• 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.”
• 학생에게 무엇을 도와줄 수 있는지 물어보십시오.
  • 휴식을 취하거나, 작업에서 특정 역할을 수행하거나, 심호흡을 하거나, 방의 다른 부분으로 주의 깊게 이동하는 것과 같은 선택권을 제공할 수 있습니다. 이러한 선택이 강요되거나 징벌적으로 느껴져서는 안 됩니다.
• 예술 교과 과정에 감성적 문해력을 포함시키십시오.
  • 학생들에게 몸짓이나 표정을 사용하여 다양한 감정을 보여주고 이름을 부르게 합니다.
  • 학생들이 경험한 느낌이나 감정을 바탕으로 예술 작품을 만듭니다.
  • Include a way to share “How are you feeling?” in your warm-up or daily routine.
• 소리를 지르거나 화를 내거나 반응하지 마십시오. 목소리를 낮추고, 침착함을 유지하고, 심호흡을 하도록 자신에게 도전하십시오.

• 예술 교과 과정에 감성적 문해력을 포함시키십시오.
  • 학생들에게 몸짓이나 표정을 사용하여 다양한 감정을 보여주고 이름을 부르게 합니다.
  • 학생들이 경험한 느낌이나 감정을 바탕으로 예술 작품을 만듭니다.
  • 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. 

• 나쁜 하루를 보내고 있거나 스트레스가 많은 지하철을 타면 학생들에게 (적절하게) 알리십시오.
  • 트라우마를 경험하는 학생들은 부정적인 에너지나 스트레스가 많은 에너지가 자신을 향하고 있다고 가정할 수 있습니다.
  • 또한 학생들이 스트레스에 대처하는 건강한 방법의 모범으로 학생을 보는 것도 도움이 됩니다.
• 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. 
• 이 GIVE 리소스에서 마음챙김에 대해 자세히 알아보세요. 마음챙김을 사용하여 교실 관리 지원. 

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.

체크인 예시:

• Using your thumbs, show how you’re feeling today: “Thumbs up, down, middle, two thumbs up, etc.”
• 설문조사를 사용하여 학생들과 함께 확인하세요.
• 학생들이 채팅에 단어, 이모티콘, 색상을 입력하여 자신의 감정을 설명하게 합니다.
• 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.