Zones of Regulation PD - Glenda Paul
Monday, 15 October 2018
In our staff meeting today we had Glenda Paul in talking to us about the Zones of Regulation. I have been using this model in my classroom for the last three weeks of term 3 and will continue for the reminder of this year. I decided that I needed support for a few of my boys and girls, to help them deal with outbursts, anger, jealousy and over all well being. I spent time with Nicole Hunter a senior teacher talking to her about how she used the programme in her classroom. I then had two students (whom I had taught in the past) be my teachers and guides come into the classroom to teach us what and how they were using the regulations.
Main themes I took away from today:
What do good coping skills look like?
identifying your feelings, talking/sharing ideas, Pause, Breathe and Smile, finding a quiet space, prayer.
Self Regulation
- Sensory processing - filtering out unnecessary stimuli
- Executive functioning - use our brains efficiently to problem solve and shift attention away from the problem
- Emotional regulation - control our emotions and our reactions in order to meet the goals
Being aware of triggers
* home environment, food, the need to know your students and what is going on in their lives.
Great interventions - interrupt and redirect
* send for a drink, with a message, run around the field
Visuals very important. Critical thing: Doesn’t bring teacher judgment on how a child behaves
See Pinterest for ideas
Focus around zones
Various tools for self-regulation
- Sensory supports - rubix cube, pillow, slime
- Calming techniques - rubbing hands, breathing in through nose out through mouth, good thoughts (damien McKenise smiling to his grandma pre kicks)
- Thinking strategies - what is making you feel this way, how do you move out
How big is the problem?
Can students see the difference between a small med large problem. When do you need help?
You Tube clips with Inside Out characters - what are they feeling here?
Where to next for my Professional Development?
Sensory Support:
I have been using our pillows, mindfulness, circle time, breathing techniques, face movements on the feelings chart
* Adding calming music while working, open door policy for students who don't want to be outside (over stimulated) continue with 10mins after lunch and maybe experiment with before lunch (lunch major issue time)some tactile objects would like to develop a quiet room somewhere in the school.
* Visual Guides for Thinking Strategies:
Using the kids magnets they have 10 mins to move back to green before I approach them, what I would like to see is a buddy trying to manage some of that. Not a friend but a learning buddy maybe. Peer support pre coming to an adult.
