1. Feeling Safe Feelings and Behaviours Lesson 2 Little Mouse
© NHS Leeds CCG Partnerships 2018

2. Learning outcomes Knowledge Skills
Our emotions can affect the way we feel and behave
How we communicate our emotions can make others feel good or bad about themselves.
We can try to control our behaviours by talking about how we are feeling.
We can recognise when others are feeling happy or sad and ask them how they are.
Read slide 2

3. How we will work together
Can you remember the group agreement we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already.
e.g. We will respect each others feelings and opinions.
We will listen to each other without interrupting.
We will keep what people talk about in the classroom confidential.
We can choose what to share in the class, or we can talk to the teacher afterwards. 3

4. How many different feelings can we name?
What do we already know?
How many different feelings can we name?
Make a list of all the different feelings on thought bubbles. Create a class ‘emotions chart’. This might include pictures of people expressing different emotions to compliment the words. 4

5. Let’s get started Happy anxious playful
We can experience many different feelings and they can make us behave in different ways.
carefree
sad
Revisit the list of feelings/emotions from the last session. Ask the class to add any more that they can think of.
secure
angry
mischievous 5

6. Emotions and Behaviour
Emotions are what we feel
Actions and behaviour are what we do.
Sometimes our emotions can influence our behaviours.
helpful
sad
happy
ignoring
Discuss with the class how emotions and behaviour might be linked. E.g. How do we behave if we feel very happy? Do we run about and laugh if we are feeling sad? Do we hug people if we are angry with them?
angry
fight 6

7. Little-mouse feels confused
Listen to the next part of the story
Little-mouse is confused by his feelings.
Sometimes he likes the Big Grey Mouse
and sometimes he feels frightened and confused.
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Last time we listened to the beginning of a story about Little-mouse and his mother. Little-mouse was feeling safe with his mother.
Read from p 5 (Last year, Little-mouse’s mother had made a new friend) to p 8 (Little-mouse tried to please the Big Grey mouse. He felt confused) Discuss in small groups and feed back to whole class. Each group can take a different question from the next slide. 7

8. Class discussion
How do you think Little-mouse’s feelings affect the way he behaves?
What else could he do?
What would he like the Big Grey Mouse to do?
What would he like his mum to do?
What would he like his teacher to do?
Divide the class into small groups. Each group can discuss a different question : what would little-mouse like the Big Grey mouse to do? Mum to do? Teacher to do?
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9. What is Little-mouse thinking?
Draw a thought bubble on a large sheet of paper for each small group. Ask the children to write anything they think little-mouse might be thinking, but isn’t able to say.
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10. Fight, flight or freeze?
When we are frightened or upset, our brains tell us to run from trouble or danger, stay and fight or freeze.
What did Little-mouse do?
What else could he do?
What do you usually do?
Is this helpful?
What else could you do?
Discuss with the class that fear can make us behave in different ways. Give examples of people running away, fighting or freezing. Does this happen in the playground? At home?
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11. Our emotions and our behaviours
Discussion: in Pairs
How do my emotions affect my behaviour? What do I do when I feel...
When I feel told off for something which isn’t my fault?
When I feel excited?
Ask the children to discuss in pairs what they do when they feel the different emotions.
When I feel angry?
When I feel happy?
When I feel frightened?
When I feel sad? 11

12. Little-mouse talks to the teacher
Sometimes worries are too big to be solved by children on their own.
In pairs:
Pretend to be Little-mouse, and the teacher.
Teacher: What would you ask Little-mouse?
Little-mouse: What might you say to the teacher?
What might happen next?
Role play. Ask the children to role play the teacher and Little-mouse. What would they say. Children can show their brief improvisation to the rest of the class. Discuss any similarities and differences. Look for open questions, good listening skills ,evidence of empathy and opportunities for Little-mouse to talk about how he feels. 12

13. How has our learning progressed?
We can have lots of different feelings: some which make us feel good, some which make us feel bad and some which make us confused.
How we communicate can make others feel good or bad about themselves..
It is never ok to try to make others feel bad to make ourselves feel better.
Ask the class to think about what Little-mouse is saying. Can they think of any more things to say?
We can control our behaviour by trying to talk about how we are feeling
Our feelings can affect the way we behave
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14. Taking the learning away
Think about how you behave when you feel sad, angry or happy and how it might affect people around you.
Ask someone at home if they can tell how you are feeling by the way you are behaving.
Notice how your friends behave during the day and ask them if they are ok.
Our feelings can affect the way we behave so it’s good to talk about them.
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15. Additional resources and help
Talk to your teacher or a trusted adult (e.g. in school) about any worries you may have.
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
Where can I go for help?
Little-mouse Finds a safe Place (2016) Ann Dix
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