Is it possible to feel more than 1 feeling at the same time?
Marilena and I posed this question to our students this week, as we encouraged
them to talk about the diverse feelings around returning to school. Our goals
were twofold: Help them to label the diversity of feelings they experience
around this transition, and of equal importance, become aware of the feelings
of their peers. This level of perspective taking is ultimately designed to make
students aware of the feelings of friends who are new to Berwick, and to
demonstrate empathy and inclusion.
I am a great believer in visual aids to assist in processing
and organizing thoughts. Our Social Thinking poster (you know – the yellow one
with the 2 hands with a skill emanating from each finger for a total of 10 that
is in every classroom) is a great example of the types of visuals I like to
use. So for the 3rd and 4th Graders, I decided to use one
of David Hyerle’s Thinking maps to help the children visualize and process all
of the different emotions around the 1st week of school. In The
Circle Map and Frame (see below), students were encouraged to write anything
they could think of associated with returning to school – anything from new
shoes, to new classrooms, to recess, lunch, friends, etc. Outside of the
circle, they were encouraged to label the feelings associated with each item.
As you can imagine, the responses were quite diverse. Folks
were pretty happy about the new shoes and seeing friends, but expressed various
feelings regarding new classrooms and expectations. Nervousness about amount of
homework, sadness regarding the end of Summer vacation, joyfulness about
getting back to Art class, shyness about making new friends were only a few of
the emotions that were expressed. And as
you can also imagine, the new students expressed more curiosity and anxiety,
but also excitement and relief.
Learning to hold and cope with a variety of feelings
simultaneously was effectively addressed through labeling, and allowed the
students to identify strategies when feelings become too overwhelming. They named
a variety of trusted family members, siblings, friends and school staff with
whom to share their concerns, and also talked about how they could be the
trusted ones when friends need help.
For our little ones, some readings and role playing will
allow for the expressions of emotions, as well as the naming of strategies for
coping with them. “Rainbow Fish” is one of Marilena’s favorites and will
provide a lesson in perspective taking, empathy and friendship skills.
At home, it’s great to talk to your children about their
feelings, and how we can feel opposite feelings at the same time. It’s fun to
ask them what kinds of situations would prompt conflicting feelings. For
example, going to the doctor because you are ill makes us both nervous and
relieved because we know that will feel better afterwards. You can name some
situations for the younger children, and for older ones, have them create them.
This will give you a window into the types of situations that produce the
variety of emotions that you see.
Below is a compilation of the feelings our students
expressed about the beginning of school!
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