Zones of Regulation
Zones of Regulation
Embedded Files
Things You Can Say
Things You Can Say
"Is your body with the group?"
"Is your brain with the group?"
"Are you in control of your body?"
"Check back in."
"What part of your body isn't listening YET?"
"Who is in your brain right now?"
STRATEGIES TO TRY
STRATEGIES TO TRY
Being a Mind MIME
Being a Mind MIME
Have students do a mental dress rehearsal of what you want them to do.
"Point out your path."
"Visualize your path."
Students will use their hands to point out the path that they are going to take.
Students act out the behavior BEFORE you send them off.
Working Clock
Working Clock
Use a dry erase marker to color code the expected behavior throughout the day.
Students can have a Whole Class working clock OR individual working clocks on their desk.
"Check your working clock."
"What are you time robbers right now?"
"What do you need to do to pick up your pace?"
Whole Body Listening
Use Whole Body Listening Larry poster OR take a picture of your student and label the parts of the body to show Whole Body Listening.
Put a magnet behind the picture and attach to the whiteboard and use as a visual.
UNTHINKABLES
UNTHINKABLES
"Who is invading your brain right now?"
"Who is in your brain?"
"Who can you call on?"
"What Thinkable could you call on?"
THINKABLES
THINKABLES
BOOKS TO HELP GUIDE INSTRUCTION
BOOKS TO HELP GUIDE INSTRUCTION
Helpful Hints:
1. Use the same book over and over
2. Bring it into your Readers and Writers Workshop to talk about strong verbs or figurative language
3. Students can make connections to other characters and their reactions, as well as to the behaviors and feelings in themselves
BE WHERE YOUR FEET ARE!
BE WHERE YOUR FEET ARE!
IT'S HARD TO BE A VERB!
IT'S HARD TO BE A VERB!
THE LEMONADE HURRICANE
THE LEMONADE HURRICANE
Questions To Ask While Reading:
1. Who has invaded ________'s brain?
2. Who can they call on?
3. What Zone are they in?
4. What strategy can they use to support them?
5. How do you think the other characters feel when _______ is behaving that way? What do you think they are going to do? And then how will ________ feel afterward?
6. What could _______ do next time so that it doesn't happen again?
SECONDARY
SECONDARY
HOW TO REACH AND TEACH CHILDREN WITH CHALLENGING BEHAVIOR
HOW TO REACH AND TEACH CHILDREN WITH CHALLENGING BEHAVIOR
This book is filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended resources, and teacher-tested strategies. Includes research-based support for educators, instructions for creating and implementing an effective behavior-management program in classrooms, guidelines for developing engaging lessons and activities that teach positive behavior, and advice for assisting students with self-regulation and managing their behaviors and emotions.
MINDFULNESS FOR TEENS WITH ADHD
MINDFULNESS FOR TEENS WITH ADHD
If you're a teen with attention deficit/hyperactivity disorder (ADHD), you may feel like you have to work extra hard to pay attention in school, stay on top of homework, and more. This book offers powerful mindfulness skills to help you make smart decisions, complete tasks, do better in school, manage stress, and so much more. By paying attention to the moment, you'll find yourself less distracted and better able to focus on what's going on right now.
IMPULSE CONTROL
IMPULSE CONTROL
More than 130 lessons address areas affected by impulsivity, such as emotions, relationships, academics, problem solving, and social skills. Activities teach students how to anticipate consequences, practice good listening skills, use patience and tolerance, be the "boss" of their impulses, use impulse control with peers, and manage anger and anxiety.
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