Today was an okay day. It seemed like a lot of engines were high and a lot of kids were easily put into "moods." I'm sure the weather plays into this some - it's been gray for so long!
The biggest thing I wanted to share with you was a discussion/activity that we had at the end of the day today.
The kids came back from art class and I asked them to sit on the carpet. Very few children followed directions. I was talking with another adult about some incidents that happened at art, and some kids interrupted, were milling about the room, and were jumping and shouting.
When I walked over to the carpet, I brought my brain bubble with me.
On it I wrote my thoughts about how I was disappointed and frustrated. The kids realized that I was disappointed and frustrated because they hadn't followed directions. Throughout the beginning of this discussion, some children were still interrupting, not listening, or not participating. So I continued with my brain bubble, explaining through pictures and words how they were making me feel.
I showed them that when they interrupt or don't pay attention on the carpet, I feel sad, and when they continue to interrupt or not pay attention, it makes me feel like they don't care about my feelings. They expressed that they DO care about my feelings, so I asked them why, if they care, they don't change their behavior.
This turned into a deeper discussion about brain bubbles and how, no matter how a person acts, everyone around them has brain bubbles. Sometimes the brain bubbles are good. I put one up about a student who was participating and showing empathy that said "She cares. :)" They understood that when they act in expected ways, people have positive thought bubbles about them. I also made sad faces when students interrupted or started walking away from the carpet. They understood that unexpected behavior makes people have negative thought bubbles about them.
We discussed how everyone is allowed to have their feelings. It's okay for kids to be sad or mad or happy or nervous. It's what they do with their feelings that affect others' brain bubbles. We did some examples and I told a story about a mad behavior that only hurt me but didn't change anything else about the situation.
At the end of the conversation everyone seemed aware that their behavior influences other people's feelings and thoughts. Everyone expressed that they want their friends and classmates to think good thoughts about them.
I'm going to start using the brain bubble more often. I want the kids to know that their behavior affects the people around them. I want them to start to think about their friends and act in ways that urge positive thoughts and interactions.
Although this came from a negative situation, I feel that it has very positive implications. I'm glad to have ended the week on what feels to me to be a step in the right direction.
Have a wonderful long weekend, everyone!
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