Author: Caroline Figiel

•    A child acts out in class because of his or her rocky home life.
•    A child is unable to control their impulses because they didn’t sleep the night before.
•    A child is obstinate because they didn’t get to finish building their block structure before the teacher called them to circle.

Some of these behaviors could be alleviated if the child could communicate their feelings to someone.  (In a previous blog, we discussed how sign language can serve as a bridge while children are developing their spoken language.) 

Weather Report is a wonderful song to get children to not only recognize facial expressions but also to get “in tune” with their kinesthetic signals too.

Discussion:

After reviewing the classroom weather chart, explain that feelings can change just like the weather….and just like the weather, we look for signs to help us identify those feelings. 

How do we move if we’re angry? Possible answers-stamping feet, pounding fists, wrinkled faces

How do we move if we’re happy? Possible answers-jumpy, dancy, floaty

How do we move if we’re sad?  Possible answers-slow, droopy

Play the song Weather Report.

Follow up activities:

Weather Report: (in a group or in pairs)

One child is the meteorologist (perhaps with a blow up microphone) and another child is the “weather”.  The “weather” child demonstrates a feeling and the meteorologist identifies the emotion.

Home Communication:

Make a week’s calendar of feelings.  The children can color, write or place stickers on the various days to denote their weather/feeling.

Children with ASD: Children with Autism Spectrum Disorder have a difficult time reading facial expressions.  A “feelings board” is a good option to have available in the classroom/home.  For young children start with pictures of “happy” and “sad”.  As children grow, add different feelings such as tired, surprised, hungry, hot, cold, and frightened.  The pictures can simply be attached to a cardboard folder with Velcro.  The caregiver can remove the card and vocalize their observation to the child.  “You seem happy today.”  Or…the child can remove the card and give it to the caregiver to identify a feeling.

As we return from the holidays refreshed and ready-to-go, remember that teaching isn’t just about teaching curriculum.  It’s about teaching the child!

How do we respond to the moments in between the planned schedule? 

When a boy I knew first started elementary school, he didn’t read and write on level with the class.  The other children called him names like “stupid” and “dumb." He went to the teacher for help.  The teacher’s reply? “Don’t be a tattletale.”  That teachable moment, when a seed of bully prevention could have been planted, was lost.   Instead, seeds of low self esteem, doubt and failure began to grow. 

That boy was my son.  As time went by, we taught him new lessons to replace that lost opportunity: “Take your messes and make them into messages.” 

Practicing what I preach (mess to message), my partner, Danny and I wrote a song so that other children can learn through music about the power of words and the choices we all can make. 

Song: Don’t Tease 

Choreography: During each chorus, find an inanimate object to shake a finger at. We can tease a chair, the wall, a table… but we shouldn’t tease each other. 

Diversity: Bring a wheelchair into the classroom.  Place an oversize doll in the chair.  Explain to the children that this is a new student and everyone is responsible for making sure that this student goes to the playground, center, circle, music, etc.   

Lesson: Stepping into Someone Else’s Shoes

Role Play for Older Children:
Using made up scenarios or historical ones, have a bag of story starters such as:
   "You’re told to give up your seat on the bus because you aren’t the right color."
   "You are an elderly person being teased for being too slow."
   "You are the last person chosen to be on a team because you aren’t good
    at sports."

As the children pull out a story starter, have them step into a pair of empty shoes (or stand on some footprints).  Let them tell the class how it feels to be in someone else’s shoes when they are teased or belittled. 

As teachers, I know we probably didn’t choose this profession to make a huge living. Instead, we chose our profession to make a huge difference.  Please share your ideas of teaching the bigger picture with us.  

Listen to a short sample of Don’t Tease in the audio player, below.

Thankfulness doesn’t end with the start of Black Friday (the day after Thanksgiving).  As we begin our excursions to the mall, start to remember and help children remember that the best things aren’t found in big gift boxes. 

Activity: Big Things Don’t Always Come in Fancy Boxes

1. Display two presents that you “received in the mail."  One is beautifully wrapped, the other is in an old manila envelope. 
2. As you show off your goods, make a big deal over the beautifully wrapped present.  Ignore the plain one. 
3. With great fanfare open the first present.  When it is opened, display your sadness as you show the class its contents (anything that the class will perceive as totally useless). 
4. Next , with a shrug of disgust, you open the plain gift-slowly let a grin cross your face, as you present the class with its contents –a bag of candy! (Such as Skittles or M&M’s)
   
5. As you pass out the candy, there should not be any debate on the Skittle’s color.  The rule of thumb is… “You get what you get-and you don’t get upset” because it’s really not what’s on the outside-it’s what’s on the inside. 

Art Activity:  Decorate one side of a piece of paper as a gift box.   Fold the paper in half.  On the other side encourage the children to write, have them dictate to you, or draw something that they can do this holiday season to help someone else.

Remind your children what whatever they may celebrate in December: Christmas, Kwanzaa, or Chanukah…giving a gift from the heart is a universal message for everyone.
Written by Caroline Figiel

Listen to a short sample of Little Things in the audio player, below.