Class mural - students cut out pictures showing various emotions. Discuss possible causes for these feelings.
• Students begin Feelings Journal emphasizing their emotional reaction to the unit.
• Read story or news piece with strong emotional content. Students respond in writing or in journal.
• Watch a sitcom or newscast on TV. Students tally feelings they observed (i.e. glad from weathercaster etc.) on chart, compare next day.
• Students sit in lunch room for 15 minutes observing and recording feelings observed in others. Use these for role play situations.
• Feelings survey - students ask family members or friends "What is your favorite feeling?"
• Watch newscast or assigned TV show and tally what emotions are conveyed. Students discuss their perhaps differing reactions.
• Homework - student list 6 feelings and write about or draw a situation showing why they felt way.