😶🌫️ What Are They REALLY Thinking?
A student rolls their eyes after the teacher announces a group project.
What might the student be thinking or feeling?
They may feel annoyed, stressed, or dislike group work.
Question:
Your friend says: “I got a new puppy!”
Answer the question, make a comment, and ask a follow-up question.
“That’s awesome! Puppies are a lot of work but really fun. What kind of dog is it?”
Students are whispering during a test while the teacher crosses her arms and stares at them.
Question:
What does the teacher’s body language communicate?
The teacher is annoyed and expects the students to stop talking.
Two students want the same seat at lunch.
Question:
Give both perspectives.
Answer:
Your friend trips in the hallway and everyone laughs.
Question:
What is the BEST response?
Help them up or check if they’re okay instead of laughing.
Your friend replies “Cool.” with no emoji or extra words.
What are 2 possible meanings?
Evidence:
Short response with no emotion clues.
A classmate says: “I stayed up late finishing homework.”
“Same here, math took forever last night. Which assignment kept you up?”
At lunch, one student is sitting alone looking down at their tray.
Question:
What clues suggest how they may feel?
Looking down, sitting alone, and not interacting may suggest sadness or loneliness.
A student copies homework from a friend.
Question:
Give 2 perspectives.
Answer:
Someone posts an embarrassing picture of a classmate online.
Question:
What social inference can you make?
The classmate may feel embarrassed, hurt, or betrayed.
A classmate keeps checking the clock while talking to you.
Question:
What body language clue matters most?
Checking the clock repeatedly suggests they may be distracted, rushed, or ready to leave.
Your friend says: “I’m nervous about tryouts tomorrow.”
“I’d probably be nervous too. You’ve been practicing a lot though. What are you most worried about?”
A student laughs after getting an answer wrong, but their face looks tense.
Question:
What might REALLY be happening?
They may actually feel embarrassed and are covering it up with humor.
A parent takes away a teen’s gaming system after bad grades.
Question:
What are both perspectives?
Answer:
A friend suddenly stops responding during a conversation.
Question:
What should you do?
Check in respectfully instead of assuming they are mad.
Example: “Hey, are you okay?”
A friend says, “Wow, great job…” after someone spills a drink.
Question:
Is this literal or nonliteral language? Explain.
Nonliteral/sarcastic language because the words do not match the situation.
A student says: “I’m grounded from my phone.”
“That seriously sucks. I’d be bored without mine too. How long are you grounded for?”
During a group discussion, one student keeps leaning away and giving short answers.
Question:
What evidence suggests discomfort?
Leaning away, limited eye contact, and short responses.
A student leaves the group chat suddenly.
Question:
Name 2 possible interpretations.
Answer:
Two friends are arguing loudly during group work.
Question:
What is the most important evidence to understand the conflict?
Tone of voice, facial expressions, and what each person is saying.
A student suddenly becomes quiet after showing their presentation.
Question:
Give 2 possible perspectives.
Evidence:
Silence and change in behavior after presenting.
A friend says: “I think my teacher hates me.”
“That sounds stressful. Sometimes teachers are strict without meaning to be rude. Did something happen in class today?”
Your friend says “I’m fine” while avoiding eye contact and speaking quietly.
Question:
What evidence matters most?
Tone of voice and body language suggest they may NOT actually feel fine.
A friend cancels plans at the last minute.
Question:
What are 2 different perspectives?
Answer:
You notice your friend has been unusually quiet all week. During lunch, the friend says, “Nobody would even notice if I wasn’t here,” then changes the subject quickly.
Questions:
Answer: