ABSTRACT
The facilitator should begin to look really worried. Depending upon the emotional literacy and empathy of the pupils present, the facilitator may need to over exaggerate their ‘worried’ expression and maybe resort to a little sigh of upset. If the pupils ask the facilitator what is wrong they can then tell them that it is because they are worried about, for example, not completing some work that the headteacher wants or some suitable alternative. Play a game of musical faces. As the music begins, the facilitator models a ‘worried’ face that is then passed from one pupil to another. Every time the facilitator sees a pupil forming a good representation of a ‘worried’ face they should give them a sticker and specifically praise their good copying.
