Feelings and Emotions Activities

FEELINGS AND EMOTIONS
LEARNING ACTIVITIES
Activity 1
How do they feel?
A story is used to help the children identify with the feelings of different
characters.
Read one of the stories (The Present or The Accident) with the children. Divide the children into
groups. Distribute at least one character card (Resource A or B) to each group. Allow time for
the children to discuss the card and to record any suggestions. Next, pair up the groups and ask
them to Freeze Frame* (pose as a still image of the character, representing a particular
significant moment from the story). Allow time to talk about the character, the emotions
expressed and the body language shown.
Activity 2
Expressing feelings
Children explore the appropriate expression of feelings through mime.
Distribute at least one card from Resource D to each group. Ask a member of the group to read
the situation to the rest of the group. Next, allow time for each group to decide how they will
work together to show the mime. Emphasise the importance of working well together in the
group, particularly HOW they work together as well as WHAT the final mime looks like.
Remind the children to ensure everyone has a say, to listen to what everyone thinks and what
they would like to do. Agree together what needs to be done in the mime. Allow time for each
group to show their mime to the rest of the class. Invite the children to guess the mime. Record
on the board all of the suggestions made by the class.
How did you know they were feeling like that?

 Name the feeling. Distressed
 What was their face showing? Eyes down, lips closed
 What were they thinking? I’m not happy here. I need out
 What was their body doing on the inside? Heart beating fast Feeling hot and
cold
 What did they want to do? Run away
 What was their body showing on the outside? Goose pimples White face/
flushed face
Activity 3
People shrink from put downs
A story is used to prompt discussion of the effects of criticism.
Read Scott’s Story (Resource F) with the children. Ask one or two of them to summarise the
story. Then, ask the following questions to prompt discussion:
- What were the feelings in the story?
- Who felt what and why?
- What could each of them have done differently? (Leave Scott until last).
- What do people usually do when they are criticised or put-down?
- What can they do about it?
- Are all - or any - of these actions appropriate or helpful?
Activity 4
Dealing with difficult situations
Children explore ways of dealing with difficult situations.
Welcome and Introduction
Welcome the children to Circle Time by telling them that this is a dedicated time to talk to each
other about things that are important to the class and that this time is dedicated to think and talk
about situations that anyone finds difficult to deal with.
Information Sharing
Ask the children if they have ever felt hurt or annoyed. What did they say or do? This need not
be done as a round. Instead, take responses from those willing to talk. (Thumbs up as a sign they
have something to contribute). This encourages participation, thinking, problem solving,
cooperation and managing information.
Role play
Divide the children into pairs. Give each pair a situation using some of the children’s experiences
of when they felt hurt or annoyed. Alternatively, use some of the following:
You walk into the classroom and a group of Someone in class laughs at the score you have
children starts whispering and giggling. got in your test.
Your brother tells you you’re stupid. Someone pushes in front of you in the queue
for the canteen.
A team member calls you clumsy when A friend pinches your arm very hard and says
you’re playing with your friends. (s) he is “only playing”.
Ask each pair to discuss their situation and to prepare a role play that would include a possible
solution to the problem. Ask them to use the sentence stem: I feel _____ when _____ happens to
me within their role plays. View the role plays and discuss.
Problem-solving
Ask the children to suggest/share alternative ways of handling some of the situations. Ensure that
any child who wishes to discuss their problem with you at a later stage gets an opportunity to do
so. This part of the Circle Time session might run as follows:
- The child presents his/her problem.
- You and the others ask questions to clarify the problem if necessary.
- You invite suggestions or advice from three or four children to help the child cope with
the problem.
- Use the stem: Would it help if _____?
- The child listens to the advice, considers the options and decides to accept or reject the
advice saying Thank you; that is useful. I might try that or thank you for the advice, but I
have tried that before and it didn’t help.
Closing Activity: ‘Zoom...Eek’

Ask the children to sit in a circle and place their own hands together. Begin the
‘zoom’ by placing your palms together and tap fingertips with the person next to
you. As you do this, say Zoom. Continue the passing in a clockwise direction until
someone says Eek. This makes the fingertip passing change to an anti-clockwise
direction. As an extension, add Kapow as a way of sending the direction of the
passing across the circle to a person opposite! Encourage the children to be
creative around the terms. Instead of Zoom, Eek and Kapow, they could take terms
from what they are learning in The World Around Us or even a popular TV
programme.
Activity 5
Thinking it through
Children develop an understanding of how strong feelings can build up.
Read Cassie’s story (Resource G), with the children. It illustrates ways that the brain can be
overwhelmed by feelings, which sometimes results in unclear thinking. Explore the story by
talking about how the build-up of feelings explain why sometimes a little thing can make us
explode with feelings when on other days we can easily remain calm. Sometimes it depends on
what has happened earlier in the day or what is happening in our lives.
Ask the children to: - recall any similar experiences that they may have had; and - reflect on
times that they have made a mistake and maybe became angry or scared and did something they
later regretted.

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How do the activities help children identify and express feelings?

What is the purpose of role playing difficult situations?

FEELINGS AND EMOTIONS

How did you know they were feeling like that?

Closing Activity: ‘Zoom...Eek’

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