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1.3 Managing Emotions

On this page

  1. Hippocrates – Theory of Temperaments
    1.1 Shaping your Character
  2. Model of Four Energie States
    2.1 Energy and Language Use
    2.2 Base Energy State
    2.3 Flexibility with Energy
    2.4 Openness about Emotion in Primary Education
    2.5 Similarities Between Temperaments and Energy States
    2.6 Differencies Between Temperaments and Enery States
    2.7 Practising with Energy states
  3. Moddel of a Classroom with Basement and Attic
    2.1 Chest of drawers – Memory and Empathy
    2.2 Alarm
    2.3 From the Attic to the Classroom
    2.4 From the Basement to the Classroom
  4. Regulating Energy States During Whole-class Teaching and Independent Work
  5. Strict, Friendly, or friendly and fair?
    5.1 Friendly and Fair Reïnforcing Positive Behaviour
  6. Examples
  7. Summary
  8. Credits

Teachers regulate their emotions. By maintaining a calm demeanour, they increase the likelihood that pupils will respond calmly as well.

If I teach, I reïnforce positive behaviour in a friendly and fair manner without losing my balance, my own unrest disappears — and so does that of my pupils.

 The world is like a mirror: look into it angrily and it looks back angrily; smile, and it smiles too.” (Herbert Louis, 1st Viscount Samuel)

Haim Ginott

Introduction video

For more information check out our other introductory videos here.

Current approach:

How do I manage my emotions now?

Future approach:

How do I manage my emotions in the future?

Introduction

‘Managing Emotions’ is one of the four modules within the ‘Friendly’ perspective of Friendly and Fair Teaching (FFT).

Figure 7: Establishing a friendly tone (overview)

Anger is a normal emotion that can lead to tension and frustration. Most people probably become angry when exposed to too many stimuli, to a greater or lesser extent. Reacting angrily to a disruption in class may help you regain control of pupils, but it does not improve the atmosphere. As a result, you come home feeling exhausted. FFT encourages you to respond thoughtfully to classroom disruptions and demonstrates why it is best to avoid anger.

This module begins with Hippocrates’ classification of temperaments (c. 460 BC). It is followed by two models:

  1. The first model distinguishes four energy states between which every person can move. This model invites you not only to recognise the energy state towards which you naturally tend, but also to explore other energy states and consciously choose the most appropriate one for each situation.
  2. The second model shows how to recognise pupils’ energy states during lessons and demonstrates that it is best to respond to pupils in a calm and controlled manner.

1. Hippocrates – Theory of Temperaments

Historically, people were often categorised into four temperaments. These temperaments carry an inherent negative judgement:

  • Sanguine: superficial
  • Phlegmatic: unemotional
  • Choleric: hot-tempered
  • Melancholic: gloomy

See Wikipedia.

1.1 Shaping your Character

If you are dissatisfied with the way you function, avoid responding:

  1. emotionally,
  2. impulsively, or
  3. passively.

Instead, act in a non-emotional, reflective and active manner.

Example

  • Non-emotional instead of emotional: Courteous instead of hot-tempered.
  • Active instead of passive: Analyse mistakes and learn from them instead of repeating them.
  • Reflective instead of impulsive: Count to ten before responding instead of reacting immediately.

A teacher who behaves in this way serves as a role model for pupils.

1. Model of Four Energy States

FFT uses a model with four energy states. This model is based on the dimensions calm–active and light–heavy. Four energy states can therefore be distinguished, between which every teacher and pupil can move. Unlike temperaments, no negative judgements are attached to these energy states.

This model can be used to recognise and understand your own energy state. It encourages you to move between energy states and helps you identify the four energy states in pupils. If you are able to switch between these different energy states yourself, you can connect more effectively with your pupils and help them learn to move between different energy states as well.

The four animal images below represent the four energy states within this model.

Figure 24: Energy States Coordinate System

You can identify a pupil’s energy state as follows:

  1. Observe how the pupil moves. In this model, the x-axis represents movement: calm on the left, active on the right.
  2. Assess the pupil’s energy. The y-axis represents energy: heavy at the bottom and light at the top.

You can now distinguish four groups of pupils:

  1. Calm and Light – Unicorn → creative, relaxed
  2. Calm and Heavy – Owl → thoughtful
  3. Active and Light – Young Puppy → energetic, playful, cheerful
  4. Active and Heavy – Woodpecker → intense, powerful

Note: Because everyone can move between energy states, some pupils may fall into a different group during a later observation.

2.1 Energy an Language Use

These energy states are reflected in the way pupils speak to one another and in the way you address them. Harsh language is more likely to emerge in the Active and Heavy energy state than in the Calm and Light energy state. More information can be found in Observing Language Use.

2.2 Base Energy State

Everyone has a base energy state towards which they naturally tend. This differs from person to person. Some people are usually calm, while others are generally active. Some live mainly in a world of imagination, while others are naturally playful.

2.3 Flexibility with Energy

To influence the energy of a group, it is important that you can move between the four energy states yourself. If you want to calm a class, first ensure that you are calm yourself.

2.4 Openness about Emotion in Primary Education

An emotion ladder encourages pupils to be open about how they feel. When you know how someone feels, it becomes easier to take one another into account. This emotion ladder is used in primary education. It is displayed in the classroom, and each pupil has a personal peg with their name on it. Upon entering the classroom, pupils place their peg next to the feeling that best reflects how they feel at that moment.

This does not need to be discussed further, but it can provide valuable insight into what individual pupils may be experiencing. As a teacher, you can then take this into account.

If you decide to use this emotion ladder, establish the following agreements with your pupils:

  • We do not talk about someone else without reason.
  • You may only move your own peg.

Image 54: emotion ladder

2.5 Similarities Between Temperaments and Energy States

Both Hippocrates’ temperaments and the FFT energy states consist of four categories. The following correspondences can be identified:

  1. Sanguine – Young Puppy
  2. Phlegmatic – Unicorn
  3. Choleric – Woodpecker
  4. Melancholic – Owl

2.6 Differences Between Temperaments and Energy states

The FFT energy-state model deliberately uses neutral labels to avoid attaching negative labels to pupils.

The temperament model describes only one aspect of a person and tends to view that aspect as fixed. In contrast, the four energy-state model assumes that every individual can move between all four energy states.

2.7 Practicing with Energy States

In the Examples section below, you will find descriptions of music-based activities that allow participants to move between energy states. These activities enable pupils to experiment with different energy states and experience them in practice.

3. Model Classroom with Attic and Basement

This model illustrates the negative consequences of conflict. Under significant stress, people often respond by fighting, fleeing, or freezing.

The model is derived from the Mates House model. In the original version, there is a living room with a chest of drawers, an alarm system, an attic and a basement. In this adapted version, FFT places the four energy states of pupils within a classroom setting.

This model demonstrates the importance of not responding emotionally (that is, responding in a non-emotional manner as described in Shaping Your Character above) to undesirable behaviour. If you do react emotionally, you are likely to provoke the same behaviour in your pupils.

Figure 25: Classroom with basement and attic

Everyone in the classroom, including the teacher, can move between four energy states. In practice, at any given moment, there are likely to be four groups of pupils:

  • Calm and Light – Unicorn → creative, relaxed
  • Calm and Heavy – Owl → thoughtful
  • Active and Light – Young Puppy → energetic, playful, cheerful
  • Active and Heavy – Woodpecker → intense, powerful

Characteristics of the Classroom with a Basement and an Attic Model

This model shows that, during an effective lesson, pupils feel comfortable, are able to concentrate, and can access their memory. If you display the Owl or Unicorn energy state, you increase the likelihood that a pupil in the Woodpecker energy state will become calmer.

Within the classroom you will find:

  • groups of pupils represented as animals;
    – a chest of drawers;
    – an alarm.
    In the classroom, you regulate your own energy state and take care not to become angry. The classroom is located on the ground floor. Pupils may enter and leave (with your permission).
  • The chest of drawers represents memory and empathy. Memory can be used in empathy can be shown in the classroom and not it the basement or attic.
  • The alarm signals conflict.
  • The attic represents a state of excessive energy in which memory and empathy are disrupted (fight or flight).
  • The basement represents a state of insufficient energy in which memory and empathy are disrupted (freezing or fainting).

For a lesson to be effective, everyone must be able to access their memory and show empathy. By remaining calm and friendly, you prevent pupils from being pushed into the attic or the basement. As a result, they retain access to their memory.

Why Regulate Your Emotions?

In this video, you can see what happens to pupils when their teacher becomes angry. You will also see how consciously displaying a particular energy state can improve your lessons.

Why should you regulate your energy? In this video, see what happens to students when their teacher is angry. You’ll also see how by consciously displaying a mood, you can improve your teaching.

3.1 Chest of Drawers – Memory and Empathy

The classroom represents a pleasant environment in which everyone feels comfortable. Within the classroom, the chest of drawers symbolises access to memory and the ability to show empathy.

When you feel comfortable, you can:

  • use your memory effectively;
  • show empathy towards others.

3.2 Alarm

Whenever a conflict occurs, the alarm is triggered for everyone involved. This may be a conflict between pupils, but it can also arise when you respond angrily or harshly to a pupil who is disrupting the lesson.

In a conflict situation, two responses are possible:

  1. you enter a state that can be described as the attic;
  2. you enter a state that can be described as the basement.

In either case, you are unable to use your memory effectively and are less capable of showing empathy. If you respond harshly, distance develops between you and your pupils.

Figure: two options

3.3 From Attic to Classroom

Suppose that you yourself move into the attic or the basement. How can you release excess energy and return to the classroom?

  • Calm breathing
  • Meditation
  • Music (soothing and calming music or sounds)

3.4 From Basement to Classroom

Suppose that you yourself move into the basement. How can you increase your energy and return to the classroom?

  • Energisers
  • Physical movement
  • Dancing and music

4. Regulating Your Energy State During Whole-class Teaching and Independent Work

Regulating Your Energy State During Whole-class Teaching

You influence the energy state of the group by displaying the energy state you expect from your pupils. This increases the likelihood that pupils will adopt your energy state.

If the class is highly energetic, do not absorb their energy. Remain calm.

If a pupil displays undesirable behaviour during whole-class teaching, use the three-step approach: non-verbal, verbal, and consequence. This helps prevent you from becoming angry (see Behaviour Management Strategies).

Regulating Your Energy State During Independent Work

Remain calm during independent work so that pupils can work in a calm environment.

  • Speak quietly and set a positive example.
  • Speak to pupils when you are close to them. If you need to tell a pupil something, walk over to them. Pupils will often copy this behaviour.
  • Walk around and observe.
  • Act visibly. For example, carry a list on which you record Tips. On the reverse side of this list is the green Triangle image. By showing this image to a pupil who is too energetic, you can resolve a disruption non-verbally.
  • Consider whether a situation can be left alone. Education is the art of gradually letting go.
  • Give compliments using a gesture, such as a thumbs-up, rather than announcing the pupil’s name and praising them aloud.
  • Resolve disruptions first through body language, then through Tips, and, if necessary, through a Future Behaviour Letter.

5. Strict, Friendly or Friendly and Fair?

Strictness can stem from fear. Being overly strict creates distance.

Wanting to remain friendly at all times when teaching (being too friendly) may indicate that you do not feel confident giving direction. If you are only friendly, pupils may find your expectations unclear.

FFT advocates being both friendly and fair.

The advice often given by colleagues—start strict and gradually loosen the reins—is reflected in the FFT Practice Period. During this period, you use the Future Behaviour Letter from the very first lesson if necessary. See Connections Between the Practice Period and Existing Educational Practice.

5.1 Friendly Reïnforcing Positive Behaviour

Rather than being strict, communicate your boundaries in a friendly and clear manner. Through reinforcing positive behaviour, you avoid allowing your emotions to take over. The first two steps of act as a buffer, meaning that you will rarely need to use the measure—the writing of a Future Behaviour Letter (step 3).

By remaining calm during the three steps of ‘Behaviour Management Strategies’ and consistently following them in the same order, you maintain a positive relationship with your pupils while remaining consistent and reliable.

When dealing with a classroom disruption, proceed as follows:

  1. First address the pupil using Gestures (Step 1 – Non-verbal Guidance).
  2. If this is ineffective, provide a positively worded Tip (Step 2 – Verbal Guidance).

By acting in this way, you do not mirror the pupil’s negative behaviour or become drawn into it.

  • Remain calm.
  • Breathe steadily.
  • Stand upright and move deliberately.
  • Use the Compliment gesture to acknowledge positive effort.
  • Remain positive. Pupils will notice that you resolve disruptions in a friendly manner.

The combined recommendation is therefore: be both friendly and fair. This approach is effective and requires little energy, allowing you to devote your energy to teaching.

6. Examples

Heart Rate Monitoring App

Measurement provides insight. By using a smartwatch and its accompanying app, you can monitor your heart rate.

This allows you to assess the extent to which you are able to regulate your energy state while teaching and keep your heart rate under control. An elevated heart rate too often can be exhausting and may leave you feeling drained at the end of the day.

Translating Energy States into Music

Programs that allow you to determine the energy level of music yourself can be found on the Scratch website under the name Rapucation (the former name of FFT). On the Scratch website

https://scratch.mit.edu/

search for:

rapucation

You can also open this weblink to a Scratch programme and directly switch between different energy states. This particular programme can switch between five examples. In each example four different musical pieces are embedded each with a different energy state . All four pieces use the same musical blues structure.

These programmes can be used for exercises involving dance, language and music. Participants can respond to music when it changes between energy states.

The following musical translations have been incorporated into the Scratch programmes:

Information for musicians

The four energy states can be translated into musical instructions for improvisation:

  1. Calm + Light: Unicorn
    Few notes
    Slow tempo
    Alla breve, e.g. 1, 2, 3, 4 (accent every other beat)
    No low notes
    Major key
    Very soft (pp)
  2. Calm + Heavy: Owl
    Rubato (free from the pulse) or slow tempo
    Few notes
    Alla breve, e.g. 1, 2, 3, 4 (accent every other beat)
    Low notes included
    Minor key
    Soft (p)
  3. Active + Light: Young Puppy
    In strict time
    Brisk tempo
    Many notes
    Accent every beat, e.g. 1, 2, 3, 4
    Low notes included
    Major key
    Loud (f)
  4. Active + Heavy: Woodpecker
    Rubato (free from the pulse) or a brisk, virtuosic tempo
    Many notes
    Accent every beat, e.g. 1, 2, 3, 4
    Low notes included
    Minor key
    Very loud (ff)

Watch this video in which Wietske Tijssen explains how she uses the ‘cool down’ effect to start the session with her primary school students after recess.

What is the connection between emotion and the way you speak? In this rap song, Cool down (i.e., a decrease in energy), a rapper uses his voice in an increasingly calmer manner.

What is the connection between tempo and relaxation? Listen to the album Classic Slowdown by the Conductors Band on Spotify. This music is specifically intended to help children fall asleep.

Quatation Related to Regulating Enery States

What might help is a Stoic response:

But if you keep the disticntion between speech and violence, then many more options are available to you. First you can take the Stoic response and develop your ability to remain unmoved. As Marcus Aurelius advised: Choose not to be harmed – and you won’t feel harmed. Don’t feel harmed ‘and you haven’t been…….The Stoics understood that words don’t cause stress direcly; they can only provocke stress and suffering in a person who has interpret a visiting speaker as harmful. You canpick your battles, devote your efferts to changing policiesthat matter to you, and make yourself immune to trolls.” Lukianoff (2018), Greg en Jonathan Haidt

7. Summary

In the first model, the Four Energy States Model, four energy states arise from the dimensions calm–active and light–heavy. Every teacher and pupil can move between these states.The four animal representations—Unicorn, Owl, Young Puppy and Woodpecker—symbolise these energy states. No negative judgements are attached to any of them.

The second model, the Classroom with a Basement and an Attic, illustrates the negative effects of conflict. Under significant stress, people often respond by fighting, fleeing or freezing. This model consists of a classroom containing a chest of drawers, an alarm, an attic and a basement. Within the classroom are four groups of pupils represented by the Unicorn, Owl, Young Puppy and Woodpecker energy states.

Recommendations from FFT

  • Move consciously between the four energy states.
  • Do not allow anger to guide your actions.
  • A Stoic attitude demonstrates that events do not automatically determine your response. You do not allow circumstances to upset your balance.
  • If you avoid acting out of anger, your lessons are likely to be more effective.

8. Credits

Darren Abrahams and Celina Souza

During a Train the Trainer course organised by Musicians Without Borders in Ede, Darren Abrahams introduced the Mates House model. Mates House consists of a living room, a chest of drawers, an alarm, a basement and an attic. See: http://matesbrainregulationprogram.com/
José Caballero

During a José uses a PowerPoint presentation for mentor lessons that begins with an explanation of temperament and character (see Section 1, Hippocrates – Theory of Temperaments). José advises people to act in a non-emotional, reflective and active manner (see Shaping Your Character, Section 1.1).
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