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By Patricia Sherwood

Emotional Literacy is a pioneering ebook for basic university academics, counselors, and therapists who desire to boost emotional literacy talents in lecture room events. The booklet presents assets for coping with the 'feeling' lifetime of little ones and provides: a lecture room administration version that creates possibilities for therapeutic feelings, instead of feelings being denied, repressed, discounted, or excluded from the method . an figuring out of the non-verbal languages and abilities wanted for kids to spot the elemental human emotions of anger, grief, aloneness, worry, judgment, and the bully and sufferer behaviors bobbing up from such emotions . workforce lecture room workouts that aid to lessen the opportunity of significant behavioral difficulties or mental disturbances . easy self-managed strategies that supply youngsters uncomplicated talents to spot and deal with their very own feelings.

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Sample text

It is a language which is characterised by criticising, blaming others, using ‘you’ terms and telling others what they think and feel. ‘You make me feel bad,’ ‘you make me mad’, ‘you don’t do what I want’. It also has a number of observable body languages such as constricted breathing, gestures that are off balance such as arms or hands or legs reaching out past an individual’s personal space and not returning to the individual’s centre, and that dull often glazed look in the eyes or a burning black look in the eyes in moments of intense anger or rage.

Here, deeds lose their heart. Bryant (2006) argues that morality and values are seated in the heart and a culture or society that ignores the heart is destined for instinctual survival processes that can rapidly deteriorate into greed and a destructive compulsiveness to control others. Hearts are at the centre: balancing the upper and lower poles Hearts are the centre of the child, and hence of classroom management. indd 23 27/05/08 11:28:20 AM Emotional Literacy recognise the importance of the feeling life centred metaphorically and literally in the centre of the body (Lievegoed 1985).

A chapter is dedicated to each. In addition though, particular children will have specific additional needs to nurture their hearts at different times during the day. This means that certain parts of the classroom need to be allocated to core feelings so that when a child is flooded by a particular debilitating or disruptive feeling of either anger, grief, aloneness/abandonment or emptiness, they have a dedicated space to move to—a space with known predictable routines that they can use to transform the feeling back to a sense of wellbeing and harmony.

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