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Begin each class with students sitting in a circle and using the mood meter to identify their current emotional state. Students share their color/quadrant and one word describing how they feel. This builds emotional vocabulary and creates a supportive classroom environment.

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Students maintain daily journals where they record their emotions using the mood meter framework. They note the color quadrant, energy level, and pleasantness, then reflect on what caused these feelings and how they managed them.

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Students create daily 'emotional weather reports' for the class, describing the overall classroom mood using weather metaphors and mood meter colors. For example, 'Today feels like a sunny yellow day with high energy and positivity.'

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Students become 'emotion detectives' and observe peers, characters in books, or people in videos to practice recognizing emotional cues. They use detective sheets to record observations about facial expressions, body language, and verbal indicators of different emotions.

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Students experiment with different breathing techniques for each mood meter quadrant. They practice calming breaths for red quadrant emotions, energizing breaths for blue quadrant feelings, and grounding techniques for yellow and green emotions.

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Pufferfish Breaths | Breathing Exercises for Calm Kids Self-Regulation (Mindfulness for Kids)

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Students act out different emotions while others guess the feeling and identify which quadrant of the mood meter it belongs to. This kinesthetic activity helps students recognize facial expressions and body language associated with various emotions.

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Students collaborate to create visual anchor charts for each letter of RULER (Recognize, Understand, Label, Express, Regulate). They include strategies, examples, and illustrations to serve as classroom references for emotional learning.

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Students create personalized 'toolboxes' filled with strategies for managing emotions in each mood meter quadrant. They can include breathing techniques, movement activities, positive self-talk, and seeking help strategies.

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Students engage in role-playing scenarios where they practice understanding others' emotions and perspectives. They use the RULER framework to analyze characters' feelings and discuss appropriate responses and empathy.

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Students create visual timelines of their emotional journey throughout a day, week, or during specific events. They use mood meter colors to mark emotional changes and reflect on triggers and coping strategies used.

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Students create artistic representations of each mood meter quadrant and display them around the classroom. During a gallery walk, they discuss how different colors and energy levels might look, feel, and be expressed.

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Students collaboratively develop classroom and school charters by discussing shared values, expected behaviors, and emotional goals. They use the RULER framework to ensure their charter addresses emotional well-being and creates a positive learning environment.

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On Stacy's bookshelf for lending. Research used to make the fascinating series "Lie to Me" with Tim Roth. Learn more about microexpressions.

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An all time classic, father of multiple intelligences, available for lending on Stacy's bookshelf.

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An excellent choice for high school students, especially during these contemporary political times, this work is a healing dialogue between two facilitators, one Israeli and one Palistinian.

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RULER coaching sessions are designed for RULER Implementation Teams that are eligible for coaching through an active RULER Training Implementation…

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Ruler Resources--there is so much more than this!

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Thank you for sharing, Chana

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Emily Callahan

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SAU CE1-CE2 | Gr2 & Gr3 Temporary charter

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SAU CE1-CE2 | Gr2 & Gr3 Temporary charter

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Hilda Pereira

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Delphine Haddad

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The playground charter:

How do we want to feel on the playground?
How do we help others and ourselves experience these feelings?

We should feel:

Safe, have safety, treat others the way you want

Comfortable

Kind

Happy

Helpful, ask if people are ok if they get hurt, don’t let them get embarrassed

Respectful, don’t be a jerk, don’t embarrass people

Included, if someone feels left out, ask them to join

What could be the consequences if you didn’t respect the charter?

The consequences could be:

More homework

Time-out, get them to read in the corner

Community service, to help the school

1 hour of zoom with your principal class teacher

Staying in class during break

Detention

Vie scolaire grade

Send them to Jessica

Call parents

Take away computer

Revoke of privileges

What are the best ways to reinforce the charter?

Note to parents

Apologies - letters

Community service

Reflection

Loss of privileges: you can’t play basketball anymore or if you’re a high school student: you can’t leave school during breaks or lunch anymore

Treat them fairly and not in the violent/aggressive way

LISTEN TO THE FIRST WARNING

Respect:

Treating people how you want to be treated

Respecting boundaries

Not judging

Don’t interrupt

Stop the bad language

Being kind: being empathetic, being inclusive

Model respectful behavior in groups

Included:

Be supported/supporting

Games, activities, show inter-grade appreciation, support

Checking in with others to be included

Staff:

Listening to both sides

No favoritism, be impartial

Leave room for growth

Stop putting too much pressure

Students are more than their actions, don’t judge them by what they did or do

Goals settings

Respond to individuals individually, avoid group response or comparisons, not judging