# data[].attributes.body
1) I didn't feel any apprehension with this.  At times, I found it difficult to be present knowing everything I had going on.  Maybe overwhelmed is the feeling.

2) I am excited to introduce the students to the Mood Meter and getting a read for the room at the beginning and end of my classes.

# data[].attributes.body
1. I felt like several of the options had multiple correct answers, based on your interpretation, and caused me a bit of apprehension.
2. I really like the mood meter, and think this would be beneficial for the students.

# data[].attributes.body
1.  I didn't experience much apprehension at this point in my like because of the work I have done to process the past.  A few years ago, I would have had difficulty revisiting some of the background stories.
2.  The Mood Meter is an immediate tool I will use and feel it will assist students with broadening their understanding of feelings in any given moment or in visiting past experiences.

# data[].attributes.headline
Janata  1. I think it's very interesting, as an adult, to still catch myself explaining/examining some of my reactions in my adult relationships whether it be colleagues or friends.  I also have to check my responses when dealing with the students.  The "river" example reiterates how much our emotions are shaped and influenced as we travel along. I'm not apprehensive,but more attentive.

# data[].attributes.subject
Janata  1. I think it's very interesting, as an adult, to still catch myself explaining/examining some of my reactions in my adult relationships whether it be colleagues or friends.  I also have to check my responses when dealing with the students.  The "river" example reiterates how much our emotions are shaped and influenced as we travel along. I'm not apprehensive,but more attentive.

# data[].attributes.body
2.  I am really looking forward to using it with students as it is so important for them to learn about their emotions, the impact they have on themselves and others and control they require.  Living and thinking with a daily positive mindset leads to accomplishments, successful relationships and a healthy physical and mental lifestyle.

# data[].attributes.body
1. I do not feel any apprehension.  I feel like I am running to this information in the hopes of helping myself so I can help others.

2. Emotions are powerful and lifelong.  I want to prevent young people from becoming adults who lack emotional intelligence.  Breaking cycles can be so helpful. Creating emotionally intelligent young adults can impact every aspect of their future.

# data[].attributes.body
I felt the assessment had multiple correct answers that could depend on how you yourself handle emotional situations.
I feel working with the mood meter is going to give the best benefit. Students come to us in a variety of situations. The approach used to work with students needs to come from where their current emotions are coming from.

# data[].attributes.body
The "River" analogy made me reflect on how events throughout my life has shaped my development of EI. Recently, with my health issues I realized that I am currently going through an extreme emotional flow of emotions and this will help aid me in regulating depression and anger as I journey through another series of events in my life.
2. In a performance setting Emotional contagion can affect an entire performance group or cast AND of course our class rooms. This module has taught me to be sure and discuss emotions with my students and how we are able to regulate them in band when things start to get intense during rehearsals and performances.

# data[].attributes.body
The River story was the most challenging because it made me revisit difficult moments in my life.
I plan to start teaching the Zones of regulation second semester and this is very similar to RULER.

# data[].attributes.headline
1.	Reflection on previous emotional memories was a little tough for me because even though I have grown from those experiences as a person, they’re hard to go back to think about. 2.	I will be able to stop and identify my own emotions before interacting with others. 

# data[].attributes.subject
1.	Reflection on previous emotional memories was a little tough for me because even though I have grown from those experiences as a person, they’re hard to go back to think about. 2.	I will be able to stop and identify my own emotions before interacting with others. 

# data[].attributes.body
1.) During the assessment it was hard to choose just one right answer. It felt like you could have multiple answers for some of the Qs. I also found the river activity impactful, but also hard. It is hard to acknowledge your emotions and what is the root of those feelings, but I know that it is healthy to do so. I can't be my best for teachers and students if I am not honest about my emotions and where I am at.

2.) I am eager to see RULER in action with teachers and students. Giving teachers and students the tools to talk about the emotions that are tied to the behaviors is going to make a difference in conversations while processing.

# data[].attributes.body
1. I was the most apprehensive when I had to reflect on the river story

2. Reflecting on what I have learned so far with RULER. I need to keep in mind that my emotions can affect how I relate with students and it goes the same for them when they have different emotion and how that effects their interactions with me.

# data[].attributes.body
1. None of the questions made me feel apprehensive.  Knowing the information plus knowing that missing a question or two wouldn't impact my learning gave me piece of mind.

2. I think it will help me reflect on my emotional status when interacting with students to help avoid confrontation while working the problem.

# data[].attributes.body
1) The test made me most anxious as I have test anxiety.

2) I feel that a lot of the material presented in Ruler are the things I do with my students daily.  I anticipate I will continue as I have with a little bit more knowledge of the "whys" of what I naturally do.

# data[].attributes.body
1) Questions 7 & 8 made me apprehensive because while there is one correct answer according to the quiz I believe that different personalities work well during different emotional states so it was hard to decide on a "correct" answer. I see the course point of view, but feel there are arguments for more than one answer.

2) I look forward to developing a common language to help students develop vocabulary to recognize, label and regulate emotions.

# data[].attributes.body
1. The question that caused the most apprehension for me was the River Story. It makes sense how our river stories are all different and affect how we behave today. Reflecting on some of the undesirable behaviors and how to more appropriately handle emotions was enlightening.
2. I feel the way it can be used in the classroom is to help students recognize appropriate behaviors to emotions they are experiencing. Additionally, helping students name and recognize the emotion they may be feeling and then identifying appropriate reactions can create a calmer more successful environment for them in other areas of life outside of school as well.

# data[].attributes.body
1.  I was most apprehensive with the questions when thinking about my emotional stops on the river.  While many of them may be positive, some were also negative encounters. The assessment questions were pretty straight forward describing terms used in RULER
2. I anticipate using this with my students by discussing how they can recognize their emotions in situations in which they were upset. I have already used this with my son when recognizing anxiety that so that he now knows what he is feeling and can address it with deep breathing.

# data[].attributes.body
I think the River exercise got me thinking deeply about some issues that have shaped me from my younger years.  It caused a bit of stress for me to revisit these experiences, but it's good to acknowledge the role they play in our lives.

I am eager to see what kiddos will do with this information, as I believe it is very useful to name an emotion and then consider how that emotion is playing out in everyday life.  I believe it will be empowering for students to consider how their emotions work in their lives.

# data[].attributes.body
1. I hadn't deeply considered the different ways we interact with emotions, as far as regulating, recognizing, expressing ands so forth. It made me contemplate which colors I'm existing in primarily throughout the day.

2. I anticipate moving through the steps to identify where I'm at through this process of being comfortable and aware of my emotions and their interaction. I can help students understand their own emotions and how they are interacting with one another.

# data[].attributes.body
Emotional Contagion-  I know that my feelings/attitude/emotions can create a domino effect in class if I am not aware of it.  I think it's ok to stop and acknowledge our emotions and stresses.  It lets others know that we are human and have both good and bad days.
When we can name our emotions and demonstrate the tools to work through it, it serves as a learning tool to our students.

# data[].attributes.body
1. Reflecting on past negative times was hard. I don't like to be reminded of those.
2. I know that reflecting on those helps to be more aware of yourself and helps empathize with others. In conversations with kids, I can help them see the benefit even though it is hard.

# data[].attributes.body
1.  The river story was a challenge for me because I don't like to reflect back on negative moments and emotions that have shaped my life.  Sometimes the reflecting causes the pain all over again.  However, as I begin to think of EI I am understanding that emotions shouldn't be classified as positive and negative, they are all okay and they all shape who I am.
2. I think the language of emotions and being able to recognize and identify them is very powerful as a teacher. Understanding that students have this rollercoaster of emotions in a day, as well as myself, and finding a way to work with students to get them to learn and grow is a challenge. But it is also important that they see teachers have emotions and have to work on shifting or staying as well.

# data[].attributes.body
I really sat back and realized how I handled emotions and how it is influence my path.  Not one to talk much about feelings and how to deal with them.

Can be a great tool when interacting with students and help to understand where they are coming from.

# data[].attributes.body
1. Emotional Contagion negative behavior in class can effect class  .  Need to be more aware of classroom behaviors possibly implementing a lesson for this.  Be aware of my tone.
2. Hope student become aware of emotions effect the class as well as their behaviors.

# data[].attributes.body
Ditto on most of the other comments.

# data[].attributes.body
1. Reflecting on previous emotional memories/events really made me realize how much of who I am and how I present currently. Those events and memories have led me to behave certain ways, process things differently, and convey my emotions the way I do.
2. The emotional connection and ability to identify how these feelings affect a situation will benefit my teaching ability and my overall classroom management.

# data[].attributes.body
1. The river activity made me reflect on a lot of experiences growing up and how those affected me as a student. I want to be better at keeping this in mind while teaching.
2. I use the zones of regulation in my safe seat, and I think the ruler will be very helpful in helping students recognize where they are and how that impacts their own learning

# data[].attributes.body
Remembering the vocabulary terms and which ones were which made me feel apprehensive.  Seeing these concepts working in my life has been eye-opening as I work with my students.
I am looking forward to using the RULER with my students. Being able to identify and put a name on a feeling goes a long way towards being able to process the emotion. I love the color blocks and seeing which words fit into each color.

# data[].attributes.body
1. I felt apprehensive in almost all areas. I think the entire RULER skills area caused me the most stress because I don't feel like I recognize all of those subtleties in emotion. Emotions move so fast, and for me, I have to seriously stop and be reflective. I feel like I am a very reflective person, but when it comes to anxiety and stress, for some reason, I really can't regulate those emotions very well inside. On the outside, maybe. Depends on the day.
2. I feel like the most important part of this is the consistency. I love common language, and I love the community. For a structure like this to work, all have to buy-in. It will be helpful to use the same mood meters and the same emotional vocabulary to help regulate.

# data[].attributes.body
1.  The River Activity made me most apprehensive as I reflected on my own experiences with emotional growth.

2. I will this strategy by identifying and being aware of students emotions in the classroom along with how this impacts themselves & others.

# data[].attributes.body
1) Emotional contagion. This topic is mostly going to be associated with troublesome behavior in classrooms, so implementing a lesson would have to be well planned in order to be productive. It would be a valuable lesson (much needed) 2) To regulate or just be more aware of my tone of voice when re-directing students who are disruptive.

# data[].attributes.body
1. The course assessment that caused some apprehension was the "River Story." I could not remember if I truly remembered or if I was just recalling a moment from a picture I remember seeing. It was fun to think about the past and made me appreciate my childhood. Simple times.
2. I hope that students will be able to identify their own triggers, understand or empathize with others, analyze their own feelings and use the blueprint to problem solve.

# data[].attributes.body
1. I was the most apprehensive reflecting upon the portion that asked us to think about our "River Story."
2. Reflecting on what has been discussed in RULER, I would like to work with students on learning how to regulate their emotions more. Collectively, if we could all gauge our emotions a bit more, it would improve classroom productivity. It goes along with the "emotional contagion" section. Generally speaking, if majority of the students (and teachers) had a more positive outlook on the classroom environment, it would improve the school "community."

# data[].attributes.body
1.  I never really stopped to think about when emotions form and reactions to situations that are in a way predetermined.  It can be painful for some to look back and have to think about some of these times when most people are forming positive emotions but some of our students are connecting emotions that we do not associate.
2. As a Mom I have really learned about the Emotional contagion. My mood affects my home and my classroom. I am really trying to be honest with kids about my emotions and modeling how to work through them.

# data[].attributes.body
Helping our students understand emotional intelligence and how to navigate it will lead to a more positive, supportive, kinder, and empathetic classroom. The effects of this will lead to increase engagement and academic motivation by our students.

# data[].attributes.body
Having the River activity really made me reflect on my time growing and how certain situations impacted my emotional growth.
With working with students, it is nice to remember that just as emotions can affect how we relate and interact with students, they have these same emotions and it affects their interactions with us as well.

# data[].attributes.body
So much of RULER reminds me of the Zones of Regulation.  The meta moment is part of Zones as well.  Teaching my students to recognize their feeling and then communicate their needs.  I love the frame of I feel ___________________when___________. I need ___________________________.  It takes practice for people to recognize what they are feeling and what they need from others.
My aha was the river activity. Recognizing where emotions and reactions have come from and how that impacts my choices daily.

# data[].attributes.body
I found the River activity made me most apprehensive. It was difficult to think back on some emotional traumas and acknowledge that they had an impact in shaping the way I respond to situations and emotions that I face every day.

I hope one day we can also give students a chance to acknowledge their past experiences and teach them how to learn from those experiences to improve the regulation of their emotions and responses to triggers.

# data[].attributes.body
1.  Emotional contagion-  I know this is very important with our students but I am starting to recognize it with my child at home as well.  We are working on identifying the emotion/ feeling and addressing it.  I'm still struggling to get her to want to identify then talk about it- she tends to be reserved. After module 4- I'm reflecting on how I model my difficult emotions- I don't usually show them or I get quiet.  This helped me to be more cognizant of how my demonstration (or lack there of)  is affecting others.  I want my child and students to see that everyone experiences emotions of guilt, frustration, anger, jealousy, etc and therefore, find a safe way to manage those.

2.  My lightbulb moment in module 4 was with the term "Meta- moment" and being an MTSS-B committee person- I thought of how we want our students to think about their feeling- label it- and then consider the best response.  I was thinking that this would be a great way to celebrate and recognize students and teachers that took time to stop, recognize, consider, and then act.  Mrs. Winkelbauer works on this with students all the time!  I would just love to see us illustrate it somehow so that ALL students and teachers could see that they aren't the only ones who are "triggered".  Perhaps even, this would allow others to relate or see strategies that could work for them.

# data[].attributes.body
1. Emotional Contagion is so real in a classroom environment. If students have a positive mindset (especially the leaders) then it can help to get everyone on board. Unfortunately, in middle school, I think we see the negative emotions and behaviors more in the classroom, and we have all experienced what happens when that becomes contagious. It can feel like the teacher against all.  I also was effected by the river story idea. Especially because when I was young, stresses and traumas were not   recognized the way they are now. When I did that activity, I realized that I may have had some tough obstacles to overcome.
2. I think the students will benefit from me recognizing their moods/emotions and giving them a chance to identify where they are on the card and help them recognize how their emotions are not only effecting them but others It will hopefully help them become more self aware.

# data[].attributes.body
1.) The activity involving the river made me most apprehensive. It brought up a lot of feelings and emotions from the past that I have not thought about in a long time or processed through how they have shaped how I am up to this point.Which question in the course assessment made you feel the most apprehensive?

2.) I am excited to use the mood meter with students. I am going to have it in my Safe Seat/Buddy Seat area. I think that is a solid reference to students when they are processing through their own feeling and emotions that are centered around classroom behavior.

# data[].attributes.body
1.     Emotional contagion refers to the process in which an observed behavioral change in one person leads to a reaction by someone else that may be nearby.  I’ve seen this happen in my own classroom when emotions are high, or when students are working quietly.

2.     I think students will be able to relate to this because it is easier to understand.  When they are hearing common language from all the adults in the building, it will be easier for them to know what to expect.

# data[].attributes.body
1.  When thinking about "River Journey" it was a bit difficult for me to realize that throughout my personal journey I struggled with my emotions and didn't always handle the stress of life well. I thought being strong and dealing things all on my own was the correct way. At times I wish I really would have asked for guidance with issues. Being vulnerable is not easy.

2. I have already introduced the mood meter to my students and let them know it's ok to feel the emotions we have. I am trying to build a classroom that is supportive and caring to their social emotional needs. It's going to take time and guidance, but the students have been very receptive so far. A few have even asked to look at the mood meter and have shared with me know they are feeling each day or shared when they are not having a good day. I want to be someone they can feel safe with and can ask for help when necessary.

# data[].attributes.body
Emotional contagion just reminded me that how I am feeling could and probably does rub off on the students. I think this would be good for the students and it could really help a lot of students but it needs to start at an early age and continued throughout all grades.

# data[].attributes.body
I think this would be great for our school. The idea that kids learn many of their emotional skills by observing and emulating the people they spend time with is fascinating.

# data[].attributes.body
I found thinking through the river activity was where I was most apprehensive. This activity brought out some tough things I encountered growing up. It also made me take pause and think about how many students are going through similar tough things or most likely tougher things. It's beneficial to reflect and understand how those events shaped me in an effort to understand myself better.

I'm hoping that the language we learn through RULER will help when working through situations with students. Improving my emotional intelligence while helping to improve the students' EI will hopefully foster a mutual understanding of one another. That increased mutual understanding will hopefully help us all coexist and function in a much more positive emotional climate.

# data[].attributes.body
1.  I had to stop and think about the "River" of my life.  We all have had some really bad situations happen to us.  I often find myself questioning the "why's" of the huge life events that I counted as turns in my river.  I could do two things.  I could stay sad the rest of my life and remain miserable or I can look at the good things and move forward.
2. I wish we had these more often without having such a long break between them. It is hard for me to remember from session to session what we learned. I truly hope this program will help regulate emotions as we have so many students that are a bit off. I feel Covid has really emotionally put people in a sad place. Looking forward to see how this program can help all of us.

# data[].attributes.headline
Tunning                                                                                       1. Emotional contagion is what (I think) we use to refer to as "amygdala hijacks". Our emotions really can make or break a lesson. We are on the stage at all times when teaching and don't necessarily have time to take that 3 minute break we need to calm down.  Being "reflective" in our daily practice not only has us looking at our lesson, but at our emotions as well.

# data[].attributes.subject
Tunning                                                                                       1. Emotional contagion is what (I think) we use to refer to as "amygdala hijacks". Our emotions really can make or break a lesson. We are on the stage at all times when teaching and don't necessarily have time to take that 3 minute break we need to calm down.  Being "reflective" in our daily practice not only has us looking at our lesson, but at our emotions as well.

# data[].attributes.body
2. We need this program, as our students do, now more than ever. The pandemic really threw us all a curve ball and students and staff are suffering because of it.

# data[].attributes.body
The concept of emotional contagion is the area that I found myself thinking about the most.  I think we know that emotions can be contagious, but to really give it attention and understand why it happens was powerful. It made me think of a quote by Haim Ginott. One part of it says that my daily mood creates the weather, referring to the teacher being the decisive element in the classroom. It couldn’t be more true.

Moving forward, I see myself using the language of Yale RULER with students. To begin, I’d keep it simple, introducing the mood meter and getting them to identify what they’re feeling at any given moment. My hope would be that students learn that it is OK to have feelings and even better to discuss them.

# data[].attributes.body
1.  I don't feel this Ruler stuff has a lot of value for me.  These modules feel like some kind of forced therapy. This EI training is not the same as some of the articles I have been reading and EI and leadership.  It feels like this is something I have to do , but I don't have buy-in.  I wish I did, but it's just not me. Or, maybe I'm not in a space to open up to this??? HMMM???
2. I will need a lot of scripted lessons for me to use this with kids until I start to feel the "buy-in" part. I apologize for being a "Debbie Downer" but I can't say I'm excited about this training right now.

# data[].attributes.body
1.  My mood effects my teaching and how i respond to and deal with my students.  As a teacher I try to hide my emotions from my students but it still effects them.
2.  Kids seem  much more disconnected from their emotions and are "hardened" by so much unkindness and lack of empathy we are finding our world today.  Helping students recognize and understand their feelings would be a start.

# data[].attributes.body
I hope that all our rivers don't just have negative stories. I had to pick and chose which ones I wanted to shape me. I still feel the power of how I allow these stories form me into who I am and still becoming.
I hope this can lead both staff and students navigate through the tougher river moments at school.

# data[].attributes.body
1. Being aware of my mood being contagious for a class.  If I have a rough block there is absolutely no reason for me to let it affect the following class.
2. I really like the mood chart. I have used it with one student who shuts down and actually does respond to it. For the majority of the classes, I look forward to normalizing feelings, but I still think I have much to learn with how to guide them once they establish the feeling.

# data[].attributes.body
1.     The river story really made me reflect on my difficult past and how it can currently impact my emotions. Often times, I wonder if my students are going through some of the same emotional challenges that I did when I was in school.

2.     I definitely want to try to check my emotions and be more positive when I’m in the classroom in front of my students. Having good strong emotional intelligence skills is needed now this year with all the trauma that is going on in our schools.

# data[].attributes.body
1.  I had the most apprehension with regard to the "River Journey". Being vulnerable, even if it's in your own journal, is extraordinarily challenging.  It's hard to think about the memories of myself as a young child, the struggles experienced, and feelings associated with different "spots" on the journey

2. I want and need to use the mood meter more. It's certainly a great visual to help students talk through things and to get students to understand our own feelings in classroom situations!

# data[].attributes.body
1. Definitely The River question; peeling back layers can get difficult.
2. Trying to be more cognizant of myself and how it impacts other people.

# data[].attributes.body
1. I think that The River when we were asked to think about how we are shaped emotionally was the most difficult part of the lesson.

2. I can see the mood meter being a great way to start class. We always have our "What did you do last night/over the weekend" questions to warm us up to speaking. This could be another way to engage them. If they didn't want to share with the group, we could have them write it on their iPads and close their eyes and hold up their iPads so we could gauge how they are feeling that day.

# data[].attributes.body
The question that made me the most apprehensive was reflecting on milestones in my life, (the river).
I can see how the RULER would work into our MTSS-B lessons in helping students de-escalate, or regulate their emotions. I see using the mood-meter at Safe Seats, Buddy Rooms, and PAC.

# data[].attributes.body
1. Recognizing emotions and moods. I knew it had somewhat of an influence on the student learning, but not as much as I thought it would.
2. I will try and be more aware of students' emotions and moods as I lead lessons and guide students in learning.

# data[].attributes.body
1. The River  Story is really interesting. Thinking back about all of the things that have happened in my life and have influenced my emotions.  It's helpful to think about those things and all the things our students my have experienced just in their short lives.
2. Picking up on the positive moods of classmates will help us all to be positive. I think having a mood meter available will helps some students regulate their emotions when they can actually label their emotions.

# data[].attributes.body
1- This module made me see that my emotions can affect my students just as much as their emotions can affect mine.  As the adult, I need to be more cognizant of what I am portraying to students in order to help them feel safe and secure in sharing their own emotion in an appropriate way in class.
2- I love the mood chart we have used so far. So many of us, students and adults, have trouble pinpointing what our feelings are at any given moment. This is something I need to practice more, and I think using this with students would help me to understand their needs better. It may also give them an outlet to express themselves when maybe they didn't have the words before.

# data[].attributes.body
1. Recognizing emotions and moods. This influences student learning more than I think about.
2. Being more aware of the mood meter and the impact on our students emotions and learning.

# data[].attributes.body
1. The River Story made me the most apprehensive. I don't generally like to talk about some of the things that shaped me emotionally. It felt a little invasive.

2. I anticipate using this with my students by really paying attention to emotional contagion, whether it's my mood or the mood/feeling of the students. I think it's an important skill to be able to "read the room," and emotional contagion really can make or break a lesson or classroom experience.

# data[].attributes.body
1. Recognizing emotion, made me reflect that I need to do better at recognizing when a student may in crisis and work to help them through it as best I can.
2. I anticipate using RULER to help students understand how they're feeling about a situation or reacting to a situation is negative or positive, and how we can work as an individual, myself and the student, or as a whole class to regulate or celebrate our feelings or emotions.

# data[].attributes.body
1) Emotional Contagion- Recognizing and reminding myself that my emotions can and will influence the learning environment for my students.
2) I am looking forward to spending time intentionally teaching students that having the entire spectrum of emotions is okay and normal, but we all need to react and process through them in a healthy and productive way.

# data[].attributes.body
1. Emotional Contagion is such an important concept for the classroom. One voice can impact the group positively or negatively. I think it is very helpful for me to recognize how parts of my life can impact how I feel in the classroom and how my River Story impacts how I perceive interactions with others.

2. I hope to model emotional intelligence and help my students to begin recognizing the importance of emotions in their interactions with others. For example, the Mood Meter could be extremely helpful when processing emotions in the Safe Seat, Buddy Room or PAC.

# data[].attributes.body
1. The River Story made me reflect on what has happened in my life that has had an impact on my life.
2. I think having students also be able to reflect using the mood chart will help them understand their emotions. I think students need to know it's o.k. to have these feelings, but need to learn how to react to them (especially when they're in the red).

# data[].attributes.body
1. When the module asked us to think about our "River Story." It was uncomfortable reflecting what memories impacted me emotionally.
2. I would like to teach the students how their emotions can impact how they learn in the classroom and give them skills to cope with those emotions.

# data[].attributes.body
1. Emotions and moods have an impact on students; being cognizant of this and how our emotions/moods impact others, including our students.
2. I would like to use the mood meter. Maybe not brining it up on a screen or sheet of paper, but just giving students time/space to reflect and realize where they are emotionally and how it is impacting their decisions/reactions.

# data[].attributes.body
1.  Emotional contagion - my mood and my own emotions play a vital role in how I respond to events with students.
2. I am excited to use this with students. Being aware of your emotions and how it affects you is powerful information for all - students and adults!

# data[].attributes.body
1. Emotional contagion---my emotions can impact my decisions, and influence the decisions of the students I work with.
2. I am excited to use the mood meter as it fits nicely with other strategies I use with students.

# data[].attributes.body
I have struggled with this course because stuffing emotions has helped me through recent traumas.  I understand that emotional knowledge can lead to healthier actions and thoughts but it is a work in progress.

I think that helping children become aware of their feelings and teaching them how to productively handle them is a valuable life skill and warrants our dedicated efforts.

# data[].attributes.body
1.) Emotional contagion - My emotions can influence decision making and have an impact on the students/colleagues, etc.

2.) I hope to effectively practice and model emotional intelligence to my students so they are comfortable acknowledging and discussing their emotions appropriately.

# data[].attributes.body
1. Emotional Labor - this is the work we do to conform how we express our emotions to the norms of our environments. It can be hard for both teachers and students to express their emotions in a way that is in the "norms" of our environment, or to even express our emotions at all.
2. I am excited to use this with my students in the sense of them learning about different emotions and why we might feel that way but also how to hand those feelings in appropriate manners. How our actions can affect us if we choose to express in a negative way.

# data[].attributes.body
1. Emotional contagion occurs when a person’s emotions and related behavior elicit similar emotions and behaviors in others.
2. I think using the "mood meter" with students will be a great way for them to learn to identify and self-regulate their emotions.

# data[].attributes.body
1.  Our emotions and mood play a vital part in how we respond.  It is important to not allow our emotions and moods to lead us in making decisions.
2. I'd like to guide students in understanding how our emotions and mood affect our decision masking. We don't want to act based on how we feel.

# data[].attributes.body
1) Question 5: "Studies show that the moods teachers are experiencing when grading papers may affect the grades they assign."

2) I anticipate explicitly teaching how to recognize emotional responses and having students ask themselves where those emotions came from. I want them to be able to recognize what they feel and why they feel it. Only after that could we begin to brainstorm possible solutions to what's going on.

# data[].attributes.body
1. Emotional understanding and knowing what triggers me and what I do to trigger others and to then work through it is tough for me.
2. We certainly can all benefit from better understanding how and why we act the way we do. It will take time and practice.

# data[].attributes.body
1.  Emotions and moods can influence our behaviors and actions without us realizing it.  I think we all like to believe that we have more control over our emotions and moods more than what this question seems to lead us to believe.  However, recognizing this may be the first step to changing it.
2. I am excited for students to begin using this. There have been so many cases of students doing things but not knowing where their actions are coming from. Giving them the skills and ability to name their emotions (both the good and the not-so-good) will give them the skills they need to begin moving in a positive direction. We talk so much of growth mindset. This is another tool to allow them to continue to grow.

# data[].attributes.body
1. Emotions can be shared across individuals in many different ways both implicitly or explicitly and this directly impacts the classroom.  As the teacher, my emotions can impact the classroom as well as students and their mindset impacting their peers. This will influences the direction of the lesson.
2. I hope students will be able to identify and articulate the emotion they are feeling and be able to reflect or talk through strategies of managing these emotions.

# data[].attributes.body
1. Emotional labor is the work we do to conform how we express our emotions to the norms of our environments. -  I think teachers and students alike have been "trained" to mask emotions. I am excited because I think this type of hiding of emotions is starting to shift, but this idea is concerning to me because when we all pretend everything is okay and just keep moving along, we bottle up emotions, which leads to chronic stress and burnout feelings.
2. I can't wait to use this with students. As stated above, I think I have a lot of room to improve on both naming and modeling regulating my own emotions with students, which will hopefully foster a community of more open-about-feelings students :).

# data[].attributes.body
1. Emotional contagion - I have seen this in the classroom.  Students voice aloud that "This is too hard." or "I can't do this" and it affects others into thinking the same.    Their emotions on classwork, friends, teachers , etc. is contagious.   I would like to focus on Growth Mind set along with RULER. Two peas.
2. I would like for students (and myself) to  practice learning to think first, act/say after.   Take a moment to really think about what is going on and how your actions or words may affect others.

# data[].attributes.body
1. Emotional contagion is an idea I understand really well but have concern I allow my own emotions to sometimes influence the class without realizing I am doing it.
2. I would like to give my students the skills to be able to have meaningful mindful moments and then choose their actions more carefully with this knowledge.

# data[].attributes.body
1.  Emotional contagion occurs when a person’s emotions and related behavior elicit similar emotions and behaviors in others. - My ability to regulate my own emotions has a huge impact on the health and well-being of those in my classroom.
2.  I anticipate using RULER with students to help build their emotional intelligence skillsets.  I will explicitly model my own emotional regulation and use the resources provided (mood meter, meta-moment, etc.) to help them do the same.  I am also looking forward to creating a Classroom Charter with students.

# data[].attributes.body
1. Emotions and mood can influence our judgment without us realizing it.
2. I anticipate starting to use this by modeling. By disclosing my emotions to students as appropriate, and then when we eventually introduce the mood meter to them, they will be familiar with that vocabulary, and have the confidence to share honestly and reflectively for themselves.