TYLER: Every day, my stomach feels like it's churning. In the end, it feels like it's bursting. And I just feel like I'd like to hurt somebody. I don't really. But it feels like they're hurting me.
POET: Sometimes all we see
is a red mist consuming us,
making a quick decision
to throw fists.
Actions have consequences.
We may not see it in that moment.
It may not even come to us
when we are sat outside
the head teacher's office,
muddied and bruised from the fight
you've just been through.
TYLER: And I'm in trouble all the time – at home and in school… because I've been fighting. Or perhaps I've said something a bit nasty to somebody. I think that's why Mam took off. My mam and dad were arguing all of the time. I think it was my fault.
POET: Sometimes it's hard to understand
what Mum and Dad are going through,
especially when there's a monster inside saying,
"It's all to do with you."
TYLER: I worry that people don't like me. And if someone asks me a question and I don't know the answer, I feel a bit stupid. So I just argue with people.
ELLIS: All I said is that football is better than rugby.
POET: Are you angry at Ellis,
or angry at yourself?
Are you too afraid
to ask someone for help?
Trust comes hard,
especially when so much of the world
makes you mad.
TYLER: I have an older sister. She's found this website, and there's tips there that can help me with my temper, she says.
POET: You have a sister
who's good at understanding,
reminding you that she's gone
through the same things, too,
in regards to Mum and Dad.
TYLER: She says that the first thing to do is try to tell somebody how I feel. That's not easy.
POET: It's easier to throw stones and shatter glass
than it is to be vulnerable and ask for help.
The hardest part will always be the start.
TYLER: Should I try? What do you think?
POET: You are at a crossroads.
One path leading to good,
the other leading to bad.
But when you have the knowledge,
the choice is yours.
Summary of the film
Tyler loses him temper at the drop of a hat and is always in trouble at school, and at home. His parents are arguing constantly and Tyler blames himself, and thinks he’s the reason for all their arguments. Will Tyler decided to talk to someone to control his anger and his emotions?
Teacher notes
Ideas for the classroom:
Self-care cards – Pupils could take part in a discussion about self-care strategies as a group, eg on ‘What can I do when I’m angry?’ and make cards with ideas on calming the mind on them. This could include going for a walk, talking to someone or run on the spot and pupils could be asked to create images, or words, to go on each card.
Card game – One set of cards could have a face on it and the other set could have emotions on them and pupils need to match the face with the emotion. Another variation of this game would be to match the emotion with the opposite feeling, eg happy/sad. This could lead to a wider discussion about emotions and how they can be achieved or improved.
Arts and craft activity – Pupils could be encouraged to fill a jar with glitter, or any other craft material, water and washing up liquid to create a ‘jar of feelings’. Whilst adding each colourful piece, pupils could be asked to discuss how they’re feeling and explain that the variety of colours in the jar represent the mixed feelings that everyone has.
Mood board – What does the red mist symbolise in the poem? Pupils could create a mood board (colours, art, words, objects) to express Tyler’s anger.
Language, literacy and communication ideas:
Monster – A task could focus on the symbol of a ‘monster’, as the film does, and pupils could write any worries they may have on a piece of paper and place it on the monster.
Important people in my life – Pupils could create a mind map as a group on what does the word ‘trust’ mean/who can we trust/how can we be trusted? This could lead to another activity asking pupils to create an art gallery full of portraits of people we can trust, eg family members, teacher etc under the title ‘Important people in my life’. Each pupil could draw a picture and place adjectives or descriptions around each one.
Write a monologue – Pupils could be asked to write a monologue for Tyler’s character. The film discusses Tyler’s emotions and the fact that he can’t control them at times, therefore pupils could write a monologue using the following:
- Use the first person, eg I saw, I felt, I shouted
- Rhetorical questions, eg Why can’t I stop feeling angry?
- Use the senses – how does Tyler feel? What can Tyler see? What can he taste?
Or, pupils could write about a big change that has happened in their own lives and how this made them feel.
Learning outcomes and curriculum notes
- Learn more about dealing with emotions
- Learn about developing strategies to deal with emotions
- Develop a basic understanding of physical and hormonal changes
Area of Learning and Experience – Health and Well-being
How we process and respond to our experiences affects our mental health and emotional well-being.
Progression Step 3
I can self-regulate my emotions in a healthy way using strategies that I have developed.
I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
I can ask for help when I need it from people I trust.
Our decision-making impacts on the quality of our lives and the lives of others.
Progression Step 3
- I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.
Area of Learning and Experience – Expressive Arts
Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.
Progression Step 2
- I can communicate ideas, feelings and memories for an audience and for purposes and outcomes in my creative work.
Where next?
Will’s story. video
Will tries to help his family's financial situation and decides to steal money. Will be regret doing this and try to think of other ways to help?
Amber’s story. video
A school trip makes Amber feel worried for many reasons. Will she be able to survive the weekend and reach the top of the wall?
Deio’s story. video
After losing his mother, Deio finds it difficult to eat the food that his grandmother prepares for him. Will Deio be able to 'eat the rainbow' and enjoy happy memories of the way his mother used to cook?
