Playlist teacher guide - Feel Think Act Reflect
The content of the playlist supports students to:
- become familiar with the characters Nova and Dax and their personalities.
- begin to understand what respect means.
- imagine and describe the feelings of others in a given situation.
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- Develop personal, social and emotional skills and behaviours to include others and help them feel they belong.
- Identify different emotional responses for different situations.
- Being kind, helpful and respectful to others helps to make friends.
- Understanding the feelings of others helps us make respectful choices.
Year level(s) appropriate for
Australian curriculum links
Identify and practise emotional responses that account for own and others’ feelings.
Identify actions that promote health, safety and wellbeing.
Identify and describe emotional responses people may experience in different situations.
Explore actions that help make the classroom a healthy, safe and active place.
Meet Nova and Dax
Type: Type: Slides.
Duration: Duration: 5 minutes.
Source: Source: The Good Society.
Summary: Nova and Dax are new to school and want to introduce themselves! Some of the things they like will help them fit in, but some could hurt other’s feelings. Can you pick them?
Nova and Dax are new students at school. They don’t understand the rules and expectations and have yet to form positive relationships with other students. Things don’t seem to go well, either for Nova, Dax or the students around them. Nova and Dax keep making choices that cause other students to be upset, often not understanding why.
Nova and Dax are not depicted as bad, they are just lacking some of the skills needed to form respectful relationships. Students will get to know the characters better as they move through the topics and scenarios. They will make suggestions along the way as to how Nova and Dax can work through the Feel, Think, Act, Reflect model in regards to school expectations, making friends, taking turns, sharing, listening to others, communicating, controlling emotions and expressing feelings.
The Feel, Think, Act, Reflect model for Foundation to Year 6 provides an overarching framework for decision making used across the four stages of learning (Early stage 1, Stages 1, 2 and 3). The model provides a consistent structure for exploring the understanding and skills required to establish and maintain respectful relationships. It should be noted that students won’t always follow the steps in order and may act before giving much consideration to what they really want or to what others might be thinking or feeling. The Feel, Think, Act, Reflect model provides a structure for students to explore different opportunities, ideas and choices and reflect on the actions they have chosen.
WALA (we are learning about): the characteristics of Nova and Dax.
Inquiry question: How do I get to know people?
- View the slideshow introducing Nova and Dax.
- Discuss questions on slides.
- Explain to students that they will be getting to know Nova and Dax as they move through the activities and it is their job to help them make respectful choices.
Type: Type: Image.
Duration: Duration: 2 minutes.
Source: Source: The Good Society.
Summary: You hear the word ‘respect’ a lot, but what is it? This image provides a description.
What is respect?
Respect is treating people the way you want to be treated. It means caring about and being kind to yourself or others. Respect is also thinking and acting in a way that shows others you care about their feelings and their well-being.
Students should be encouraged to demonstrate respect throughout the school day in all subject areas. Provide opportunities to discuss examples of how to show respect not just for people but also for property, environment and resources across different activities, subjects and environments.
WALA (we are learning about): feelings related to respect and disrespect.
Inquiry question: How can we care for and respect others?
Ask students to discuss with a partner what they think respect means.
Have students give examples of how people have shown them respect.
As students identify feelings in the following activities, list these feelings under the headings respected and disrespected.
Ask students how they felt when they have been shown respect.
Students talk to a partner about times when people have not respected them.
- Ask students how they feel when they are not respected.
Have students discuss with a partner which column (respected/disrespected) they would like to be in and why.
Ask students to create a poster that shows how they could show respect in their classroom.
The Feel, Think, Act, Reflect model
Type: Type: Slides.
Duration: Duration: 7 minutes.
Source: Source: The Good Society.
Summary: Sometimes we do things without thinking how they will affect others. Nova and Dax have that problem, too. Can you use the Feel, Think, Act, Reflect model to help them with their choices?
Note: Two situations are occurring concurrently. You may choose to focus on one situation either with Nova or Dax and return to discuss the second situation in a later lesson; with a separate year level; or as an extension for students to complete independently.
The Feel, Think, Act, Reflect model for Foundation to Year 6 provides an overarching framework for decision making used across the four stages of learning. The model provides a consistent structure for exploring the understanding and skills required to establish and maintain respectful relationships. It should be noted that students won’t always follow the steps in order and may act before giving much consideration to what they really want or what others might be thinking or feeling. The Feel, Think, Act, Reflect model provides a structure for students to explore different opportunities, ideas and choices and reflect on the actions they have chosen.
Students would not be expected to reflect/regulate as a situation is occurring. Teaching the Feel, Think, Act, Reflect model through the use of scenarios and reflecting on situations will provide opportunity for students to practise using the framework for decision making. Through practise and guidance students will begin to adopt this approach in real life situations.
The model for Foundation to Year 6 includes the following four steps:
In order to react and act respectfully to a situation it is important for students to understand their emotions and how they are feeling. Taking time to understand how they feel about a particular situation can help them make good decisions and respond in a way that is respectful of themselves and others around them.
When students apply the feel section of the model, they are thinking about how they are feeling. What is my body feeling? Where am I feeling it and what is the emotion associated with that feeling?
When students re-apply the feel section after they have acted on a decision, they are thinking about how they feel about the outcome of the decision. What am I feeling? How do I know? This cycle then creates a reflective process.
Before taking any action or saying anything in a situation it is important for students to think about themselves and about others. When thinking about themselves students need to be clear about exactly what they are hoping to achieve in the situation. When thinking about others, students need to explore how they might be feeling and why they may have acted in a particular way. Collecting this information is a key part of deciding how they will react.
When students apply the Think section of the model, they are thinking about what they want, how others might be feeling and what others might be wanting. What do I want? How do I think others will feel about that? What might other people want?
When students re-apply the Think section, they are assessing how other people felt about the decision they made. How did it affect other people? What were they feeling and how do I know? Students will also reassess their own needs and, if so, continue with the Feel, Think, Act model.
Once students have worked out how they feel about the situation and they have thought about the feelings and motivations of the other people involved in the situation, then they are ready to act themselves. It is important to ensure that when they respond that they act respectfully, and they don’t escalate the situation with their behaviour.
When students apply the Act section of the model, they are making a choice as to how to behave and then testing the decision. What am I going to do? Let’s do it.
When students re-apply the Act section, they are making a choice based on previous consequences of their behaviour. Will I do the same thing again? Will I do things differently if this happens again? Do I need to do anything at all? If so, what will I do? Let’s do it.
When this model is applied as a cyclic model it provides an opportunity to reflect on the choice that was made, to explore how students and others felt about their decision and the consequences of that decision before taking any further action.
When students have acted on their decision, or reacted impulsively, they need to think about their actions, how they, and others, felt about it and the consequences of that choice. To do this, students go back to the top of the model and use each step again. They think about how everyone might be feeling and what they might have been thinking. This might mean students have to make a different choice to act.
WALA (we are learning about): The Feel, Think, Act, Reflect model.
Inquiry question: How can I act more respectfully when problem solving?
Slide 1: Comic strips
- Show students the comic strip scene and ask students to turn and talk to a partner about what they can see happening. Ask students to give a thumbs up if they think Nova or Dax are being respectful, a thumbs down if they aren’t or a sideways thumb if they’re not sure.
Slide 2: Feel, Think, Act, Reflect model
- Explain to students that they will be looking at the Feel, Think, Act, Reflect model to help them make choices and use behaviours that are respectful to themselves and others.
- Read through the steps of the model and ask students to suggest what they think each step might mean.
Slide 3: Feel step
To be respectful in a situation, it’s important to understand your feelings.
Knowing how you feel can help you:
- make good choices
- do and say things in a way that’s respectful of yourself and others around you.
You can also try to think about why you are feeling that way, although sometimes you might not know why.
- Highlight/list the words respectful and feelings.
- Discuss the meaning of respectful and feelings if necessary.
- Look at the first frame of the comic strip scene and consider how Nova or Dax might be feeling.
Slide 4: Think step
Before doing or saying anything in a situation it is important to think about yourself and about others.
You should think about:
- exactly what it is you want.
- how other people are feeling and why they might have acted the way they did.
- the choices you could make.
This is important in helping you decide how to act.
- Highlight the word choices.
- Discuss the meaning of choices, identifying that we often have more than one solution to a problem.
- Look at the second frame of the comic strip scene and consider what Nova or Dax wanted and how the other students around them might have been feeling.
- In small groups have students brainstorm choices that Nova or Dax could make next. Share ideas.
Slide 5: Act step
When you have thought about how everyone is feeling and what everyone is thinking then you are ready to act yourself.
Choose the action that you think will work best for everyone and do it. It is important to remember to behave respectfully when you respond and that you don’t make the situation worse with your behaviour.
- Look at the last frame of the comic strip scene and identify the choices Nova or Dax made.
Slide 6: Reflect step
When you have acted on your decision, you need to think about the choice you made, how you and others felt about it, and the consequences of that choice.
To help you do this you can go back to the top of the model and use each step again. Think about how everyone is feeling and what they were thinking.
This might mean you have to make a different choice to act on.
Looking at the images on the slide, guide students back through the Feel, Think, Act stages using the following questions. They can fill in their responses for each step (Feel, Think, Act) using the Feel, Think, Act, Reflect diagram in this printable worksheet.
- Feel: What do you think Nova or Dax are feeling?
- Think: What do you think Nova or Dax want?
- Think: How do you think the other students are feeling? Why do you think they are feeling that way?
- Think: what choices could Nova or Dax make next? What could be the consequence of each choice?
- Act: What actions would you choose?
Add an action for each step. Students stand up for activity. Place hands on their heart for feel, hands on head for think, jump up with arms up to dive for act, and a full star jump for reflect.