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Expressing Emotions in 4th Grade Tutoring

This document presents a tutoring session for fourth-grade students on the expression of emotions. It proposes a group activity where students experience roles such as "statue," "blind person," and "clay" to identify facial expressions without seeing. Then, the groups discuss how they felt in each role and which role was more comfortable or uncomfortable. Finally, the session emphasizes the importance of identifying one's own emotions and expressing them appropriately while respecting others.

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3 views3 pages

Expressing Emotions in 4th Grade Tutoring

This document presents a tutoring session for fourth-grade students on the expression of emotions. It proposes a group activity where students experience roles such as "statue," "blind person," and "clay" to identify facial expressions without seeing. Then, the groups discuss how they felt in each role and which role was more comfortable or uncomfortable. Finally, the session emphasizes the importance of identifying one's own emotions and expressing them appropriately while respecting others.

Translated by

ScribdTranslations
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

TUTORING 4°

Session 04: This is how we express our emotions 1

Dimension Personal Development


Axis Self-knowledge and self-esteem
Degree Fourth grade
What are we looking for?

That students identify and express feelings or emotions


lived in different situations of interaction with other people.

Materials

Handkerchiefs (in a number equivalent to the groups to be formed)


Papers
Pencils

Review of agreements: Time: 10’

In the plenary session, the coordinator of the classroom asks the secretary or
secretary to read the agreements and commitments made in the previous session
to assess their level of compliance (ranging from 0%, 50%, 75% to 100%). The
The group congratulates the achievement or offers suggestions for its attainment.

Presentation: Time: 20’


Motivation and exploration

We form groups of three people, where each has a different role: the
statue, the blind man and the modeling clay.

The blindfold must be placed over the eyes.


The statue will choose the posture and facial expression it wants to adopt,
staying still; for example: covering one eye or putting the hand on
hat, kneel, sit or take the position you wish.
Laplastilinase will turn the statue around so it won't see.
position that this adopts.
In silence, and with the utmost respect for the other person, the blind man will approach.
to touch and identify the expression and posture adopted by the statue, in order to then
transmit them to the clay without saying a word.

1
Adapted from MINEDU (2009) Prevention of eating disorders. Anorexia and Bulimia. Leaflet
guidance for tutors, pp. 32-34.
Comprehensive Tutorial Attention
1
The modeling clay will be shaped by the blind person. That exercise is repeated.
exchanging the roles among the members of each group in such a way that
each student experiences all three roles.

Development: Time: 40'


Information and guidance

We ask our students to form groups of five or six members.


and we give them a moment to share their lived experience,
tell the following:

How did you feel in each of the roles? Why?


Was the experience pleasant or unpleasant? Did they feel
secure or insecure? Why?
Which role did you find most enjoyable, most insecure, most uncomfortable?

We gathered the students to share what was discussed in the groups.


reinforcing the message that it is important for us to express what
we feel at the right moment and without the need to transgress or mistreat
other people, since we must always keep in mind that all and
we are all unique.

Closure: Time: 20 min.

We resume the reflections of the students trying to convey the


following key ideas:
Not all of us feel the same things in front of the same situation.
Each person has a particular way of feeling that is not necessarily
the same as others, neither better nor worse.
No emotion can be considered right or wrong.
Well, one cannot help but feel what one feels. What is important is
to learn to identify our feelings and emotions, and to find
an appropriate way to communicate them.
It is important to express freely what we think and feel, and to the
Let's respect the colleague who expresses themselves. That helps us
will allow us to know ourselves and to know others.

Decision making:

We mentioned to the students to remember a previous situation in


which did not express their feelings appropriately and timely and what
they felt it by not doing it, and we encouraged them to be able to from today on
reverse that situation, regardless of the person or circumstance.

Comprehensive Tutorial Attention


2
After the tutoring hour:
We encourage students to express their feelings and
opinions with the most trusted people: your mom, your dad, a
friend, a cousin, a sister, etc.
We commented to the other teachers in the group about what was worked on during the hour.
of tutoring and we invite you to encourage the students to
express their opinions and thoughts freely.

Comprehensive Tutorial Attention


3

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