How to Mend Miscommunication

Have you ever walked away from a conversation understanding one thing, but found out later on that the whole thing was misconstrued? I have multiple times and I’m here to tell you that even though the feeling of discomfort doesn’t completely go away, you can grow from each experience. There are so many layers when diving in the well of miscommunication and it can seem overwhelming. One misspoken word can be the end of a beautiful relationship or business partnership. Mending those broken relationships and exploring conversational rifts are intentional work that takes time, but here are a few steps to get you started.

Open Your Heart and Mind

When addressing miscommunication, you have to remember that each individual is coming into the conversation with their own perspective and a set of points that they want to get across. It’s not easy to be the bigger person, but if the relationship is of value to you, it would be in your best interest to be the bigger person and open your mind to their perspective and calm your heart when you hear their frustration.

As humans, we come into this world with these intense emotions that most of us have learned to regulate as we’ve gotten older. These regulated emotions are what keep us from flying off the handle at a moment’s notice or screaming obscenities at our neighbors for letting their dogs poop freely in our yard for the upteenth time this month. We have to remember that empathy is a necessity, no matter what, so listen intently to their concerns without the overwhelming desire to respond. Digest their words, mull it over, and respond accordingly.

Ask Questions

There have been times in my life where I didn’t ask enough questions or the right questions. Who am I kidding? There are days where I still don’t, but I now have a better frame of reference for when and how to ask questions. In my youth, when I would take trips to the doctor, I never inquired further about things pertaining to my body because I was of the mindset that they had already told me everything I needed to know. I thought, “They’re the doctor, they know what’s best. Case closed”. I saw no reason to press the matter further. In high school, I had moments where I was given an assignment where upon first review, things seemed straightforward, but upon further review, I found that all the requirements weren’t clear and I would struggle to complete the assignment that night. My mom would then ask me why I hadn’t asked more questions, and my answer would always be that I didn’t know I needed to ask more questions. I had walked out of the classroom thinking I had all the understanding of the subject that I needed, which time and further analysis proved false. It is within these crucial lessons that I’ve gained the understanding that sometimes, we are so uninformed on a topic that we don’t know what questions we should be asking. If you find yourself on the receiving end of miscommunication, meaning that your words were misconstrued, please practice empathy and remember that you too desire patience and understanding where proper communication is involved.

Respect One Another

Respect is a two-way street. It is also a form of currency. When I enter into a conversation with someone, I am exchanging my words, ideas, beliefs, and energy. The person I am speaking to is doing the same. Issues tend to develop quicker when the two individuals are on different frequencies of conversation. My ideals may not align with theirs and vice versa. For example, let’s say I am talking to a friend about getting some ice cream. I tell them I want chocolate and they say, “Yuck! Vanilla for me”. I could respond one of two ways: 1. Understand that they are expressing their opinion or 2. Take it as a personal attack and become defensive. Personally, I would inquire about why they don’t like chocolate, which allows me to walk away with a better understanding of them as a whole.

When we asks questions with respect and seek to understand one another, people tend to respond better and will be more likely to remain open in their responses. These open responses aid in getting you closer to desirable resolutions. Just the other day, I found myself in a misunderstanding. I found myself a bit flustered because I didn’t see where the miscommunication was. All I knew was that we disagreed on a matter and I wanted it resolved. I also knew that I didn’t want to respond impulsively, which could potentially ruin a great relationship. Thus, I waited, formulated a proper response that allowed me to get my point across while leaving room for an open conversation. Thankfully, the issue was resolved smoothly because I understood the importance of hearing the other person’s perspective and reevaluating it with my own. By doing this, we were both able to identify the breakdown in communication and were able to grow and move forward amicably. I have not always been as successful in my mending endeavors, but I hope to spread hope and share my experiences with the hopes of inspiring you to mend valuable relationships with those three steps. Have a wonderful day, loves!

The Election is Over, What Now?

On Saturday, October 31, I voted for the first time in my life. It was one of the most overwhelming experiences I’ve had to date. Upon arrival, I was inundated with pamphlets to read outlining each candidate. At the voting station, there were so many names on the ballot that I was unfamiliar with even after having done a bit of research but I ultimately knew that I needed to contribute to this election. When it was over, I felt relief. More so than how I felt on Saturday, November 09, 2020, as I watched President-elect Joe Biden give a speech that spoke to the state of our nation and how he would be a president for all people. Never before has such a promise been made on such a global platform. Hopeful as his words were, they left me with a lot of questions: Will this stance of unity be sustainable throughout his presidency, and what is his definition of unity? Does this unity come at the cost of our voices? And my main question is, what is our role/responsibility now that the election is over?

The roles of President and Vice President have been laid out for Joe Biden and Kamalah Harris by their predecessors, yet I feel their priorities are being challenged to evolve while the roles of the people are changing as well. To successfully progress toward true unity and civil justice, we must re-evaluate the roles we play in society in the movement toward racial equality in ideal America. I’ve observed a variety of roles in my life: The Instigator, The Foot Soldier, The Spectator, and The Scribe/Storyteller. The Instigator fans the flame of chaos, which causes strife and rifts amongst the people. The Foot Soldier is one to take to the streets protesting in a manner that could be either peacefully or violently. They can also participate in financial protests, where they are selective with their circulation of money. The Spectator, from my observation, has a lot to say, but no substantial contribution to a resolution, but a Scribe, is an observer who records and makes a report of their findings. I am the latter.

Now that most of America are at home, we’ve had much time to evaluate where we stand on a lot of issues and how we want to participate in them. There’s been protest after protest in the streets and Blackouts across the internet where people refuse to spend money or feed into the hatred and nonsense. I’ve seen more clips of people speaking out in public hearings this year than ever this year alone, but I find myself among those who sit back and observe and write and tell stories about the things we see and feel from the collective conscious. There was a time where I questioned the value of this and my value. Then I was reminded of great writers, comedians, storytellers like Toni Morrison (God Help The Child), author Tomi Adeyemi (Children of Blood and Bone), comedian Dave Chappelle (Sticks and Stones), and artists such as Childish Gambino (This is America and It Feels Like Summer) who are constantly giving social commentary on life as they see and feel it. The storyteller is no less on the frontlines and the foot soldier, we just function in a different capacity. We remind the people of what was and pose questions about what needs to be done in the present for our future.

I believe it’s time to listen before it’s too late. I was reminded of a post by Will Smith about how we must L.U.V. one another while watching a British GQ interview with Actress Michaela Coel, ‘If you don’t show it, it can be erased’. She said our responsibility is to now understand one another and Will said we must Listen to Understand one another, not just to respond. And we must Validate what we have heard before responding. It’s time for the youth to sit down and have a FaceTime chat with their grandparents to see what they had to endure, and what they chose to do in the face of injustice. It’s time to re-evaluate how we want to approach the matters we still face today and count the cost. It’s time to research sustainable alternatives for living because the Earth is growing weary of our excessive misuse of resources. We must decide on what we want and move unwaveringly. This planet is our responsibility. Our families and our neighbors are our responsibility and we mustn’t shirk them, but embrace them. Have you embraced your responsibilities today?

Communicate with Intention (Unlearning Oppression: Lesson 18)

Recently, I received a beautifully written “Out-of-Office automatic reply” that opened my heart with compassion and awareness. Without delving into too many details about the message, the author outlined her circumstances and the nature of her personal challenges; explained how her situation was impacting her work and her ability to respond to the needs of others; and requested the readers’ understanding and patience. Her message caused me to pause, breathe and re-read her note. It was obvious to me that while her message wasn’t longer than the usual content, the care and self-awareness required to write such a missive were unique.

She showed that she cares not only for herself and her immediate family, but that she also respects anyone who may try to communicate with her through her work email. Her impressive mindfulness is important aspect of communication. That she outlined a course of action and that her relationship to the reader is clearly important and worth her careful consideration were additional dimensions of her active good will. With deliberate thoughtfulness and kindness, she coveyed the boundaries she needs to thrive. For the reader there is no mystery, no loss of focus or confusion. She effectively eliminated any misunderstandings that may arise owing to lack of skillful communication.

“Pathway”

Lesson 18: This week, before you pick up the phone, answer an email or leave a voicemail, take a breath to make sure you are calm and able to respond with good intention, so that you can communicate your message with love and kindness. Rely on your Accountability Group if you feel challenged by any emotional aspects of the communication

While not sufficient in itself, it is commonly accepted that the “Tool of Intention,” often utilized in prayer, meditation and contemplation, has the transformative capacity to improve outcomes. Whether intention is used for physical, mental or spiritual healing, intention sets a pathway to communication that relies of love and spirit to transmit good faith and harmony. During these trying times, we could all use intentional communication to ask for what we need, reduce harm and show good will.

Contributing Writer Edissa Nicolás-Huntsman at home, healing and working toward Social Justice

Early Childhood Education Series Pt. 8: Home Preschool Curriculum

@prestonwb Will Preston @wbpreston

Early childhood education at home in the time of social distancing can be restricting and confining, however it does not close off opportunities to provide your students with enriching and vital educational opportunities. There are many resources available to parents looking for academic activities for their preschool age children to engage in. Though some are more time consuming for the parent in terms of setup and materials, there are many activities that can get your student to work quickly and require little of the parent’s time. The key to a solid activity is one that engages the student’s motor skills and hand eye coordination while also laying the foundation for future academic lessons. For example, drawing letters or numbers, coloring shapes, and cutting and pasting, when combined these activities activate the most important elements in the education of a preschool age child.

There are a few examples here that are great activities for students of this age. There are other less academic activities that are in some cases more important and engaging while also providing vital foundational life skills for the student. Allow daily tasks around the house to become learning opportunities for everyday life skills. Children have a tendency to mimic the routines performed everyday by adults. Utilize this need in your student for learning from watching to learning by doing. Turn daily chores into a fun way of taking care of the house and students will not only learn how to complete these tasks, they will also associate these tasks with positive memories and experiences. Though it may take more time, allow the student the extra time for sweeping the floor, or for meal prep, or making the bed. Though these seem like small tasks and the time needed for a preschool aged student to accomplish them may seem wasted, these learning moments are invaluable to the growth and development of the student.

When cooking allow the student to use cleaning and cooking utensils that fit into a child’s hand. This provides an opportunity for the student to accomplish real work on a smaller scale and will boost the student’s confidence and give them real experience and solid groundwork for advancement in the skill. Working with food that is healthy and fresh provides an opportunity to teach the student about diet and the process and place for food in the health cycle. Through their experience in the cooking process students are working with numbers and math whenever they are using a measuring cup or getting the right number of ingredients. During a cooking activity students are introduced to science and chemistry in the form of the transformational process between ingredients to meal, as well as the chemical change that takes place when cooking.

There are natural ways in which the student learns and explores their world that facilitate the development of mental faculties that are incredibly important but can be difficult to access from the position of teacher or parent. These imaginative capabilities are utilized and sharpened whenever the student is at play with their imagination. When they are in the play zone, for example playing with a bucket of toys and talking or singing, the student is working through problems or scenarios that the adult mind does not consider, but with which the mind of the child must engage in order to make sense of the world in relation to their perception and experiences up to this point. Though the problem or scenario be imagined, the work that the mind of the child is doing to solve the imaginary problem is concrete and necessary for the healthy development of the mind.

Early Childhood Education Series Pt. 7: Practical Homeschooling

@prestonwb Will Preston @wbpreston

August is here and with it arrives back to school time. With no clear guidance or plan from leaders and government and no end to the pandemic in sight, parents and teachers alike are wondering what exactly school is going to look like for their children and students. Fear and confusion is natural in times like these, especially with teacher unions threatening to strike, one way to combat this chaotic situation is to take matters into your own hands. You can turn every moment of everyday into a learning experience for you and your student. 

Learners in early childhood education settings are learning basic life skills and foundational elements of academic concepts. Life skill learning can be implemented through daily chore activities, such as having your child clean up a messy playroom. Academics can be emphasized by having the student count and name each item as they take it from the floor and return it to its proper place. Learning and reciting household rules, brushing teeth, combing hair, and clearing the table can all be educational and a part of the everyday routine for the student.

On the topic of routine, ensure that a daily time is set for starting the day, and that the morning routine is completed in a similar manner each day as to help with the memorization and learning process taking place in the growing student in early childhood education. All of this should be interspersed with rest, breaks, or nap time in order to allow for periods of relaxation throughout the day. 

The basics of academic concepts should be reinforced during the day, and these can be made into fun tasks or games that emphasize learning. For example, the alphabet can be learned through locating items in the house that start with each letter. Story time can become learning time when students are asked certain questions that call upon the student’s memory and analysis of the story that they just heard. Students should practice writing their name, the letters of the alphabet and as many numbers as possible in preparation for the next grade level. Students should try to write the names of objects that they drew or colored and write the names of shapes and colors. A beneficial daily practice includes taking turns speaking, and speaking in complete sentences as well as following instructions. As much as possible try to incorporate motor function skills in a daily routine that includes cutting and gluing in the exploration of the topics above. For example, a sheet of paper with the shapes printed on it and within each shape the name of a different color. Have the student identify the correct color that each shape should be and color in that shape with its designated color. Then have the student cut the shape out and glue it onto a lined sheet of paper and beside them write the name of the shape and its color.

These activities should be extended out to include learning the different forms of the weather, the days of the week, the months of the year, the seasons, identifying different animals, usually beginning with domesticated, and the continents, and really any aspects of the physical and natural world that you feel the student is capable of identifying. Physical activity is also important, so getting outside and running, climbing, jumping, playing a sport, cycling, even early exposure to self defense are all healthy and beneficial to the growth and education in these early stages of the student’s development. 

These are all ways in which education can be implemented and accessed in a very loose and informal manner, that parents can use on a day to day basis to enrich and lay critical foundational structures in place for their child’s education. However there are more formally planned and structured activities that can also be utilized in a home setting, which will be explored further in Part 8 next week.

Early Childhood Education Series Pt. 6: Homeschool Education

@prestonwb Will Preston @wbpreston

As we near what would be the start of the school year in the new reality of coronavirus and the possibility in some states of another quarantine, more and more school districts will be opting for a distance learning education model for the first few months at least. Though difficult, students older than 8 who have access to the technology, will encounter similar curriculum and assignments that they would have had in a in class setting. But what about students in early childhood education age groups? How can distance learning be effective for preschool or daycare aged students? What can parents do to ensure that their younger students still have the most effective learning environment possible in this unique situation?

The first thing to know is that children under 6 learn best through play. This is the natural way that all children learn. Through exploration of their environment and hands on experience, children in this age group are introduced to the fundamentals of the world around them. Crucial to the development at this stage in the child’s education is the opportunity to learn from play. 

This can be made more complicated than it need be, but really everything a child does during their day is an opportunity to learn from their experiences. Playing with toys like blocks in the form of shapes teaches young students the differences between the shapes, and what shapes can be stacked and which shapes do not fit together. They learn about momentum and instability when stacking blocks too high. On the playground they learn that climbing to the top of the jungle gym is easier using the steps rather than the slide. Interacting with other children teaches them how to take turns and share and to communicate. The magnetic alphabet teaches students to differentiate between upper and lowercase and to recognize letters.

As a parent, providing the tools for your child to learn during this time does not have to be expensive or complicated. Pebbles, sticks, leaves, books, toys, water, can all become valuable tools in the early education of a child. One example is to write a number on a piece of paper and have the child hold up the amount of objects that match the number. The most important thing is that the activity be fun, because the students will learn something that you intend them to learn, and something that you were not expecting them to learn. Kids have shown higher abilities to retain information when the learning is centered around a fun activity.

It is also important to have some easy to use workbooks for math and writing, but it should not be the basis for their learning, because they are so young it is important that they associate learning with fun or interesting rather than boredom or force. The workbooks should be utilized in association with play. Let them decide how they work in it, where they want to start in the book, and how they want to interact with it. 

Finally, it is suggested that students get outdoors as much as possible, and the distance learning scenario allows for more exploration than ever before. Take students to libraries, go to parks and playgrounds, if there is nature somewhere in walking distance allow students to explore it as often as possible. Everything that the young student experiences during this time in their life is a learning opportunity and easily enriched through play and exploration of new environments. 

Early Childhood Education Series Pt. 5: Naming Emotions

@prestonwb Will Preston @wbprest0n

How can parents help their child understand and express their emotions in healthy and constructive ways? First by assigning a name to the emotion the child is feeling, and encouraging conversation about what they are feeling. With a vocabulary for emotions the child now has a tool for exploring and understanding their feelings. Second by giving children the chance to determine what they are feeling and what someone else may be feeling. Third by pointing out the variety of reactions to their feelings available to them, and this can be reinforced by the parent with their own experiences in dealing with their emotions in the form of stories that serve as examples for how to react to emotions and feelings. Fourth by utilizing friends and family as examples for the child to see different ways to react to emotions.

When naming emotions it is important to use a name that is easily understandable for the child. This can be done while watching kids television shows or movies, or reading children books. The child can point out what emotion the character is feeling and how they reacted to it. Also utilizing the actual events that are taking place in their lives as examples and teaching moments for the child to identify their own emotion. If they felt sad yesterday due to some event, talk to them about what they felt and why, and have them assign a name to it. These are the beginning steps of building their vocabulary around their feelings and connecting them to their experiences. 

Communicating with the child on the possible responses available to them when experiencing emotions is vital to developing their understanding and their relationship to their feelings. The more that the child can be responsible for their own strategies for dealing with emotions the better. They should come up with how they will handle their feelings. Then parents should discuss with the child the positive and negative responses to emotions. When the child uses inappropriate expression when dealing with an emotion the parent should present healthy alternative strategies to the child that can help them with future similar situations. It is important that the child experience the negative response as a way of emphasizing why the positive response is preferred.

When children choose to talk about their feelings it is important that they be met with positivity and encouragement. Clear instruction as to what the child did right and what the child did wrong will encourage them to communicate about their feelings and feel comfortable coming to the parent for future discussions and development of their understanding. It is important that the time and space for these conversations be daily and predictable. During dinner, or game time, when the child is open to engagement on these types of topics. Throughout the day things will happen that provide topics for conversations surrounding emotions and feelings and every opportunity should be utilized to practice discussing how they felt about their day and how they should respond.

It is important that when the child is emotionally charged, that these conversations do not take place. The child should be calm and at ease when discussing their feelings and strategies for dealing with and responding to their emotions. They should associate these communications with parents as positive experiences, rather than as negative experiences attached to discipline for misbehaving. After the tantrum or emotionally charged situation, and the child is calm and ready to receive information in a positive form, the strategies above can be utilized to help the child analyze the situation, their emotions around it, and how they responded. Part 6 next week will center around emotional governance.

Regulating Emotions: Early Childhood Education Series (Pt. 4)

@prestonwb Will Preston @wbprest0n

One of the key aspects of emotional intelligence is the ability to regulate one’s own emotions. Development of the understanding of language in the process of emotional maturation is vital to children in the early childhood educational setting. The evolution of the ability to communicate is directly connected to the progress of the emotional regulation ability. Once the child has developed the language with which to identify and describe emotions, the ability to assess effective methods of handling emotionally charged situations. The language connection to emotional awareness, emotional intelligence, and emotion regulation, is the point where culture intersects with practice. Different cultures have different ways in which emotion is processed, where emotion is felt, how emotion is felt, when emotion is felt, and to whom emotion is expressed. So it is critical that early childhood educational practices within a multicultural setting take into account the varying relationships to emotion that different cultures possess. 

Socialization in early childhood educational settings is directly connected to the ability of a student to navigate relationships with peers and teachers, and is a signifier of the level of emotional competence the student demonstrates. When a child cannot regulate their emotions properly, or in accordance with societal norms, their judgment and decision making become compromised. One area where emotional regulation is important is in transitioning from one stage of life to another. In early childhood education a major milestone for the student is also an opportunity to assess which students can transition from preschool to kindergarten successfully. The successful transition is an indicator of the ability to regulate emotions, while a difficult transition may be an indicator that the student may need more support in the area of emotion regulation. However the goal should be to provide students with the tools necessary to have a successful transition to kindergarten, as this is directly correlated to the ability to access academic information. 

The ability for adults to perform cognitive tasks is connected to their ability to regulate their emotions. This is true for children as well, as planning, memory, and attention are inhibited in the student unskilled in emotional regulation. The ability to be successful in the early academic setting is tied to this skill, lacking this, students are less able to be present for and retain the information being presented. Emotional regulation is also connected to behavioral regulation, and impacts the student’s ability to complete academic tasks and assignments. 

So what does this all mean? The key takeaway is that students need to be able to respond instead of to react. A response requires forethought and planning, whereas a reaction can take place without thought and lead to undesired consequences. Once a student is equipped with the tools of forethought or emotional awareness, they can more readily attend to the various academic requirements that they may face for the rest of their lives. This is an example of the old saying, fix a big problem while it’s small. In this case while the student is small, if we can teach them to identify their emotions as well as the emotions of those around them, and then provide them with the tools for regulating their emotions, then that is one less obstacle in their path towards academic success. 

Of the categories above: emotional awareness, behavioral awareness, and social awareness, all can be placed under the umbrella of self regulation, which will be the topic next week in part 5 of this ongoing series exploring early childhood education.

Unlearning Oppression (Lesson 16): See’s Parable

One day, a rich and powerful White Woman invited a Black Woman from her church to work at her Famous Nonproffiting Feminarchy because she had demonstrated her character. During the Black Woman’s interview she was asked questions that did not pertain to the job, and most of the interviewers appeared to be angry or unhappy. She smiled and answered all the questions politely and with a bit of humor. Perservering through the Institutional Gatekeepers, she became a loyal and hardworking employee. Generous with her time, resources and support, she got to know the eight women where she worked four days a week, (not five). After two years, they seldom included her in conversations and sometimes snickered as she approached their groupings. When she left a meeting briefly, she returned to inexplicable hostility, which she valliantly attempted to ignore in order to participate. That summer, at their annual Professional Development Training, the White Facilitator attributed all the negative personality traits of the type to this Black Woman, while reserving all the positive traits of the same type to a White Woman across the room. The Black woman ran out on the second day of training, weeping. No one followed her out. No one checked in with her. A week later, this Black Woman believed she would eventually win over every woman in their small team, so she stopped at See’s Candies during her lunch break to buy dark-chocolate balls and mints, a favorite combination of the women in her office, but which she herself didn’t eat. In a sweet email, the Black Woman explained that she had left a special treat for everyone in the kitchen. At five o’clock, the Black Woman stopped in the kitchen to wash her mug and noticed that all the mints and all the chocolates were gone, but no one had thanked her or mentioned her contribution. The End.

Lesson 16: Learn how to identify and interrupt Microaggressions when they are enacted near you. Use the resources below and your accountability group to unlearn microaggressions and reduce instances of their harmful effects on Black, Indigenous and Latina women in your workplace.

Teaching Emotional Intelligence: Early Childhood Education Series (Pt. 3)

Last week I talked about the importance of emotional intelligence in early childhood education, this week I would like to focus on some strategies for teaching emotional intelligence. The first category I want to focus on is Identifying Emotions. This is in regards to the development of emotional awareness which is the capability to identify and comprehend our own emotions and actions as well as the emotions of others, along with the understanding of how our own emotions and actions affect ourselves and others, and how the emotions and actions of others affect ourselves. 

One strategy to teach this skill to children in an early education setting is to show them a picture of someone displaying an emotion, and then have the students recreate this facial emotional representation on their own faces. Next, assign each student an emotion, and have them walk around the classroom displaying that emotion on their face while also identifying the emotions on the faces of their peers until they find someone who matches the face of the emotion they were assigned. This allows students to not only practice identifying the emotions of others, but also to become comfortable with identifying the spectrum of emotions and displaying those emotions themselves in a safe and fun environment. 

Another strategy for identifying emotions are mood boards or emotion indicators. These come in various forms, but are visual cutouts, or small posters that the students decorate and can carry with them or leave on their desks. Each card has a picture of each emotion and the student can identify quickly what emotion they are currently feeling.

Identifying emotions can be reinforced through an activity that has the students draw four basic emotions on four separate pieces of paper. For example, sad, mad, happy, silly, and during various activities the students, when prompted, can hold up the emotion that they are feeling, for example during storytime. The students can display the emotion they are feeling during a particular moment in the story, rather than shouting out or talking with peers. This helps students to connect emotions to actions or ideas taking place in the story.

These are great for when students are engaged and not experiencing any difficult feelings, but there should be activities for students to participate in when they are actually going through an emotional difficulty. There should be visual posters or areas around the classroom that help students to cope with what they are feeling. A spot in the room where the students associate good feelings and happy thoughts, where they can go when they need a break, when they need to gather themselves, or when they need redirection or some time to refocus their attention. 

In this area manipulables can help to de-escalate their emotions, things like silly putty, or destressors like squeeze toys or cards with strategies for regaining calm. Posters with strategies that teach kids how to identify the emotion they are feeling and what to do when they feel that emotion escalating.  Many students learn best by engaging in activities that put them in situations where they will have to practice emotional awareness in real time. Through activities geared towards peer interactions, students will be put in situations where the full range of emotions will be present, and they will have to learn for themselves how to navigate the emotional spectrum in themselves as well as in others. Once proper emotional display and strategies for de-escalating high emotion have been modeled, it is time for students to practice the strategies and engage in social activities where they will deal with real emotions in a safe, low stakes environment.

Next week, in part 4, I will continue this look at best practices for teaching emotional intelligence and awareness.