Teacher's Empathy Script

Warm-Up: Feeling Faces (3 minutes)

"Good morning/afternoon, everyone! I'm so happy to see all your wonderful faces today. Did you know our faces are super helpful for showing how we feel? Let's play a game called 'Feeling Faces'!"

"First, everyone show me your happiest face! Big smiles!" (Pause for students to participate.)

"Great! Now, can you show me a surprised face? Like you just saw something amazing!" (Pause)

"How about a silly face? Make me laugh!" (Pause)

"Fantastic! Now, what if you were a little bit sad? How would your face look?" (Pause)

"That was awesome! We can learn a lot about how people are feeling just by looking at their faces and their bodies. Today, we're going to become Empathy Explorers and learn all about understanding other people's feelings!"

Introducing Empathy (5 minutes)

"(Display Empathy Unlocked! Slide Deck - Slide 2: What is Empathy?)"

"So, what is this big word, 'empathy'? Empathy means understanding how someone else feels. It's like putting yourself in someone else's shoes and imagining what it's like to be them right now. It means you understand their happiness, their sadness, or even their frustration."

"Can anyone think of a time when someone was feeling a strong emotion, and you tried to understand why they felt that way? Maybe a friend was sad because their toy broke? Or someone was really excited about their birthday?"

"(Listen to student responses. Affirm and gently guide them.)"

"(Display Empathy Unlocked! Slide Deck - Slide 3: Why is Empathy Important?)"

"Why do you think it's important to understand how others feel? How does it help us?"

"(Guide responses towards being a good friend, helping others, making everyone feel welcome.)"

"Yes! When we use empathy, we can be super good friends, we can help people when they're having a tough time, and we can make sure everyone feels included and understood. That's why we're going to be 'Empathy Explorers' today!"

Activity: Empathy Scenario Cards (7 minutes)

"(Display Empathy Unlocked! Slide Deck - Slide 5: Empathy Challenges!)"

"Okay, Empathy Explorers, it's time for an important mission! I have some Empathy Scenario Cards here. Each card tells a little story about someone. Your job will be to figure out: How do you think this person feels? And what could you do to show them empathy or help them?"

"I'm going to put you into small groups (or we can discuss as a whole class, depending on group size). When I give you a card, talk with your group about the questions. I'll be walking around to hear your amazing ideas."

"(Distribute Empathy Scenario Cards. Circulate and facilitate discussion, using prompts like:)"

• "What clues do you see in the story that tell you how they might feel?"
• "If you were that person, how would you feel?"
• "What could you say or do to show you understand and care?"

Reading & Discussion: 'The Little 'What If' Book' (5 minutes)

"Great job, Empathy Explorers! You did an amazing job thinking about those scenarios. Now, to help us think even more about putting ourselves in other people's shoes, I'm going to read you a short part of a story called The Little 'What If' Book Reading. This story helps us imagine different possibilities and feelings."

"(Read the selected passage from The Little 'What If' Book Reading.)"

"Wow, that was a good part of the story! Now, thinking about our story and our Empathy Explorer mission, let's have a quick discussion using our Let's Talk Feelings Discussion Guide."

"(Use prompts from the discussion guide, such as:)"

• "How did the character in the story feel at the beginning? How about at the end?"
• "What did you learn about understanding feelings from this story?"
• "What is one way you can show empathy to a friend or family member today?"

"Thank you, Empathy Explorers! You've taken your first big step in understanding others. Remember to look for clues, imagine how others feel, and show kindness every day!"

Empathy Scenario Cards

Instructions for Students: Read each scenario. Talk with your group about two things:

1. How do you think the person in the story feels?
2. What could you do or say to show them empathy?

Scenario 1: Lost Toy

Your friend, Leo, comes to school looking very sad. He tells you that his favorite superhero action figure broke last night, and he can't stop thinking about it.

Scenario 2: New Kid

A new student, Maya, joins your class today. She sits alone during free play and looks a little shy. She hasn't talked to anyone yet.

Scenario 3: Falling Down

During recess, your classmate, Sam, trips and falls on the playground. He scrapes his knee and starts to cry a little.

Scenario 4: Shared Snack

Your friend, Chloe, brought her favorite fruit snacks to share, but accidentally drops the whole bag on the floor, and they spill everywhere.

Scenario 5: Happy News

Your friend, David, runs up to you with a huge smile. He tells you he just learned to ride his bike without training wheels!

Scenario 6: Feeling Left Out

You see a group of kids playing a game you know well. Your classmate, Emily, is standing nearby, watching them, but no one has asked her to join.

How Do They Feel? Worksheet

Instructions: Look at each picture or read the short story. Circle the feeling word that best describes how the person feels. Then, draw a picture of yourself showing empathy!

Picture 1:

(Imagine a simple drawing of a child with a big smile, arms up in the air, maybe holding a balloon.)

How does this person feel?

Happy         Sad         Angry

Picture 2:

(Imagine a simple drawing of a child with tears, looking down, maybe with a broken toy beside them.)

How does this person feel?

Happy         Sad         Excited

Picture 3:

(Imagine a simple drawing of a child with furrowed brows, stomping a foot, or crossed arms.)

How does this person feel?

Surprised         Calm         Angry

Short Story:

Your classmate, Mia, worked very hard on her drawing. When she showed it to the class, another student accidentally spilled water on it.

How do you think Mia feels?

Excited         Frustrated         Sleepy

Draw yourself showing empathy!

Draw a picture of you helping a friend, comforting someone, or making someone feel better because you understand how they feel.

Empathy Explorer Game: Feeling Detective

Objective: Students will practice identifying emotions from visual and verbal cues and suggest empathetic responses.

Materials:

• A set of large emotion cards (Happy, Sad, Angry, Surprised, Scared, Excited) - Teacher-created or printed images
• A "Feeling Fortune Spinner" (A simple spinner with wedges labeled with different emotions) - Teacher-created
• Empathy Scenario Cards (can be reused or new simpler ones)

How to Play:

1. Introduce the Game (2 minutes): "Welcome, Empathy Explorers! Today we're playing Feeling Detective. Our mission is to be super-duper at figuring out how people feel and what we can do to show we care."
2. Round 1: Guess the Feeling (5 minutes):
   • "I will show you an emotion card, or describe a situation. When I say 'Go!', everyone will show me the face they think matches that feeling!"
   • Show an emotion card (e.g., Happy). Say "Go!". Students make happy faces.
   • Describe a situation: "Imagine your pet puppy just learned a new trick! How would you feel? Go!" (Excited/Happy faces)
   • Describe another situation: "Your ice cream fell off the cone! Oh no! How would you feel? Go!" (Sad/Disappointed faces)
   • Repeat with 3-4 different emotions/scenarios.
3. Round 2: Empathy Spin & Solve (8 minutes):
   • "Now for our next detective challenge! I'm going to spin the Feeling Fortune Spinner. Whatever emotion it lands on, we'll think of a time someone might feel that way, and what an Empathy Explorer would do!"
   • Spin the spinner. Let's say it lands on 'Sad'.
   • "The spinner landed on SAD. Can anyone tell me a reason why someone might feel sad?"
   • (Allow 1-2 student responses, e.g., 'Lost a toy', 'Friend moved away')
   • "If your friend was feeling sad because they lost a toy, what could you do or say to show you understand how they feel and care about them?"
   • (Allow 2-3 student responses, e.g., 'Give them a hug', 'Ask if they want to play a different game', 'Say 'I'm sorry about your toy'.')
   • Repeat this process for 2-3 more spins/emotions.
4. Wrap-Up (5 minutes):
   • "You all are amazing Feeling Detectives! Remember, being an Empathy Explorer means looking at faces, listening to words, and trying to imagine how others feel. Then, you can choose to be kind and help!"
   • "What is one new way you learned to show empathy today?"
   • 
     
     
     
   • "Excellent! Keep practicing your empathy skills every day!"

The Little 'What If' Book: The Case of the Quiet Corner

Lily loved to draw. Her favorite crayons were the glittery ones. One sunny morning, she was drawing a magnificent rainbow unicorn with sparkly hooves. Suddenly, she heard a sniffle.

She looked up. In the quiet corner of the classroom sat Tom. His head was down, and his shoulders were shaking a little. His usually bright blue backpack was slumped beside him, and a small, crumpled piece of paper lay near his foot. Lily usually just kept drawing, but today, she paused.

"Hmm," she thought, "What if Tom is sad? What if he dropped his snack, or maybe he missed his grandma this morning? What if he feels lonely?" Lily took a deep breath. She remembered her teacher talking about putting on "empathy glasses" to see how others might feel.

She imagined if her own unicorn drawing had been accidentally ripped, or if she felt left out during a game. A little wave of sadness went through her. "That wouldn't feel very good," she thought.

Lily carefully put down her glitter crayon. She walked over to Tom, not too fast, not too loud. "Hey, Tom," she said softly. "Are you okay? You look a little sad." Tom looked up, his eyes a little watery. He pointed to the crumpled paper. "My favorite drawing got messed up on the bus," he whispered. "And I really wanted to show it to Ms. Daisy."

Lily nodded. She understood now. "Oh no! That really stinks!" she said. "I would be sad too. Maybe we could draw a new one together at recess? Or I could help you fix this one a little?"

Tom gave a small smile. "Really?" he asked. Lily smiled back. "Really." She didn't have to feel exactly what Tom felt, but she understood his sadness, and that helped her know what to do.

Let's Talk Feelings! An Empathy Discussion

Objective: To help students reflect on empathy and apply their understanding to real-life situations.

Instructions for Teacher: Use these prompts to facilitate a group discussion after the Empathy Scenario Cards activity and The Little 'What If' Book Reading.

Discussion Prompts:

1. About the Story: In our story, The Little 'What If' Book, how did Lily show empathy to Tom? What did she do first?
   
   
   
   
   
   
2. Putting on Empathy Glasses: When you put on your "empathy glasses" today during our activities, what did you notice about how other people might be feeling?
   
   
   
   
   
   
3. Feeling Happy for Others: Empathy isn't just about sadness! Can you think of a time when someone felt really, really happy, and you felt happy for them? What happened?
   
   
   
   
   
   
4. Showing You Care: What are some kind things we can do when we notice a friend or classmate is feeling (insert an emotion like

Teacher's Confidence Script

Warm-Up: Confident Poses (3 minutes)

"Good morning/afternoon, awesome learners! Let's start today by feeling super strong and ready! Everyone, please stand up and find some space. I want you to strike your best superhero pose, or a pose that makes you feel really strong and confident! Like you can do anything!"

"(Pause for students to strike poses.)"

"Look at how tall and strong you all look! How does your body feel when you stand like that? Do you feel ready? Do you feel strong?"

"(Listen to a few responses.)"

"Awesome! That feeling of being strong and ready inside? That's a little bit like what we're going to talk about today: self-confidence!"

Introducing Self-Confidence (5 minutes)

"(Display Confidence Superpowers Slide Deck - Slide 2: What is Self-Confidence?)"

"Self-confidence is a big word, but it means something really simple and powerful: it means believing in yourself and what you can do! It's knowing that you are capable of trying hard and learning new things, even if they seem tricky at first. It's like having a little cheerleader inside your head saying, 'You got this!'"

"Can anyone think of something you learned to do that was hard at first, but you kept trying and eventually did it? Maybe tying your shoes, or learning to skip, or reading a new word?"

"(Listen to student responses. Affirm their efforts and achievements.)"

"(Display Confidence Superpowers Slide Deck - Slide 3: Why Believe in Yourself?)"

"Why do you think it's important to believe in yourself? How does having self-confidence help us?"

"(Guide responses towards trying new things, keeping going when it's hard, feeling proud, learning more.)"

"Exactly! When we believe in ourselves, we're more likely to try new things, even if we're a little scared. We keep practicing even when it's tough, and that's how we learn and grow! Everyone has amazing strengths, like special 'superpowers' inside them!"

Activity: My Superpower Shield (7 minutes)

"(Display Confidence Superpowers Slide Deck - Slide 5: My Superpower Shield!)"

"Okay, Confidence Crew! It's time to discover and celebrate your unique superpowers! Everyone has something they are good at, something that makes them special. Maybe you're a super artist, a kind friend, a great helper, a fast runner, or an amazing storyteller!"

"I'm going to give you materials for your very own My Superpower Shield Activity. On your shield, I want you to draw or write about your superpowers – what makes you awesome! Don't be shy; everyone has them!"

"(Distribute materials for My Superpower Shield Activity. Circulate and encourage students. Prompt them with questions like:)"

• "What makes you feel proud?"
• "What's something you love to do?"
• "What's a way you help others?"

"(After a few minutes, invite a few students to share their shields. Encourage classmates to give positive affirmations, e.g., 'Wow, Sarah, being a great listener is a fantastic superpower!')"

Reading & Discussion: 'The Little Engine That Could' (5 minutes)

"You all have such incredible superpowers! That was wonderful to see. Now, to help us remember that believing in ourselves helps us overcome challenges, I'm going to read you a short part of a classic story called The Little Engine That Could Reading."

"(Read the selected passage from The Little Engine That Could Reading.)"

"What an inspiring story! The little engine really believed in herself, didn't she? Let's have a quick chat using our Believe in Yourself Discussion Guide to think more about confidence."

"(Use prompts from the discussion guide, such as:)"

• "How did the Little Engine show self-confidence? What did she say to herself?"
• "What's something you're going to say to yourself next time something feels hard?"
• "What is one of your superpowers that you can use to help you try something new?"

"Amazing job, Confidence Crew! Remember, you are all smart, capable, and have unique superpowers. Believe in yourself, try your best, and remember, 'I think I can, I think I can!' You are all capable of amazing things!"

My Superpower Shield Activity

Objective: Students will identify and illustrate their personal strengths and positive qualities.

Materials:

• One "shield" outline per student (can be printed or drawn by hand on construction paper)
• Crayons, markers, colored pencils
• Optional: Stickers, glitter, other decorative items

Instructions for Students:

1. Think about YOU! What are you really good at? What makes you special and amazing? These are your unique superpowers!

   • Are you a kind friend?
   • Are you a super helper?
   • Do you tell great stories?
   • Are you good at building things?
   • Do you make people laugh?
   • Are you a fast runner?
   • Are you a creative artist?
   • Are you a strong problem-solver?
   • Are you a brave try-er (even when things are hard)?

2. Draw Your Superpowers! On your shield, draw pictures or write words that show your superpowers. You can draw yourself using your superpower, or draw symbols that represent it. For example, if you're a kind friend, you might draw two hands holding, or a heart.

3. Decorate Your Shield! Make your shield bright and colorful! Show how proud you are of your special strengths.

4. Share Your Shield! When you're done, be ready to share one of your superpowers with the class! We will celebrate how amazing everyone is!

Example Shield Ideas:

• Top Left Section: I am a Kind Friend (Draw two friends holding hands)
• Top Right Section: I am a Super Builder (Draw a tall tower of blocks)
• Bottom Section: I am a Brave Learner (Draw a lightbulb or a book)

(Provide a large, simple shield outline here for students to fill in, or instruct them to draw their own on provided paper.)

I Can Do It! Worksheet

Instructions: Think about all the amazing things you can do! Draw a picture or write about them in the spaces below. Then, complete the sentences with your confident words!

1. What is something you are good at?

Draw or write about one of your superpowers! (e.g., drawing, running, helping, reading)

2. What is something you want to learn to do?

Draw or write about something you want to try, even if it's hard! (e.g., riding a two-wheeler, a new math problem, a new game)

Complete the Sentences:

I am good at...

I can try my best when...

If something is hard, I will say to myself: "I think I can..."

I am special because...

Draw a picture of yourself doing something you are confident about!

Confidence Builder Game: "I Can Try!" Challenge

Objective: Students will practice positive self-talk and identify strategies for facing challenges with confidence.

Materials:

• "Challenge Cards" (Small cards with simple, age-appropriate challenges or scenarios)
• A soft ball or beanbag for passing

Challenge Card Examples:

• "Learning a new dance move"
• "Trying a new food"
• "Building a very tall tower"
• "Drawing something big and detailed"
• "Reading a new, longer book"
• "Making a new friend"
• "Solving a tricky puzzle"
• "Cleaning up my room"

How to Play:

1. Introduce the Game (2 minutes): "Welcome, Confidence Builders! Today we are going to play the 'I Can Try!' Challenge. It's all about thinking positively and believing in ourselves when things get a little tricky."

2. Pass the Confidence Ball (5 minutes):

   • "We're going to pass this 'Confidence Ball' (beanbag/soft ball) around. When you catch the ball, I want you to say one thing you are good at, or one thing you believe you can do! For example, I might say, 'I can tell a good story!' or 'I can run fast!'"
   • Start passing the ball. Encourage everyone to participate and affirm their statements.

3. The "I Can Try!" Challenge (10 minutes):

   • "Now for the challenge! I have these 'Challenge Cards.' Each card has something that might be a little bit hard, or something new to try. When I pick a card, we're going to talk about it."
   • "First, we'll imagine what it would feel like to try this challenge. Then, everyone will say together, 'I think I can! I think I can!' And finally, someone will share how they would try to do it, or what positive words they would tell themselves."
   • Draw a "Challenge Card" (e.g., "Learning a new dance move").
   • "Okay, everyone, imagine learning a brand new dance move! It might feel a little silly or hard at first. But what do we say? Ready? 'I think I can! I think I can!'"
   • "Who can share one way they would try to learn this new dance move, or what positive words they would tell themselves?" (e.g., 'I would watch the teacher closely', 'I would practice slowly', 'I would say 'Don't give up!').
   • Repeat with 2-3 more challenge cards.

4. Wrap-Up (3 minutes):

   • "You are all fantastic Confidence Builders! Remember, it's okay if something is hard. What matters is that you believe in yourself and say, 'I think I can!' Keep trying, and you will learn amazing new things!"
   • "What is one thing you will remember to say to yourself when you face a challenge?"
   • 
     
     
     
   • "Wonderful! Keep building that amazing confidence!"

The Little Engine That Could: A Story of Believing

(Abridged for 1st Graders)

Once upon a time, there was a long train full of toys, treats, and good things for boys and girls. But suddenly, the train stopped! It couldn't go over a very tall mountain. The big, strong engines came by, but they all said, "I'm too important! I can't pull that train!"

Then, a shiny Passenger Engine came. "Oh, I couldn't possibly pull that old train," she said. "My wheels are too fine for such a dirty job!"

Finally, a very small, old blue engine chugged along. "Please, please help us!" cried the toys. "We need to get over the mountain to the children!"

The Little Blue Engine looked at the big, tall mountain. It looked very, very hard. She had never pulled such a heavy train before. She felt a little scared. But then, she thought, "The children need these toys! I must try!"

So, she hitched herself to the long, heavy train. She started to pull, slowly at first. As she chugged, she whispered to herself, "I think I can. I think I can. I think I can."

The Little Blue Engine pulled and pulled. It was hard work! But she kept thinking of the children and repeating her special words. Slowly, inch by inch, she started to climb the mountain. The wheels turned, the steam puffed, and her little engine heart kept saying, "I think I can! I think I can!"

And guess what? With all her might and all her belief, the Little Blue Engine made it! She reached the very top of the mountain and started down the other side. She had done it! She had believed in herself, and she showed everyone that even a little engine can do big things if they just say, "I think I can!"

Believe in Yourself! A Self-Confidence Discussion

Objective: To help students reflect on their strengths, positive self-talk, and the importance of perseverance.

Instructions for Teacher: Use these prompts to facilitate a group discussion after the My Superpower Shield Activity and The Little Engine That Could Reading.

Discussion Prompts:

1. About the Little Engine: In The Little Engine That Could, what did the Little Blue Engine say to herself when she faced the big mountain? Why do you think those words were so important?
   
   
   
   

2. Your Superpowers: Thinking about your My Superpower Shield Activity, what is one of your superpowers that makes you feel proud and confident?
   
   
   
   

3. Facing Challenges: What is something that feels a little bit hard for you right now? What can you say to yourself, just like the Little Engine, to help you keep trying?
   
   
   
   

4. Celebrating Others: How can we help our friends and classmates feel more confident? What words can we use to cheer them on?
   
   
   
   

5. Growth Mindset: Remember, mistakes are how we learn! If you try something and it doesn't work the first time, what can you do or say to yourself to keep a confident mindset?