Emotion Regulation Discussion

Discussion Guidelines

• Listen actively and respectfully.
• Speak honestly—there are no right or wrong answers.
• Keep an open mind and support your classmate’s sharing.

Discussion Questions

1. Recall a Recent Event
   Describe a time in class when you felt a strong emotion (e.g., anger, frustration, embarrassment).
   
   
   
   
   
   
   Follow-up prompts for the teacher:
   • What was the moment just before you felt that way?
   • Who else was involved, and how did you respond?
2. Identifying Triggers
   What exactly triggered your emotional response in that situation?
   
   
   
   
   
   
   Follow-up:
   • Was it someone’s comment or action?
   • What physical signs did you notice (e.g., racing heart, sweaty palms)?
3. Exploring Thoughts and Feelings
   Using the Emotion Iceberg Worksheet, what underlying thoughts or beliefs were beneath your visible reaction?
   
   
   
   
   
   
   
   
   
   
   
   
   Follow-up:
   • Did you worry about what others thought of you?
   • Was there a past experience influencing how you felt?
4. Coping Strategy Reflection
   Review the Coping Strategies Cards. Which strategy appeals to you most, and why?
   
   
   
   
   
   
   Follow-up:
   • How might deep breathing help calm your body?
   • What different perspective could you try through cognitive reframing?
5. Action Planning
   After our talk, what is one specific step you will take when you notice your emotions rising in class?
   
   
   
   
   
   
   
   
   
   
   
   
   Follow-up:
   • Where and when will you practice this strategy?
   • How will you remind yourself to use it in the moment?

Next Steps

• Record your chosen strategy on the Emotion Reflection Page.
• Commit to trying it in your next challenging classroom situation and reflect on how it goes.

Emotion Iceberg Mapping Worksheet

Objective

• Help you trace how a classroom trigger leads to visible behaviors by exploring underlying emotions, bodily sensations, and thoughts.

1. Describe the Specific Trigger / Scenario

Write down the moment or event in class that sparked a strong reaction.

2. Surface Emotion

Name the primary feeling you noticed (e.g., anger, frustration, embarrassment).

3. Bodily Sensations

List physical signs you experienced (e.g., racing heart, sweaty palms, tight chest).

4. Underlying Thoughts / Beliefs

Identify any automatic thoughts or beliefs that went through your mind (e.g., “They think I’m stupid,” “I can’t handle this”).

5. Observable Behaviors

Record how you outwardly responded (e.g., spoke loudly, crossed arms, avoided eye contact).

Instructions for Use

1. Think of a recent classroom conflict or upsetting moment.
2. Fill in each section on the worksheet with as much detail as you can.
3. Notice how the trigger connects through your sensations and thoughts to your behavior.
4. Use this map to choose where you could insert a regulation strategy (e.g., pause before behavior, challenge a thought).

When you’re finished, review your responses with your teacher and decide which emotion regulation strategy to practice next.

Coping Strategies Cards

Use these cards to guide you through two effective emotion-regulation techniques. Print and cut them apart so you can hold each card in your hand as you practice.

Card 1: Deep Breathing

1. Pause. Stop what you’re doing and bring your attention to your breath.
   
   
2. Inhale. Breathe in slowly through your nose for a count of 4. Feel your belly expand.
   
   
3. Hold. Gently hold your breath for a count of 2.
   
   
4. Exhale. Release the air slowly through your mouth for a count of 6, feeling your shoulders and chest relax.
   
   
5. Repeat. Do this cycle 4–5 times until you notice your heart rate and tension begin to settle.

Card 2: Cognitive Reframing

1. Spot the Thought. Ask yourself: “What am I telling myself right now?” Write down the exact thought.
   
   
2. Examine the Evidence. Ask: “Is this thought 100% true? What facts support it, and what facts contradict it?”
   
   
3. Consider Other Perspectives. Think: “How might someone else view this situation? Is there a more balanced way to see it?”
   
   
4. Create a New Thought. Replace your original thought with one that’s realistic and helpful (e.g., “I can handle this,” “Mistakes help me learn”).
   
   
5. Test It Out. Notice how you feel when you use the new thought. Repeat the reframing process whenever that old thought returns.

Tip: Keep both cards handy in your binder or pocket. The next time you feel upset in class, choose one card and follow the steps to help you stay calm and focused.

Emotion Reflection Page

Use this page to record your strategy choice, plan for use, and evaluate how well it worked.

1. Strategy Selection

Which emotion-regulation strategy from the Coping Strategies Cards did you choose to try, and why?

2. Implementation Plan

Describe when, where, and how you will use this strategy during a challenging moment in class. Include any reminders or supports you’ll put in place (e.g., note on your desk, partner check-in).

3. Reflection After Use

Answer these questions after you’ve tried the strategy in a real classroom situation.

3a. What happened during the moment you used your strategy?

3b. How did you feel before, and how did you feel afterward?

3c. Rate the strategy’s helpfulness: 1 (Not helpful) 2 3 4 5 (Very helpful)

4. Next Steps

Based on your reflection, what will you do the same or do differently next time? How might you adjust your plan?

5. Additional Notes

Any other thoughts, questions, or observations about managing your emotions?