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[Virtual Presenter] James Baldwin, a renowned American civil rights activist and writer, once said, “Children have never been very good at listening to their elders, but they have never failed to imitate them.” This saying must stand true to most teachers’ personal experiences. Previously in the Har Shikshak Manovaigyanik course, you have learnt about emotional intelligence and its significance in the holistic growth of children into adulthood. Let's see how we can effectively facilitate the development of EI in our classrooms. Welcome to Module 2 of this advanced course. In this module, we will learn how Emotional intelligence is best developed in students through modelling. Emotional states are transmitted through behavioural mimicry, whether or not anyone intends it; people automatically and continuously mimic and synchronise the facial expressions, voices, postures, and behaviours of others Students, with their brains and P-F-C still forming, are registering every sensory environmental cue to learn responses, regulation, and emotional management. What they see will be consciously or unconsciously registered in their brain. This sets a foundation for how they will react, respond or behave in a classroom. Have you ever noticed a student with very strict parents making trouble in class? Or a student with a highachieving sibling finds it hard to focus on their life goals? As we move ahead in this module, we'll look at exactly how this plays out in real classrooms — the specific behaviours, reactions, and emotional habits students pick up simply by watching us, and more importantly, how we as teachers can model the emotional intelligence we want to see in them. To understand what we will learn in this module, we introduce your learning Toolkit for this module B A S E B Body A Awareness S Safe E Environment In this module we will learn the first two steps how to regulate and identify bodily signals through trigger mapping; build our awareness to name these states accurately.In next module we will move to learn techniques to create safety; and understand the importance of the environment. Learn how to “trigger map” Your body is always sending signals, which leads to you having automatic thoughts that guide how you react in a situation. To successfully regulate your emotions, it is important for us to have self awareness. “We can not tame what we can not name” We start by noticing any change in our body, any sensations during an uncomfortable or difficult period, or when we get triggered by a stimulus. We then notice what the automatic thought that occurred in our.

[Audio] brain was, what the first reaction was when we were exposed to a triggering stimulus → what action was led by our feelings and thoughts. This framework helps us become aware of our trigger → body reactions → thoughts → actions. With this knowledge, we can practice self-regulation and distance ourselves from our false beliefs or learn to focus on our classroom. This is a very important step for building EI components. Activity - make a list of regulated and dysregulated patterns or actions. In the format of a case study or storytelling. The teacher reads a small scenario and chooses which regulated patterns or unregulated patterns are in it. Ms Rita walks in five minutes late, apologises briefly, and dives straight into the lesson without checking in. Midway, a student asks an off-topic question - Ms Rita sighs, says "let's stay focused," and redirects firmly but not unkindly. Later, when a student is visibly upset after a peer's comment, Ms Rita cracks a small joke to lighten the mood before addressing it seriously. What are your self-regulating techniques? Helping teachers by listing out some self-soothing, regulating, or breathing exercises that help calm the nervous system. "Once you can name the trigger chain, the next skill is picking the right regulation tool for the moment. Here are three to start with: box breathing (4 counts in, hold 4, out 4) for acute stress; a 10-second body scan to catch tension before it shows; and a physical reset (stand, stretch, unclench jaw) between classes." Activity - Select your preferred self-regulating exercise Let's put B and A together. Miss Rita felt her heart race (Body). She named it — "I'm overwhelmed" (Awareness). That's the chain in action: notice → name → choose your next move. Myth busting "Miss Rita admits that today she feels very overwhelmed. She asks her students how they feel. She asks who feels very happy, sad, confused, etc. Dialogues like this help teachers make better emotional connections with students, but most importantly, make the classroom a safe space. You should not / dont need to share your personal details or stressors, but your experiences with certain emotions can help students be more open to making healthy connections with their own emotions. So we bust the first myth of the classroom in this module -.

[Audio] "Professionals leave emotions out of the classroom" V/S "Professionals know how to regulate their emotions" A safe environment isn't built in one lesson — it's the invisible cue system: how you respond when a student is upset, the routines that make transitions predictable, the physical setup that reduces isolation. You'll build this skill fully in Module 3. For now, notice one cue in your own classroom this week — a seating pattern, a transition, a routine — and ask: does this feel safe to the student who's already anxious?.