Emotional intelligence

Emotional Intelligence

Objectives

1. Student will be able to identify the emotions. 2. Student will be able to express how they are feeling in the moment. .

What are the six emotions?

Happiness

Fear

Embarrassment

It is important to recognize them. Click on each name to find out :)

Sadness

Anger

Surprise

Let's practice!

Click on the die and explain how to express the emotion that comes up

How do you feel today?

Drag the marbles you want into the box belonging to the monster you most identify with today and explain how you feel in three minutes. You can also tell your classmates how they can support you :)

Surprised

Angry

Happy

Sad

Embarrassed

Scared

Accountability

• Accountability means taking responsibility for actions, decisions, and their

consequences without blaming others.​

• Practicing accountability shapes students' character and academic integrity

during their transition to adulthood.​

• Internalizing accountability helps develop skills like reliability, integrity, and

thoughtful decision-making for life.. Examples:

1. Turning in assignments on time even when no one reminds you.
2. Admitting when you made a mistake instead of making excuses.
3. Following through on commitments, like completing your part of a group project.
4. Owning the outcome of your choices (good or bad).
5. Keeping track of deadlines and asking for help early if you're struggling.
6. Showing up prepared for class, meetings, or sports practice.
7. Apologizing and fixing the problem if you gave someone wrong information or let a team down.

Jordan is a junior in high school who’s part of a 4‑person group project for English class. Each person has a section to finish, and the group agreed to combine everything on Thursday night so it could be submitted Friday. Jordan planned to finish his part on Wednesday—but he procrastinated and spent the evening gaming and chatting with friends. By the time he remembered, it was late, and he figured, “I’ll just do it tomorrow.” On Thursday, he had a track meet after school. When he got home, he was too tired to work. He ended up submitting his section to the group chat at 10 p.m.—unfinished and full of mistakes. The next morning, the group discovered that the project looked disorganized because Jordan’s part wasn’t ready. They didn’t have enough time to fix it before school, and the final grade was lower than they’d hoped. Most teenagers might be tempted to say things like: “Coach kept us late.” “I forgot.” “I didn’t have time.” But instead, Jordan decides to own the outcome: He tells the group, “I didn’t manage my time well, and that’s on me.” He apologizes sincerely without making excuses. He emails the teacher and explains that the weaker part of the project was due to his poor choices, not the group’s. He offers to do extra credit for the team or take a penalty himself if possible. He creates a plan so it doesn’t happen again (setting reminders, working earlier in the week, limiting gaming on school nights). By taking responsibility, Jordan rebuilds trust with his group. Even though the grade can’t be changed, his honesty prevents resentment—and he demonstrates maturity.

Scenario: Missing a Group Project Deadline