1. Why RULER? Teach Students Character Traits
The students are mostly on board, but they lack the self awareness and skills to follow through.
Schools & classrooms end up relying on short term solutions: consequences, structure, and adult control.
Repeat each year.

2. The Long Term Goal of RULER
Students learn about emotional awareness every year from an early age.
Students are aware of how they are feeling and are now ready to practice regulating their emotions.
Students practice, mess up, and reflect… a lot. Practicing self control is harder short term than relying on constant adult control.
Over years, students learn to be self managers and to feel capable as they gain skills which can make their lives better long term.

3. MOOD METER a tool to make emotions concrete
Energy: how much physical energy we have (body)
Pleasantness: our subjective private experience of pleasantness (mind)
Yellow +1, +1 and +4, +4
Green +1, -1 and +4, -4
Blue -1, -1 and -4, -4
Red -,1 +1 and -4, +4
IV. Mood Meter
TIME: 30 minutes.
ACTIVITY: Understanding the Mood Meter quadrants
PURPOSE: Explain how to use the Mood Meter.
SAY & DO:
1. Have participants turn to the Mood Meter, page 40 in workbook
2. AXES: Describe the MM by explaining the two axes – Remember: Pleasantness first, then Energy.
3. The X axis is pleasantness (the subjective private mental experience of pleasantness).
- You can model the Feeling Axis by moving your hand horizontally across your head.
4. The Y axis is energy (how much physical energy we have)
- Do not provide situational examples yet, just give physical signs of high vs. low energy. You can model the energy axis by moving your hand up your body from your toes to the top of your head.
5. Ask participants to write down the meaning of the two axes in their workbooks. (4 minutes)
6. QUADRANTS: Now, inform participants that the two axes create four quadrants, the RED, BLUE, GREEN, and YELLOW. Using the language from above, explain each quadrant with scenarios or stories from your life (brief ones).
- For example, explain that we may be in the RED when we are in traffic —it is very unpleasant with a lot of energy whereas we may be in the Blue when something does not turn out the way we had planned—it is unpleasant with lower energy. (3 minutes)
7. GROUP Activity: Divide table groups into the quadrants. For large groups, it might be necessary to have multiple groups for each quadrant. Ask participants to work in their groups to describe the facial expressions, body language, vocal tones, and physiology that is associated with feelings in each quadrant. (Click Slide) (6 minutes).
- Debrief by asking individuals from each group to share their findings. Ask one participant to read/act out for the entire group. Start with a volunteer from the RED and end with the YELLOW. (8 minutes). Make sure clear indicators for each quadrant are discussed.
8. Ask if there are any questions about the two dimensions/axes or the quadrants. Let participants know that over time, they will learn the nuances of each quadrant. Also note that this is the first lesson to teach students about the Mood Meter.
WORKBOOK PAGE 40

4. MOOD METER Rolling out the Mood Meter
LESSON 1 Introducing the Mood Meter
LESSON 2 Labeling Emotions with the Mood Meter
LESSON 3 Regulating Emotions with the Mood Meter
IV. Mood Meter
TIME: 2 minutes.
ACTIVITY: Introducing the Mood Meter
PURPOSE: To share Mood Meter Lessons
SAY:
1. Read slide.
2. Go over the recommended lessons for the Mood Meter.
3. Remind participants that they will have experienced all four lessons by the end of the training.
WORKBOOK PAGE 46 C

5. MOOD METER TALKING WITH KIDS ABOUT EMOTIONS
Discuss where on the meter you both are. Be authentic.
Discuss ideal emotions for different times and places: your best self. All emotions are okay, but knowing how to regulate them and be your best self when needed is an important life skill.
Model and explain when and how you regulate your emotions effectively during daily life.
IV. Mood Meter
TIME: 2 minutes.
ACTIVITY: Introducing the Mood Meter
PURPOSE: To remind participants about key points about the Mood Meter
SAY:
1. Read slide
2. Remind participants about the key points to remember when building a charter
ONLINE RESOURCES
WORKBOOK PAGE 46 B

6. How the Mood Meter Applies to Primary Students

7. How the Mood Meter Applies to Primary Students