Official JAG competency wording: Identify, understand, and effectively manage emotions
Category: Self-Understanding
Source themes: emotional intelligence, self-regulation, mental well-being
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
J104 — Identify, understand, and effectively manage emotions
Explore J104 · The Cost of Gambling and Alcohol with Duane Hollow Horn Bear – Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes sadness, loneliness, anger, coping, and listeners finding personal meaning in stories. This supports J104 by inviting students to identify how emotions influence decisions.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
Let's talk about our history, something in our history that we all need to know. Sometimes we are afraid of our history. We don't want to know it. I've come across this time and time again with young people who are afraid of history. Maybe the truth, from our perspective, these stories tell us something about what life has done to us and how we react to it, as all people do with any situation. The process of making decisions, emotions, we all have emotions that we all have to deal with every day. From the moment you wake up feeling sad, lonely, maybe angry, puzzled, or maybe happy, joyful. Throughout our day, these emotions, we deal with them all day long and into our dreams. Life is emotions we have to cope with, coping with life. We need stories such as these to learn from, to guide us. So I'd like to share a couple of stories with you today.
Learn About: What details in this passage support the speaker’s account of emotions and choices? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify how emotions influence decisions? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0010; https://www.youtube.com/watch?v=6RK3z2jzH34; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J104 — Identify, understand, and effectively manage emotions
Explore J104 · Forces of Disintegration and Integration - Kevin Locke - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Kevin Locke describes resilience as a coping skill and reflects on rapid change and attention to disturbing news. This supports J104 by inviting students to identify emotional responses to information.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
These little children…they’re very resilient. You can see how malleable they are. We’re all that way. But of course as we get older, we become less resilient. I think this is a wonderful quality that we can retain, this resiliency. It’s a coping skill that the native people demonstrated very well…as far as adapting to different changes. Of course, we need that now more than ever because…we are at the stage of the greatest change in the history of mankind. Everything is accelerating. We can see this parallel process happening in the world. We can see there are forces of disintegration which are escalating. And this is what our attention…our attention is continuously drawn to that. You turn on CNN…every twenty minutes it rehashes these conditions in the world. And it must have an effect on people, even children.
Learn About: What details in this passage support the speaker’s account of resilience and change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify emotional responses to information? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0096; https://www.youtube.com/watch?v=eESpUnmv-Dw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 6: Developing Emotional Intelligence in the Classroom
Reviewed teaching connection: Reviewed connections: J104. Also supported by J104 competency. Invite students to name emotions in a fictional situation, consider another perspective, and practice a thoughtful response.
Human Shaped Learning with Front Matter.docx · Ch. 6, actual manuscript pp. 49–56; What is Emotional Intelligence?
Chapter 20: Integrating Mindfulness Practices into the Classroom
Suggested teaching connection: Suggested teaching connection for attention, based on J104 competency. Offer an optional brief attention practice and an alternative quiet reflection activity.
Human Shaped Learning with Front Matter.docx · Ch. 20, actual manuscript pp. 147–152; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.