Feelings Radar 34 Worksheet
Feelings Radar
DAILY CHECK-IN & PROBLEM SCALER
Level 2
Name:
Date:
Time:
1
Select Your Current Emotion & Identify the Trigger
😌
Focused
😡
Angry
🥺
Anxious
😞
Lonely
🤯
Overwhelmed
🤩
Excited
What caused this feeling? (My Trigger):
2
Scale the Problem & Your Reaction
1. Glitch (Small)
Quick fix. I can solve this myself in under 5 minutes without getting upset. (e.g., lost pencil).
2. Medium Problem
Needs an adult's help or a little compromise. Can be solved soon. (e.g., small playground argument).
3. Emergency (Big)
Needs immediate help from a teacher or nurse to stay safe. (e.g., injury or bullying).
This problem is a:
Glitch Medium Big
My current reaction is:
Small Medium Big
Does the reaction match the size of the problem? Why or why not?
3
Select a Coping Strategy to Try
🌬️ Square Breathing
Breathe in, hold, exhale, hold for 4s each.
🗣️ Self-Talk Script
Tell yourself: "This is a glitch. I can solve this."
✊ Muscle Reset
Squeeze hands into tight fists, release 3 times.
📝 Writing/Drawing
Express feelings through a quick sketch or journal entry.
My Action Plan: I will choose to try...
Feelings Radar Teacher Guide
Feelings Radar Guide
SEL CLASSROOM IMPLEMENTATION ROUTINE
Teacher Resource
Framework Overview
The Feelings Radar check-in is a 5-to-10 minute daily social-emotional learning (SEL) routine. It provides students with a structured, visually engaging way to self-regulate, build emotional vocabulary, trace emotional triggers, and match their emotional reactions to the physical size of their problems.
Level 1 (K-1st Grade)
Focuses on visual identification of basic emotions, tracking physiological body signals (e.g., tummy butterflies), using artistic expression (drawing), and introducing simple, sensory coping responses.
Level 2 (3rd-4th Grade)
Emphasizes trace triggers (the "why"), logical problem scaling (Glitches vs. Emergencies), self-reflective cognitive alignment, and committing to specific self-regulation strategies.
The Daily 3-Step Routine
1
Radar Scan (1-2 min)
Students sit in a calm space and scan their minds and bodies. Teachers can play soft background music and ask: "Where do you feel tension, warmth, or tiredness right now?"
2
Document and Scale (3-5 min)
Students complete their level-appropriate Feelings Radar worksheet. 3rd-4th graders pay close attention to whether their emotional reaction matches the true size of the problem.
3
Action Plan Commitment (2-3 min)
Students select and practice a self-regulation coping mechanism. Teachers encourage them to follow through on their selected strategy before moving to instructional time.
Problem Scaler Facilitation Script
Teacher Script: "Class, look at Section 2 on your Feelings Radar. Sometimes, we have a really big reaction (screaming, crying, throwing things) to a very small problem (like breaking a pencil tip). We call small problems Glitches. A glitch can be fixed quickly by you. A Medium Problem is something where you might need adult help, like an argument on the playground. An Emergency is when someone is physically hurt or in danger. Let's make sure our emotional reaction is the same size as the problem we are facing!"
High-Arousal Guidelines
When to Intervene:
- A student marks "Emergency" or "Big" reaction with high physical distress signals.
- A student indicates intense anger/sadness and refuses to select a coping strategy.
Coping Corner Setup:
- Keep a sensory bin with fidgets, squishy balls, and standard timers near the worksheets.
