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PAC Meeting Presentation Zones of Regulation Orca Pod Inquiry How do these connect???

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Presentation on theme: "PAC Meeting Presentation Zones of Regulation Orca Pod Inquiry How do these connect???"— Presentation transcript:

1 PAC Meeting Presentation Zones of Regulation Orca Pod Inquiry How do these connect???

2 ZONES of Regulation A Curriculum Designed To Foster Self-Regulation & Emotional Control

3 What is Self Regulation? The manner in which the brain maintains physiological stability through complex feedback mechanisms. The ability to stay calmly focused and alert. (Shanker & McKay, 2013)

4 What is Emotional Control? Exercising choice or control to display appropriate emotions depending on the circumstances.

5 Stress… Moms have it, dads have it… Teachers have it….

6 Students have it too… Often they are unable to recognize or articulate their needs. They ‘zone out’ and this places them in emotional and learning jeopardy.

7 That ABC Song is STRESSING me out!!!

8 At Port Guichon We recognize that students are dealing with different emotions all day, every day. Some of these emotions come from experiences at home, on the playground and in our classrooms. The teaching staff recognized a need for students to learn to identify their emotions and to learn strategies to help them regulate their emotions to help them be successful at school and in life.

9 We chose to use… ZONES of Regulation A Curriculum Designed To Foster Self-Regulation & Emotional Control

10 What are the Zones? Exploring the Traffic Signs and the Zone Colours. There are 4 Zones to Describe how your brain and body feel.

11 BLUE Zone When you’re in the blue zone, your body is running slow, such as when you are tired, sick, sad or bored.

12 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.

13 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.

14 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.

15 Identifying Zones 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)

16 How are you feeling??? 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. Feeling and acting RED is totally appropriate when an unfamiliar dog is charging at you. Feeling and acting YELLOW is appropriate when someone surprises you or gives you a gift. Feeling and acting BLUE makes sense when you are tired, sick or sad.

17 Once children know what “zone” they are in we can teach some strategies to help them…

18 What have we done with this… Last year, teachers taught students about the Zones of Regulation in classrooms. Mr. Douangchanh, Mrs. Grannery & Mrs. D’Aoust taught lessons to multi-age groups. Zones was the focus of our School Inquiry Project.

19 This year… We taught staff the Zones Program in our August Pro D. We began our monthly multi age lessons in September. Teachers have been supplied with posters and are using the language in their daily interactions with students.

20 Where Do We Go From Here?

21 We hope… Home-school connections. Your child may use the language of the Zones. (e.g. he or she may refer to the colours of the zones to describe emotions they are feeling or are witnessing others feel). You can use strategies of the zones or language found in the Zones of Regulation to help open communication about emotions and how to help regulate them.

22 Zones of Regulation – App

23 The Orca Pod

24 What is it??? The Orca Pod is a Social and Emotional Learning and Self Regulating Centre. It is a place for students to work, supervised, outside the classroom on both school work and self regulating goals. (Math Manipulatives and other learning tools are available in the Pod). Coming to the Orca Pod can be used as a reward, but overall it is not a “reward/fun” place for students to escape to. There will be clear boundaries, rules and practices in place for each student set up between all members of the Orca Pod Team. Coming to the Orca Pod will give students a sense of purpose, rather than simply taking a break by walking in the halls. Specific sensory tools will be available for students to use to get work done and to get back into their classrooms. Programs in the Orca Pod will be based on the Zones of Regulation. All students will do a check in when they arrive. Regular students will have tool kits in bins and occasional students will be given more general strategies.

25 Who are we? The team in the Pod… Jacqui van Rhyn – Mainstream Support Karen Tilsley – Educational Assistant Erin Switzer – Counsellor Faye O’Neil – Aboriginal Support Worker Claire D’Aoust – Learning Support Teacher And…..all of the educators (teachers, EAs and Principals)

26 Where are we coming from? The Ocra Pod started in the resource room last year. This is a growing trend in the district. What we had last year: – morning start up – regular lunch time groups (Grade 5 Girls, Grade 1 Boys, Grade 3 Girls) – Aboriginal Group with Ms. O’Neil – EAs used with individual students or small groups.

27 Who is using the Orca Pod now? Students with specific learning and self- regulating needs. Aboriginal group. Academic Language Development Groups. Multi-age groupings during teaching of the Zones of Regulation

28 Who is welcome? Everyone! We encourage this to be a flexible space and schedule. Some students will need support at different times and Karen Tilsley will be based out of the Orca Pod for a portion of her day to accommodate the needs of these students.

29 Inquiry…

30 Teacher Inquiry Essentially teacher inquiry is nothing but a state of mind… a friendly, welcoming attitude toward change … going out to look for change instead of waiting for it to come. Teacher inquiry is a method of gaining insight from hindsight. It is a way of formalizing the questioning and reflecting that teachers engage in every day in an attempt to improve student learning. Inquiry is defined as systematic, intentional study by educators of their own practice.


32 “The formulation of the problem is often more essential than its solution.”

33 We have been asked… Where are you going to concentrate your professional energies so that you can change the experiences and results for our learners? Last year: Zones of Regulation This year: we are working on it!

34 Inquiry Support from the District Time for Coordinators of Inquiry Several professional development meetings each year led by Nancy Gordon and Neil Stephenson. Want to learn more? – Delta Learns – 180 Days of Learning

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