Curriculum

Description and Scope of Emotional ABCs Classroom

SOCIAL EMOTIONAL LEARNING CATEGORY

SELF-AWARENESS, SOCIAL AWARENESS

DESCRIPTION

Workshops 1-8 introduce emotional skills. Children will learn how to define an emotion (Workshop 1), observe their own, and other's emotional responses (Workshops 2, 3), develop an expanded emotional vocabulary within a context (Workshops 4, 5, 6), observe that emotions can be complex and change easily (Workshop 7), and as a summary, use their expanded emotional vocabulary to tell stories (Workshop 8).

GOALS

At the completion of Unit A, students should have:

  • a substantial working emotional vocabulary of at least 20 emotion words
  • a more fully developed ability to express their own emotions
  • an ability to communicate subtle emotional differences using synonyms
  • an awareness of their own emotional responses to events
  • an awareness that other people have their own unique and valid emotional responses that may be different from their own, to the same event

SOCIAL EMOTIONAL LEARNING CATEGORY

SELF-AWARENESS

DESCRIPTION

Workshops 9 - 12 bring attention to non-verbal clues to help students interpret their own and others’ emotions. In this Unit, children consciously focus on face and body visual clues (Workshop 9), develop a method of breathing that helps them self-evaluate their emotional state (Workshop 10), become aware of sensations, which are often a physical manifestation of emotional clues (Workshop 11), and learn how idioms can be used to express sensations (Workshop 12).

GOALS

At the completion of Unit B, students should be able to:

  • consciously recognize face and body clues
  • do mindful breathing exercises to help self-regulate and self-evaluate emotional states
  • be conscious of, and recognize personal physical sensations that might be clues to their emotional state
  • use an expanded emotional vocabulary that includes a dozen sensations words
  • begin developing an ability to infer the emotional content of idioms that people use to express their feelings

SOCIAL EMOTIONAL LEARNING CATEGORY

SELF-MANAGEMENT

DESCRIPTION

Workshops 13 – 15 teach techniques to manage emotions. This Unit introduces students to the Emotional ABCs Toolbar, a mental ‘short-hand’ to help remember three essential emotional skills and to use them in the proper sequence. These skills are:

  1. Keeping emotions from escalating into difficult-to-manage intensity levels (Pause & Breathe)
  2. Thinking back through an emotionally intense situation (as dispassionately as possible) to more clearly understand what launched the emotional response (Rewind)
  3. Choosing a course of action that most appropriately addresses the needs of the student (and others) in the specific situation (Play)

In this Unit, students are introduced to the Emotional ABCs Toolbar and learn how to use it (Workshop 13), learn how, why, and when impulsive reactions to emotional situations occur (Workshop 14), and observe the benefits of using the Emotional ABCs Toolbar technique to make thoughtful choices (Workshop 15).

GOALS

At the completion of Unit C, students should have skills to:

  • consciously recognize face and body clues
  • recognize when their emotions are getting ‘too big,’ which should then trigger a student to Pause and Breathe
  • know the difference between a reaction and choice of action
  • label and use all steps of the Emotional ABCs Toolbar

SOCIAL EMOTIONAL LEARNING CATEGORY

RESPONSIBLE DECISION-MAKING

DESCRIPTION

Workshops 16 – 19 reiterate how to use the Emotional ABCs Toolbar, present several choices of action that can help manage intense emotions, and create opportunities for students to practice responsible decision-making skills.

In this Unit, students review the Emotional ABCs Toolbar and learn The Talk Play - a choice to ‘use your words’ (Workshop 16); they observe the Toolbar being used with other intense emotions and learn The Fix-It Play – a choice to fix a problem yourself (Workshop 17); students learn additional Plays in the Emotional ABCs Playbook, which contains 10 ‘Plays’ that can help students quickly make good choices of action (Workshop 18). Teachers can create more Workshops to teach and practice good choices of action by using Workshop 18 and 19 as templates.

GOALS

At the completion of Unit D, students should:

  • be able to use The Emotional ABCs Toolbar (and all skills learned throughout all Units) to help manage emotions and make good choices
  • be familiar with several ‘Plays’ – i.e., good choices of action
  • have practiced using their decision-making skills in hypothetical situations

DESCRIPTION

Workshop 20 celebrates the knowledge and skills learned throughout the curriculum. Each student’s Self-Reflection pages from the Workshops are combined with additional support pages to create individualized, take-home reference books. Support pages can include printables, vocabulary, Moody Cards, The Playbook, etc. All of these materials are available within EmotionalABCs.com.

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