Facilitator Conversation Prompts

1. Model Role-Plays (5 minutes)

Teacher says:
“Alright, everyone, I need two volunteers. Alex and Mia, please come up front and stand here.”

“Alex, you’ll say the words ‘I’m really excited to play with you today!’ but use a flat voice and keep your arms crossed.”

“Mia, respond however feels natural. Ready? Go!”



After the short demonstration, teacher prompts:
“Okay, class, what did Alex’s words say? [pause for student answers] And what did Alex’s body tell us?”

Follow-up: “Why might someone cross their arms and use a flat tone even if they say happy words?”

2. Partner Practice Check-Ins (15 minutes)

While circulating, teacher uses these prompts:

• “I see you raised your eyebrows there—what emotion is that showing?”
  
• “Your friend’s tone just got louder. How does that change the feeling of their request?”
  
• “Can you switch roles and try the same sentence with different gestures?”
  
• “Tell me one nonverbal cue you used just now and why.”
  

3. Emotion Charades Guidance (5 minutes)

Teacher says:
“Remember, no words—only face and body!”

“If you’re acting ‘surprised,’ show me big open eyes and a dropped jaw.”

“When someone guesses, give them a thumbs up if they’re right, or shake your head and try again.”

4. Reflective Feelings Circle (5 minutes)

Teacher leads:
“Everyone, let’s sit in our circle. I want each of you to finish this sentence: ‘Today I noticed _______ as a nonverbal cue, and I will use it when I _______.’”



After each share, teacher affirms:
“Thank you, [Name]! That was a great example of using __________.”

End of Prompts

Emotion Charades Cards (Activity)

Instructions:

• Divide students into small groups of 3–4.
• Give each group a shuffled stack of Emotion Charades Cards.
• One student draws a card and silently acts out the emotion using only facial expressions and body language—no words or sounds!
• The rest of the group guesses the emotion. When someone guesses correctly, the actor gives a thumbs up. Then the next student takes a turn.
• Rotate until each student has acted out at least two cards.

Cards:

• Happy: show a big smile, raise your eyebrows, maybe clap or jump lightly
• Sad: droop your shoulders, frown, lower your head, look downward
• Angry: furrow your brows, press lips tight, cross arms or stomp feet
• Surprised: open eyes wide, drop your jaw, hold hands near your face
• Scared: shrink back, hug yourself, open eyes wide and look around
• Excited: bounce on your toes, wave arms, smile broadly
• Bored: rest your head on your hand, yawn, look away
• Nervous: tap your foot, bite your lip, wring your hands

Reflective Feelings Circle Guide

Purpose:
Bring the class together to reflect on what they learned about nonverbal cues and set personal goals for using these skills.

Setup (1 minute)

• Arrange chairs in a circle so every student can see each other.
• Place a “talking object” (e.g., a small plush or ball) in the center.

Directions (5 minutes)

1. Explain:
   • “We’re going to share one nonverbal cue we noticed today and how we’ll use it in real life.”
   • “Only the person holding the talking object shares; everyone else listens.”
2. Pass the talking object around the circle.
3. When a student holds the object, they complete this sentence:

   “Today I noticed _______ as a nonverbal cue, and I will use it when I _______.”
   
   
   

4. After each student shares, the teacher responds:
   • “Thank you, [Name]! That was a great example of noticing __________.”
   • Offer positive feedback (e.g., “I love that you’ll use eyebrow raises to show surprise!”).
5. Continue until each student has had a turn or time is up.

Closing (1 minute)

• Reinforce:
  • “Using nonverbal cues helps us understand each other better.”
  • “Keep practicing noticing faces, gestures, and tone every day!”

End of Reflective Feelings Circle Guide