Journaling/

Drawing

Why should I do it:

Provides students with an outlet for their feelings and emotions, including anger, frustration, sadness, grief, etc.
Provides students an opportunity to self-reflect and think about problems and solutions
Allows students time to cool down and work through what they are feeling
It Is non destructive
It is quite
It requires few resources to implement
Allows students time to be alone
Gives students with poor verbal skills a way to better and more easily express themselves
Makes students feel validated

When should I do it:

When a student’s emotions/feelings appear to be escalating
For students who have test anxiety or anxiety about speaking in front of others, being the center of attention, etc.
Students should journal or draw before and after a stressful or emotionally difficult time or event, like speaking in front of class or before a test
You may have students journal or draw regularly as part of your classroom routine to ensure students have at least one opportunity to express and get feelings and emotions out on a regular basis, perhaps daily or weekly

How do I do it:

You may have students journal or draw at their desks or have a specific location in the room where students go to draw and journal
Students should be given the choice to share and explain what they drew or journaled with the teacher
You may provide students with a bound tablet of paper or staple some paper together to make a journal or drawing tablet
Have students keep their journals and drawings in a safe place
Give students a timer or other method to limit the duration of the journaling or drawing period
You could give students a coloring page with shapes to color in
You may suggest topics, subjects, or themes for kids to write or draw about
Try having kids draw or write to music
Check out the resources and support below

Support & resources for technique:

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