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Zones power point


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Zones power point

  1. 1. TheZONESof Regulation a.k.a.
  2. 2. The Twilight Zone
  3. 3. We know when our students are stressed, they are not ready to learn. But what about us? the teaching staff? We’ve all been there … STRESSED to the MAX!
  4. 4. OCCUPATIONAL As teachers, we recognize most of the that come with our job.
  5. 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. 6. That alphabet song is stressing me out.
  7. 7. ZONES of Regulation A Curriculum Designed To Foster Self-Regulation & Emotional Control
  8. 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. 9. BLUE Zone • When you’re in the blue zone, your body is running slow, such as when you are tired, sick, sad or bored.
  10. 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. 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. 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. 13. How does this apply to my class? • Using a class list, highlight the typical zone that each of your students is in.
  14. 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. 15. Lesson 1 – Two Ways - Primary Identify emotions and which zone they fit into as you read a story.
  16. 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. 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. 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. 19. Identifying Zones (Lesson 3) _embedded&v=H4BNbHBcnDI
  20. 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. 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. 22. Linking to Other Programs • Second Step:
  23. 23. Linking to Other Programs • Mind Up Mind Up Focus on Self Awareness & Brain
  24. 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. 25. Book List For Perspective Taking • *Mr. Peabody’s 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!) • *It’s 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 Anderson’s 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. 26. Moving ZONES – Getting to GREEN • It Isn’t Easy Being Green… • WVco
  27. 27. Tools to Calm and Alert Sensory Supports Thinking Strategies Calming Techniques
  28. 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. 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. 30. Calming Techniques – Lazy 8 Breathing
  31. 31. Thinking Strategies – Superflex
  32. 32. Thinking Strategies • Inner Critic Vs. Inner Coach – similar to Friends Lessons
  33. 33. Tool Box • The last lessons (Lesson 13-17) focus on Learning When to Apply and Use Tools.
  34. 34. More Fun – There’s an App for That!
  35. 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. 36. Where Do We Go From Here?
  37. 37. Identifying Zones
  38. 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 people’s