NOTICE: Jake scores the winning goal in the intramural's championship game. His feet want to jump, his mouth wants to scream, his energy is VERY high. How might he be feeling?, Dissapointed, Calm, Silly, Over excited, CHECK-IN: Which zone might Jake be in?, Bue zone, Green zone, Yellow zone, Red zone, DECIDE: Jake's goal is to calmly shake hands with his opponents at the end of the game. Does he need to regulate?, Yes, No, REGULATE: Jake thinks about his options. Which one should he choose to help level down so he can shake hands?, Run wildly around the gym, Walk to the water fountain in the hallway and get a drink of water, Scream as loud as he can, Take a nap, REFLECT: Jake feels calmer after getting some water, he is able to shake hands with his opponents. Is this tool effective or should he consider a different tool?, Effective!, Not working, try a different tool, NOTICE: Emma is asked to complete a worksheet that she feels is too hard. Her muscles are getting a bit tight, her heart is starting to beat a bit fast, her energy is a little high. How might she be feeling?, Joy, Frustration, Excitement, Tired, CHECK-IN: Which zone might Emma be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Emma's goal is to finish her worksheet. Does she need to regulate?, Yes, No, REGULATE: Emma thinks about her options. Which option should she choose to help her finish her worksheet?, Ask Ms. Nataly for help, Crumple his paper, Refuse to work, Leave his seat, REFLECT: Emma feels more focused after Ms. Nataly helps her and she continues to do her work. Is this tool effective or should she consider a different tool?, Effective!, Not working, try a different tool, NOTICE: It's the last day of school before summer break, Lance is struggling to focus during art class. His whole body feels jittery and his mind is distracted. How might he be feeling?, Excited, Furious, Shy, Humiliated, CHECK-IN: Which zone might Lance be in?, Blue Zone, Green Zone, Yellow Zone, Red Zone, DECIDE: Lance's goal is to finish his art project. Does he need to regulate?, Yes, No, REGULATE: Lance thinks about his options. Which option should he choose to help him finish his worksheet?, Start chatting with his friend about all the fun things he has planned for the summer, Daydream about when the last bell rings, Go for a short walk, Hand in his art project incomplete, REFLECT: Lance feels more relaxed after going for a walk and he continues to do his work. Is this tool effective or should he consider a different tool?, Effective!, Not working, try a different tool, NOTICE: Nataly praises Devante for his excellent participation in drama class. Devante's mind feels focused, his hands and feet feel still, his muscles feel tall but still relaxed. How might he be feeling?, Sad, Panicked, Annoyed, Proud, CHECK-IN: Which zone might Devante be in?, Blue Zone, Green Zone, Yellow Zone, Red Zone, DECIDE: Devante's goal is to transition back to class calmly. Does he need to regulate?, Yes, No, NOTICE: During lunch, Nolan starts chatting with Jackson. While he's a little distracted, Ms. LouLou takes his favorite pizza pringles off his desk. When Nolan realizes what happens his whole face starts to feel hot, his breathing becomes rapid, his energy level is VERY high, and his muscles are VERY tight. How might he be feeling?, Enraged, Bored, Grateful, Embarrassed, CHECK-IN: Which zone might Nolan be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Nolan's goal is to enjoy his pizza flavored pringles. Does he need to regulate?, Yes, No, REGULATE: Nolan thinks about his options. Which option should he choose to help him finish his worksheet?, Yell at Ms. LouLou, Impulsively grab the pringles out of Ms. LouLou's hands, Throw his desk to the ground, Take 5 very deep breaths and then talk to Ms. LouLou, REFLECT: Nolan feels more relaxed after taking very deep breaths. He talks to Ms. LouLou and she gives them back. He happily chows down on his pizza flavored pringles. Is this tool effective or should he consider a different tool?, Effective!, Not working, try a different tool, NOTICE: The classroom is very loud during group work, everyone in class is talking out of turn. Jackson's legs become fidgety, his mind begins to race and he is having trouble focusing on his work. How might he be feeling?, Comfortable, Overjoyed, Fatigued, Annoyed, CHECK-IN: Which zone might Jackson be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Jackson's goal is to participate in the group activity. Does he need to regulate?, Yes, No, REGULATE: Jackson thinks about his options. Which new option should he choose to help him finish his worksheet?, Chew some gum, Yell at his classmates, Storm out of the class, Put his hands over his ears and cover his head on his desk, REFLECT: Jackson is still feeling annoyed. Is this tool effective or should he consider a different tool?, Effective!, Not working, try a different tool, NOTICE: It's afternoon recess. Ella's energy is low, her mind feels slow, her muscles feel heavy. How might she be feeling?, Tired, Excited, Focused, Worried, CHECK-IN: Which zone might Ella be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Ella's goal to is to just do nothing at recess, to sit down on a bench and rest. Does she need to regulate?, Yes, No, NOTICE: It's afternoon recess. Anthony's feeling energized, his body feels like moving. How might he be feeling?, Bored, Scared, Excited, At ease, CHECK-IN: Which zone might Anthony be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Anthony's goal is to play soccer with his friends at recess. Does she need to regulate?, Yes, No, NOTICE: Gym, Sam's favorite subject, is suddenly cancelled. Sam's energy is now very slow, his eyes feel wet, his muscles feel heavy. How might he be feeling?, Motivated, Ecstatic, Giddy, Sad, CHECK-IN: Which zone might Sam be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Sam's goal is to feel well so he can go on with his day. Does she need to regulate?, Yes, No, REGULATE: Sam thinks about his options. He decides to try a fidget. Upon reflection, however, he realizes that this tool isn't working for him right now. He starts his regulation path over again. Which option should he choose to help him feel better?, Hide in a corner of the classroom, Instead of gym, they have free time, he can connect with his friend Emma while playing a game, Dial it down - put on noise cancelling headphones, Sulk at his desk and stay sad, REFLECT: Sam feels well. Is this tool effective or should he consider a different tool?, Effective!, Not working, try a different tool, Ethan has a conflict with a peer on the bus. His muscles suddenly feel tense, his skin feels flushed, his mind feels stuck, he feels like he has lost control. How might he be feeling?, Shy, Joyful, Agitated, Hysterical, CHECK-IN: Which zone might Ethan be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Ethan's goal is to get home without getting in trouble. Does she need to regulate?, Yes, No, REGULATE: Ethan thinks about his options. Which option should he choose to help him feel better?, Kick the seat ahead of him, Movement break - jog in the aisle, Spark joy - put on his headphones and listen to his favorite music, Yell at the peer, REFLECT: Ethan feels calmer and as though he is regaining control. Is this tool effective or should he consider a different tool?, Effective!, Not effective, try a different tool, NOTICE: Ms. Nataly was up most of the night with her coughing daughter. Her energy feels very low. Her muscles sluggish. Her mind feels foggy. How might she be feeling?, Peaceful, Exhausted, Disgusted, Wild, CHECK-IN: Which zone might Ms. Nataly be in?, Blue zone, Green zone, Yellow zone, Red zone, DECIDE: Ms. Nataly's goal is to make it through the day and to be an effective teacher. Does she need to regulate?, Yes, No, REGULATE: Ms. Nataly thinks about his options. Which option should she choose to help her feel better?, Put on a movie while she sleeps at her desk the whole day, Do a high intensity movement break, Put on headphones and listen to some calming music, Take a break - ask Ms. LouLou to take over for a few minutes while she sits down and has drinks some cold water (or coffee?), REFLECT: Ms. Nataly is feeling slightly more energized after her break, even to return to class and teach. She also found it helpful to do some gentle stretching and to take a short walk to refresh her system. Were these effective tools or should she consider some additional tools?, Effective!, Not effective, try a different tool, It's Ms. LouLou's birthday!! Ms. Nataly and the students decide to throw her a surprise party! When she returns to the classroom after lunch the lights are off, she can't see anyone. When she enters the classroom everyone jumps up from behind their desks and yells "SURPRISE!". Ms. LouLou's muscles tighten immediately, her feet jump, her mouth screams. How might she be feeling?, Down, Terrified, Relaxed, Lonely, DECIDE: Ms. LouLou's goal is to celebrate with her wonderful class. Does she need to regulate?, Yes, No, REGULATE: Ms. LouLou thinks about his options. Which option should she choose to help her feel better?, Run out of the classroom, Hide behind Ms. Nataly's desk, Take a few deep breaths, Dial it down - put on noise cancelling headphones

Zones Pathway

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