• If a student is having a strong emotional reaction or behaving in an unexpected way, ask them how they are feeling and acknowledge that their emotions are valid by saying, “I see you are feeling ________. I am sorry you are feeling that way.”
• ছাত্রকে জিজ্ঞাসা করুন আপনি সাহায্য করতে কি করতে পারেন।
  • আপনি তাদের পছন্দ দিতে চাইতে পারেন যেমন একটি বিরতি নেওয়া, একটি কাজে একটি নির্দিষ্ট ভূমিকা করা, গভীর শ্বাস নেওয়া বা মন দিয়ে ঘরের অন্য অংশে চলে যাওয়া। এই পছন্দগুলি জোরপূর্বক বা শাস্তিমূলক বোধ করা উচিত নয়।
• আপনার কলা পাঠ্যক্রমের মধ্যে মানসিক সাক্ষরতা অন্তর্ভুক্ত করুন।
  • ছাত্রদের অঙ্গভঙ্গি বা মুখের অভিব্যক্তি ব্যবহার করে বিভিন্ন আবেগ দেখাতে এবং নাম দিতে বলুন।
  • শিক্ষার্থীদের অভিজ্ঞতা বা অনুভূতির উপর ভিত্তি করে শৈল্পিক কাজ তৈরি করুন।
  • Include a way to share “How are you feeling?” in your warm-up or daily routine.
• চিৎকার করবেন না বা রাগের সাথে প্রতিক্রিয়া করবেন না। আপনার কণ্ঠস্বর কম করার জন্য নিজেকে চ্যালেঞ্জ করুন, শান্ত থাকুন এবং গভীর শ্বাস নিন।

• আপনার কলা পাঠ্যক্রমের মধ্যে মানসিক সাক্ষরতা অন্তর্ভুক্ত করুন।
  • ছাত্রদের অঙ্গভঙ্গি বা মুখের অভিব্যক্তি ব্যবহার করে বিভিন্ন আবেগ দেখাতে এবং নাম দিতে বলুন।
  • শিক্ষার্থীদের অভিজ্ঞতা বা অনুভূতির উপর ভিত্তি করে শৈল্পিক কাজ তৈরি করুন।
  • Include a way to share “How are you feeling?” in your warm-up or daily routine.
  • We know proprioception or kinesthesia; the sense of where our bodies are in space. Interoception goes the other way. It’s about being aware of what’s going on inside us: our organs, our bodies, and our emotions. As human beings, we feel our emotions in our bodies (the clenched fists and tight jaw of anger; the slumped shoulders and caved-in chest of shame; the rapid stuck breath and burning eyes of edge-of-tears misery…). Engage your students in discovering where emotions manifest in their bodies and enable them to identify how they’re feeling—physically and emotionally. You can turn this into a curiosity-driven game attached to almost any art form. For example: “Writing: If your character’s terrified, how does their body feel? That’s a great way to show readers what’s happening inside your character, instead of telling them what’s going on.” “Dance: How does someone move who’s feeling delighted? Shy? Exhausted? Knowing where you feel emotions is terrific SEL (Social Emotional Learning).” Developing interoception is especially helpful for students with sensory processing issues, who may have trouble connecting with their bodies, or interpreting and sorting sensory information, even when it comes from inside. 

• যদি আপনার দিনটি খারাপ হয় বা আপনি একটি চাপপূর্ণ পাতাল রেলে যাত্রা করেন, তাহলে শিক্ষার্থীদের জানান (যথাযথভাবে)।
  • ট্রমা অনুভব করা শিক্ষার্থীরা প্রায়ই অনুমান করতে পারে যে কোনও নেতিবাচক বা চাপের শক্তি তাদের দিকে পরিচালিত হয়েছে।
  • স্ট্রেস মোকাবেলা করার স্বাস্থ্যকর উপায়গুলির জন্য আপনাকে একটি মডেল হিসাবে দেখতে ছাত্রদের জন্যও উপকারী।
• Find ways to share your artistry, interests, likes, and dislikes with your students. Sharing your authentic self leads to authentic relationship-building and trust.
• Model being authentic, honest, maintaining boundaries, and being comfortable with who you are. Having teachers who are at ease with their own genders, abilities and disabilities, race, background, and so on gives children space and implicit permission to be okay with who they are.  
• Don’t develop a “Teaching Artist” identity for when you enter classrooms. Resist any urge to put on a kid-friendly mask. Trust yourself and be yourself: genuine, present, and real. Just like the art you’re inviting your students to create, your true presence is one of the greatest gifts you have to offer.
  • Don’t change your natural speaking voice or alter your language to be simpler than the children need it to be.
  • Address kids in a simple and straightforward way, using terminology and language they can—or that you can teach them to—understand. 
  • You don’t have to act sweet, coy, cool, or tough if that’s not your natural way of being. Trying to fit in can come off as artificial. Be your natural, caring, creative self, and know what you want your kids to know about themselves: You are enough. 
  • From all sides, an adult using students’ slang can feel awkward, artificial, or disrespectful. This is especially true when the adult is an outsider, visiting the students’ community or living outside their culture. Let your art, your integrity, your comfort with your culture, and your good intentions build bridges, and skip adopting language that isn’t yours. (That said, if you’re with your students for a year, and some of their terminology slips into your vocabulary, don’t struggle to resist it—and don’t be offended if they laugh or grin.) 
  • Don’t use slang or pop-culture references that aren’t yours. Instead, model being open to learning. Letting students teach you what inspires them will open conversations, instill confidence, and build a more egalitarian community. 

• Let students know how you are doing, where you are working from, how you are making space in your home for class, include your pet or family members, or let students know they might hear background noise. (Lots of the things they are dealing with, you are too!)
• Share your Artistry: Especially if you’re teaching remotely, consider sharing your own art and artistry by linking to your website/blog/daily Instagram post, etc. Remember to only share content appropriate for your students and their grade level.

• Focus on breath: When we are stressed or anxious, we often take shallow breaths into our chest. By breathing deeply into our belly, we can use our breath to calm both our body and mind. ​That said, breath isn’t a safe space for everybody. For people including survivors of sexual abuse, students with chronic or recurrent illnesses, and people with something as simple as a flu or allergies, breathing may not be a healthy option. Always offer alternatives such as sound or feeling the weight of your body on the chair. Presenting these as equal to breathing prevents them from being a signal of ability or disability: “If that isn’t available to you….” Wording such as, “Take a breath, be aware of the sounds coming into your ears, or feel where your body is touching the chair” puts everything on an equal plane. Invitations to explore what their bodies need in a given moment gives students permission to be curious about their experiences, and control over their bodies and choices. For students with trauma, that kind of power can be rare. 
• Have students come up with their own ways of leading breathing, relaxation, or focusing exercises. Maybe they breathe in like flowers blossoming, and out like flowers closing into buds, or relax by moving their fingers from high to low like gentle rain. Use their imaginations to engage them, give them leadership opportunities, and get creatively invested in developing mindfulness skills. 
• Multi-Sensory: Sense of touch, sound, smell, or sight experiences can help students focus and relax. These could be real or imaginary sensory experiences. ​
• Involve Movement: Humans are born to move—incorporating movement can help students be more present and focused. Sometimes we can express things physically that we don’t yet have words for.
• Connect to Redirect: Simply by naming an emotion, a spiraling child can start to calm down. 
• এই GIVE সংস্থানে মননশীলতা সম্পর্কে আরও জানুন: শ্রেণীকক্ষ ব্যবস্থাপনাকে সমর্থন করার জন্য মননশীলতা ব্যবহার করা. 

Students—and their caregivers—may be overwhelmed or stressed out by remote learning, so it’s important to take some time to incorporate moments of breath and mindfulness as part of your remote lesson.

Consider starting each class with movement/stretching and mental health check-ins or rituals.

উদাহরণ চেক-ইন:

• Using your thumbs, show how you’re feeling today: “Thumbs up, down, middle, two thumbs up, etc.”
• ছাত্রদের সাথে চেক ইন করতে একটি পোল ব্যবহার করুন.
• ছাত্রদের চ্যাটে টাইপ করতে বলুন—শব্দ, ইমোজি, রঙ বর্ণনা করতে তারা কেমন অনুভব করছে।
• Have students share a sound and movement that expresses how they’re feeling. You can also give them an option: sound, movement, or both. Giving children choice means giving them power in the form of control over their minds and bodies. To build on the exercise, have the rest of the group reflect the sound and/or movement. Mirroring helps children to recognize other people’s feelings, which helps them to develop empathy, compassion, and understanding. This can be done online or in person. 
• Five-finger check-ins: five means “best day ever,” one means “awful day,” three is somewhere in between, two is “bad, but could be worse,” and four is “good, but could be better.” Have everyone look around to see how others are doing. You can incorporate community-building by suggesting that folks who are at four or five can help those at one or two have an easier day, and thanking the students with lower numbers for letting you know that they need to take it a little easy on themselves today. If caregivers can participate, all the better. That gives you space to teach students that they can take care of adults, too. If a student keeps showing one finger, that can be a signal that something is off in their inner or outer worlds. 
• The 5-4-3-2-1 Grounding Technique can help to stop spiraling and fretting by bringing students into the here and now. It’s five things you can see, four you can feel, three you can hear, two you can smell, and one you can taste. 
• Create moments for students and caregivers to experience mindfulness together. You can create guided mindfulness meditations that both parent and child can listen to live or prerecorded.