3. We know when our students are stressed, they are not ready
to learn. But what about us? the teaching staff? Weve all been
there STRESSED to the MAX!
4. OCCUPATIONAL As teachers, we recognize most of the that come
with our job.
5. But what about our students? Often they are unable to
recognize or articulate their needs. They zone out and this places
them in emotional and learning jeopardy.
6. That alphabet song is stressing me out.
7. ZONES of Regulation A Curriculum Designed To Foster
Self-Regulation & Emotional Control
8. What are the Zones? Exploring the Traffic Signs and the Zone
Colours. There are 4 Zones to Describe how your brain and body
feel.
9. BLUE Zone When youre in the blue zone, your body is running
slow, such as when you are tired, sick, sad or bored.
10. Green Zone The Green Zone, like a green light, is when you
are good to go. If you are in the Green Zone, you may feel happy,
calm, and focused.
11. Yellow Zone The yellow zone describes when you start to
lose control, such as when you are frustrated, overwhelmed, silly,
wiggly, excited, worried, anxious or surprised. It is a good idea
to use caution when you are in the yellow zone.
12. Red Zone The red zone is reserved for extreme emotions like
terror, uncontrolled anger, and aggression. When you are in the Red
Zone, you are out of control, have trouble making good decisions,
and must STOP.
13. How does this apply to my class? Using a class list,
highlight the typical zone that each of your students is in.
14. Which ZONE is my class in? Table talk discuss which zone
your students are most often in and how this impacts your
teaching.
15. Lesson 1 Two Ways - Primary Identify emotions and which
zone they fit into as you read a story.
16. Lesson 1 Two Ways - Intermediate Play a game emotion
charades. Students demonstrate the emotion for the class then glue
the emotion on the correct zone.
17. NEXT Lessons 2-9 provide different ways for students to
practice identifying their emotions and which zone they are in.
Emphasize that all zones are appropriate in specific circumstances,
but that the GREEN ZONE is the optimal learning zone and the best
place to be for most school activities. Moving from identifying
zones, to identifying when exhibiting emotions can be expected or
unexpected, to choosing to do things to move from one zone to
another.
18. Identifying Zones (Lesson 3) Helping students identify
emotions in others can help them be more aware of their own
emotions and that everyone experiences the different zones. Before
students can correctly identify the zones in themselves, they must
be able to recognize the zones in others. (p. 54)
19. Identifying Zones (Lesson 3)
http://www.youtube.com/watch?feature=player
_embedded&v=H4BNbHBcnDI
20. Questions What kind of thoughts do others have when the
character is in the Red Zone (good thoughts or uncomfortable
thoughts)? How do others react to the characters? Is the character
able to interact with others as successfully when he or she is in
the Red or Yellow Zone as when the character is in the Green
Zone?
21. In the Classroom - Inquiry If we implement the Zones of
Regulation program in a Grade 2/3 classroom, teaching students to
self-regulate to be in an optimal learning zone, will students
spend more time on task and actively engaged in learning? We will
know there has been a positive change because target students will
spend less time in transitions between activities and spend more
time actively learning. Target students will demonstrate increased
completion of quality work and more engagement in learning
activities.
22. Linking to Other Programs Second Step:
23. Linking to Other Programs Mind Up Mind Up Focus on Self
Awareness & Brain
24. Zones & Mind UP Zones Lesson 5 Understanding Different
Perspectives Mind UP Lesson 10 Perspective Taking Second Step
Empathy Lesson Reinforce lessons with books: Perspective
Taking:
25. Book List For Perspective Taking *Mr. Peabodys Apples, by
Madonna *A Weekend With Wendell, Kevin Henkes *Herb, The Vegetarian
Dragon, Jules Bass & Debbie Harter *The OK Book, by Amy Krouse
Rosenthal and Tom Lichtenheld *ish Peter Reynolds *The Dot Peter
Reynolds (and art!) *Its OK To Be Different, Todd Parr *I Am I,
Marie, Louise Fitzpatrick *Whoever You Are, Mem Fox *Tough Boris,
Mem Fox *Tiger, Tiger is it True, 4 Questions to Make You Smile
Again, Byron Katie *All Dogs Have ADHD Kathy Hoopmann *All Cats
Have Aspergers Kathy Hoopmann Hewitt Andersons Great Big Life, by
Jerdine Nolen A Dogs Life, by AnnMartin Just Juice, Karen Hesse The
True Story of the Three Little Pigs, Jon Scieszka A Walk in the
Rain with A Brain Edward M. Hallowell, MD *Are available in the
school library.
26. Moving ZONES Getting to GREEN It Isnt Easy Being Green
http://www.youtube.com/watch?v=hpiIWMW WVco
27. Tools to Calm and Alert Sensory Supports Thinking
Strategies Calming Techniques
28. Tools Taught Sensory Supports Calming Techniques Thinking
Strategies Dependent on sensory supports and equipment available.
(See Tools Sheet). 6 Sides of Breathing Lazy 8 Breathing Calming
Sequence Counting to Ten Learning to Take a Deep Breath Big Vs.
Little Problems Inner Coach Vs. Inner Critic Superflex Vs. Rock
Brain Thinking
29. ZONES Tools Worksheet On worksheet list the Sensory tools
that you have access to or would LIKE to use. Circle the zone that
you think this tool would help with.
30. Calming Techniques Lazy 8 Breathing
31. Thinking Strategies Superflex
32. Thinking Strategies Inner Critic Vs. Inner Coach similar to
Friends Lessons
33. Tool Box The last lessons (Lesson 13-17) focus on Learning
When to Apply and Use Tools.
34. More Fun Theres an App for That!
35. Making it Manageable Extra Preps lessons started by Mark,
Anita & Claire Follow up in class one lesson per week. Link to
existing programs whenever possible. (Second Step, Friends, Care)
Identify emotions and zones during read alouds/picture books and
movies. Add content to class meetings. CD of Blackline Masters
available in Binder Format THANKS, KAREN!!! 3 copies of Zones of
Regulation available in Library (see Susan, Claire or Karen for
early access!)
36. Where Do We Go From Here?
37. Identifying Zones
38. Student inquiry occurred when students had to choose images
from magazines that fit into each of the Zones. There was
discussion, debate and many differences of opinion about how people
were feeling based on their facial and body expressions. We learned
that students need more time, practice and opportunities to discuss
the cues that they are reading from other peoples
