Self-Science, Free Emotional Intelligence and Social-Emotional Learning Lessons

Killer Statements

I chose to do the lesson in which my students learn about "killer statements", why they are made, and what it might be like if they were not made. I worked with 24 first graders at a small, Catholic school. Overall, the response was positive.

Who goes first?

This exercise is a great way to allow student to excercise non-verbal communication skills as well as for the facilitator to observe how leader/follower roles emerge in a group.

�Active Listening�- Mini Self-Science lesson

I teach math to a small group of 8th grade girls who love to chat and tend to talk over one another. I wanted to see how they would handle a situation in which they had to take turns talking and had to actively listen to what other people had to say. I gave a brief introduction about self-science and emotional intelligence, and then we jumped into the activity. We didn�t have much time to spare from our other work, so this activity lasted only about 30 minutes.

Are you King Kong or a Doormat?

This lesson includes three types of communicators. The first one is KING KONG. This communicator uses body language that is powerful, strong, and aggressive. Then there is DOORMAT. This person is passive; does nothing; withdraws; feels sorry for self. Finally, we have the ASSERTIVE communicator who says how he or she feels and states what he or she wants.

No Teachers Fantasy Experiment - Fourth Graders

BACKGROUND: I am currently a general aide in a 4-5 classroom at the Ohlone Elementary School in Palo Alto. I chose to do the self-science experiment with the fourth graders, comprised of 7 girls and 4 boys. We all sat in a big semi-circle on the floor. I explained that since I was studying to be a teacher, I had homework. They as a group were going to help me do an �experiment. I then showed them the Self-Science textbook and asked what the girl on the front cover was doing. They all realized that she was looking in a mirror. We discussed why she was looking in the mirror � that she was studying herself. We then came up with some definitions of �self� and �science�. I said that we were going to do an experiment from the textbook with the girl on the front cover but that before we started, we need to discuss a few basic rules and agree upon them. The rules were as follows: 1) no one could say �mean� things about anyone else; 2) no one had to talk � this was not a test; and 3) what was said should remain in the classroom. Several students asked if they could tell their parents about the experiment and I said that they could, as long as they didn�t use anyone�s names. They all agreed.

I'm Soooo Offended!

This lesson involved a senior AP English class. It followed a disturbing event for students and faculty alike: racial slurs in the halls.

Using Value Sort Cards with 8th Graders

A class of 8th grade students did the Value Sort Card exercise followed by extensive discussion. They did the excercise both individually and as a group. When working as a group they had a difficult time reaching a concensus and much preferred performing the exercise on their own. However, at the conclusion they agreed that it was a valuable and fun exercise.

Privacy Blocks Experiment

Overview

I wanted to look at the concepts of intimacy and trust and how it effects our disclosure patterns. This is a modification of lesson 26 in the book Self Science.

Personal Mask Project

Overview

This assignment will involve student participation in an expressive arts exercise to create a mask that reflects their outer life (the self they present to the world) and their inner life (the self that they tend to hide from the world). This is a special mask because it will be a realistic copy of your student�s faces.

Materials and Procedure

To make the mask, students should use a medical-cast type of material (a product called Rigid Wrap sold at Michael�s for $4.99. One package can be used for approximately six students.) After making the masks, students may paint or decorate the mask in any manner that they wish, as long as the decorations reflects something personal about their outer and inner life. In class, students will be required to share the outer self part of the mask in a group; however, sharing the inner self-part of the mask will be optional.

Cognitive Inquiry

1.) Ask students if they learned anything new about their inner selves.
2.) Ask students of they see a big difference between their inner selves and outer selves.
3.) Ask students what different situations do they display masks.
4.) Talk about how important it is to present to the world, the real you.

Journal Assignment

Students will reflect upon the mask project and make a list of their positive characteristics. Students will also be required to write about the inner part of their masks.

Variations

Since these masks are so life like, they make wonderful gifts for relatives. For Christmas, I am going to make one with my daughter and send it to her grandma back east.

Time Diary Experiment

The objective of this study was to determine if young children could grasp the concept of time wasted. They were too young to create and maintain a time diary so we used a stopwatch and parental enthusiasm and direction to accomplish this test. Six children (4 girls and 2 boys) were each given a water squirt device (animal-like figures rather than guns) and told they had 5 minutes to play with the squirters. At the end of 5 minutes, the game would end and the squirters returned to the parents. However, selecting the squirter and filling it with the water was part of the time of the game. Also, every child had to have the squirter filled with water before anyone could begin to squirt another player.