Identify Feelings
During lunch, a classmate of yours accidentally drops their entire lunch tray. Your classmates face turns read and looks down at the mess instead of making eye contact with anyone else. How does your classmate feel? How do you know?
Feeling: Embarrassed or upset
Cue: The classmate's face turns red, and they avoid eye contact with others.
During indoor recess, you notice two classmates standing near the classroom library. They're facing each other and whispering, occasionally glancing around the room. When you walk nearby to grab a book, they stop talking abruptly and quickly walk away in another direction.
Inference:
They might be talking about something they don’t want others to hear, possibly something secret or private.
Cue(s):
They were whispering instead of talking in regular voices.
They glanced around the room, possibly checking if others were listening.
They stopped talking quickly and left when someone came close.
The class is singing “Happy Birthday” to a student, and everyone is smiling and clapping. Right after the song ends, one student says loudly, “I don’t like cake, it’s too sweet and makes my stomach hurt.”
Is this an expected or unexpected comment? What could we say instead?
The comment shifts the focus from celebrating the birthday to the student's personal dislike, which may come off as negative or inconsiderate during a special moment.
Expected/Supportive Comment: Yay!
Happy Birthday!
No cake for me, thank you!
Your group is working on a class poster. Two group members are arguing about what title to use. One says, “We’re using mine because my ideas are better,” while the other crosses their arms and refuses to talk.
Is there a problem? Provide 1-2 solutions of there is a problem.
Yes. A disagreement is making the group uncomfortable and stopping progress.
Possible Solutions:
Suggest taking a vote so everyone feels heard and included.
Ask the group to take a break and come back to the decision after calming down.
What food was once delivered into space for astronauts to eat?
Pizza Hut sent a pizza to space in 2001—talk about delivery!
A usually energetic friend of yours is sitting alone on the bench, not playing with anyone. Your friend is looking down at his feet and doesn’t respond when others run by.
How does your friend feel? How do you know?
Feeling: Sad or lonely
Cue: The friend is looking down, not smiling, and doesn’t respond when others run by.
As you arrive at school, you see your friend at their locker. They’re frowning, moving quickly, and mumbling something under their breath. Suddenly, they slam their locker door shut and stomp down the hallway without saying hello like they usually do.
Inference:
Your friend is probably upset, angry, or frustrated about something that happened earlier.
Cue(s):
Frowning and mumbling to themselves.
Slamming the locker door loudly.
Breaking their usual routine of saying hello and walking away quickly.
A student brings in a family photo for show-and-tell and begins talking about a trip they took. Suddenly, another student says, “That’s a weird picture. Why is everyone wearing the same shirt?”
Is this an expected or unexpected comment? What could we say instead?
Instead of showing interest or asking a respectful question, the comment could be seen as teasing or judgmental, especially during a time meant for sharing.
Expected/Supportive Comment: You have such a big family!
I love how you guys all match!
Cool shirts!
A classmate walking into the room drops their pencil box, and everything spills out onto the floor. A few students walk around it without helping.
Is there a problem? Provide 1-2 solutions of there is a problem.
Yes. The student might feel embarrassed or unsupported when others ignore their need for help.
Possible Solutions:
Offer to help them pick up their supplies.
Ask if they need help before jumping in to be respectful of their space.
What animal can clean its ears with its tongue?
Giraffes!
(Their tongues are over 18 inches long—yuck but cool!)
During gym, a student scores the winning goal and pumps their fists in the air.
How does the student feel? How do you know?
Feeling: Proud or excited
Cue: Pumping their fists in the air after scoring the winning goal
After papers are passed back in class, you notice a student sitting quietly at their desk with a big smile on their face. They keep looking at the paper in front of them and then glance around the room, as if they want to share something but are waiting for the right moment.
Inference:
The student likely received a good grade or positive feedback and is feeling proud and happy.
Cue(s):
The student is smiling and looking at the paper repeatedly.
They seem eager and excited, possibly wanting to share their success.
Their body language is open and upbeat.
The class is learning about how bees make honey. The teacher is explaining pollination when a student suddenly blurts out, “One time I ate a bug by accident on my bike!”
Is this an expected or unexpected comment? What could we say instead?
The comment is off-topic and interrupts the flow of the lesson, even if it’s loosely related. It catches others off guard and shifts attention away from the learning point.
Expected/Supportive Comment: Bees are awesome!
Pollination is so interesting.
Are there any other bugs who pollinate?
After finishing a math quiz, a student loudly cheers, “Yes! That was easy!” while others are still working quietly and trying to concentrate.
Is there a problem? Provide 1-2 solutions of there is a problem.
Yes. The outburst is disruptive and disrespectful to others still working.
Possible Solutions:
Remind the student in a kind way that others are still finishing the quiz.
Wait and let the teacher address it, but set a good example by staying quiet.
What bird can run faster than a horse in short sprints?
an ostrich
After getting her math test back, Emma looks down at the paper, frowns, and quickly crumples it up before putting it in her backpack. She doesn’t talk to anyone and avoids eye contact as she walks back to her desk.
How does Emma feel? How do you know?
She might be feeling disappointed or embarrassed.
Cue(s):
She frowned and crumpled up the test.
She avoided eye contact and stayed quiet.
You're working on a science poster with your partner, who is usually full of ideas and loves to draw. Today, though, they’ve been sitting quietly, not offering suggestions or doing much work. When you ask a question, they respond with short answers and avoid eye contact.
Inference: Your partner might be feeling sad, tired, or distracted by something outside of school.
Cue(s):
They are unusually quiet and not contributing.
Giving short answers instead of their usual excitement.
Avoiding eye contact and seeming distant.
A student gets a new haircut and several classmates say things like, “It looks nice!” or “Cool haircut!” Then one student says, “I don't like it.”
Is this an expected or unexpected comment? What could we say instead?
While the student might be trying to be honest, the timing and tone make the comment feel more like criticism than a helpful opinion.
Expected/Supportive Comment: Looks good!
At recess, you invite your friend to play the game you both usually enjoy. They say, “No thanks, I just want to sit today,” and seem quiet.
Is there a problem? Provide 1-2 solutions of there is a problem.
No. The friend is choosing not to play, which isn’t a problem unless they seem upset and need support.
Appropriate Response:
Respect their choice and say, “Okay, let me know if you change your mind.”
If they seem sad or off, you could ask, “Is everything okay?” and show you care.
What animal can’t jump—even though it’s huge and strong?
An elephant
Two classmates are arguing over a soccer game. One of them, James, throws the ball to the ground and crosses his arms. He turns away from the group and doesn’t want to talk.
How does James feel? How do you know?
He is probably feeling angry or frustrated.
Cue(s):
He threw the ball and crossed his arms.
He turned away and didn’t want to speak.
During recess, you notice a classmate standing by themselves near the swings. They’re watching the other kids play tag and looking around the playground but not joining any games. They shift their weight from foot to foot and glance at a few different groups.
Inference:
They may be feeling left out, unsure of how to join a group, or hoping someone will invite them to play.
Cue(s):
Standing alone instead of playing.
Watching others and looking around.
Seeming hesitant and unsure about joining in.
Students are taking turns sharing what makes them feel nervous. One student shares they feel nervous during tests. Another suddenly says, “I don’t get nervous ever. That’s just silly.”
Is this an expected or unexpected comment? What could we say instead?
The comment minimizes others’ feelings and may discourage classmates from being open or vulnerable. It’s unexpected because it dismisses the tone of the conversation.
Expected/Supportive Comment: It's totally normal to feel nervous!
A lot of people feel the same way!
You got this! Try your best.
You're waiting in line to wash your hands, and another student skips to the front without saying anything. Some students in line frown but don’t speak up.
Is there a problem? Provide 1-2 solutions of there is a problem.
Yes. The student is not following the rules and being unfair to others waiting.
Possible Solutions:
Politely say, “The end of the line is back there.”
Let the teacher or adult nearby know if it keeps happening or if you're uncomfortable saying something.
What do fish do with their eyes open?
sleep!