Perspective Taking

Day 1 - Linking to Brain Research

(material - 1/2 sheet of plan paper for each student)

Opening the Mind to the Prefrontal Cortex

• Perspective taking: the ability to see situations and events from the viewpoint of another person.

• Mentally standing in someone else's shoes.

• Seeing something through someone else's eyes over and over again strengthens the neural networks to help us reason BEFORE we take action. (look - think - before you leap)

• Calm perspective taking directs incoming information to the PFC - reflective and away from the amygdala - reactive

• When differences of opinion are honored (respectful disagreements - agree to disagree) students perceive the classroom as safe and risk-free.

• The amygdala relaxes and the PFC takes control.

Try this.....

Demonstrate how neural pathways are built through repeated practice (like perspective taking - it's easier to do something once it has been done many times before)

Fold paper...

• Demonstrate how to fold a piece of paper into 4 boxes.

• Everyone start at the same time - on "go" start a timer. When the LAST person is finished, stop the timer.

• Everyone unfold their fan and carefully smooth out the folds so it is a flat as possible.

• Repeat folding on the same lines, using the same paper - starting on "go".

Discuss:

• Was it easier making the boxes the first or second time? Why?

• How is this like what happens in your brain when you learn to think before acting?

Day 2 - Warm-Up

Perspective-Taking Practice

• On the board write "I am happy." As you read the sentence show your happy face. Then expand the sentence to say, "I am happy when I teach you!" - keeping your happy face on as you read.

• Have the students show their happy face. Let them take turns telling something that makes them happy.

• Their hippocampus (memory saver) will help them think of memories.

• Repeat with other emotions: sad, angry, scared and surprised. Make sure everyone can see the face of who is sharing.

Discuss:

• What are some things that make us happy?

• Everyone is different and we have different memories and experiences. Seeing a spider might scare me, but it might not scare you.

• Why is it important to be able to look at someone's face and recognize how he or she is feeling?

Day 3 - Engage, Explore, Reflect

• • Read or listen to Goldilocks and the 3 Bears (Youtube 5:35) - or another well known fairy tale.

  • Character Feelings sheet - one to complete together and / or one for each student.

Engage:

• After watching / listening to the tale ask...

• Was Goldilocks behaving mindfully in the story?

• What are some other mindful or unmindful behaviors in the story? Try NOT to use the words "good" or "bad."

Explore:

• Imagine that you're Goldilocks, what were you thinking and feeling when you went into the house? How about when you did all the other things?

• Display or handout the Character Feeling Sheet - as a class fill this out taking Goldilocks' viewpoint.

Discuss:

• Suppose it was YOU who knocked on the front door. No one answers. Will you go inside?

• Suppose you do go in. Will you touch the bear's things?

• How would you feel waking up and seeing 3 bears staring down at you?

Reflect:

• Using what you know about mindful behavior, how might we change Goldilocks's behavior to create a new ending to the story?

KEY POINTS to remember...

• Different people may have different reactions to and different views or opinions about the same event.

• When we mindfully consider others' perspectives, we are less likely to make quick judgments and decisions, which can often be unfair.

Day 4 - Career Connection: Peace Negotiator

• A person who tries to help two sides come to an agreement.

• They must have a lot of imagination and be very persuasive.

• A peace negotiator has to help each side relax their view and try to see things from their opponents point of view.

"Walk a mile in my shoes" - try to imagine what it feels like to be me.

Watch what this kindergarten class has to say about how YOU can be a peacemaker.

We can be Peacemakers! YouTube 2:38

Discuss:

• What might it be like to have a job that requires you to feel another's cares and concerns?

• What kind of jobs help people understand their feelings or thoughts better?

Try this:

• Each day find a different person to really talk to.

• Pay close attention to what they have to say.

• Try restating something they said, "I understand how you feel when you said....."

Day 5 - Journal Writing

Feelings Mask

Choose an emotion. Using this sheet, write about a time you felt that way. Draw a face in the oval of how you feel. Use colors and patterns to show your emotion.

Day 6 - Twist a Tale

• Think back to the work with did with Goldilocks last week.

• If you could rewrite a fairy tale, which would you choose?

• Think about the character who usually causes trouble (the antagonist - wolf, troll, witch).

• How could that character see the event completely differently?

• Now think about the main character, the hero (the protagonist - pigs or princess).

• What if they didn't have very good intentions after all?

• How could the story be different using the same events, but in a completely different way?

• Rewrite the tale yourself, with a partner, or as a class.

• If there is time listen to or read: "The True Story of the 3 Little Pigs" (Youtube 3:00)

Day 7 - Recess Respect

• Think back to a time at recess when you were part of a disagreement.

• Maybe you were arguing about who's turn it was, someone wasn't playing fair, or someone did or said something you didn't like.

• Explain the situation then pretend you are the teacher who the other person goes to for help.

• What did that person tell you (as the teacher)?

• How as it different from what you thought happened?

Day 8 - Reading Expressions

• Our feeling can sometimes cause us to react emotionally.

• As you look at the pictures below, think about how this person is feeling and what they might have just experienced.

• What words might this person be preparing to say?

• Write his or her words in a speech bubble on your whiteboard.