What is Zones?

‘ZONES’ focuses on developing a child’s self-regulation, including self- control and impulse control.

The curriculum’s learning activities are designed to help students regulate their sensory needs, emotions, and impulses to meet the demands of the environment, reach their goals and behave in a socially appropriate way.

Students will learn:  to recognize when they are in different states called “zones”, with each of the four zones represented by a different color  how to use strategies or tools to stay in a zone or move from one zone to another  calming techniques, cognitive strategies and sensory supports so that they will have a toolbox of methods to use to move between zones  how to read others’ facial expressions  recognize a broader range of emotions  to gain perspective about how others see and react to their behavior  to develop insight into events that trigger their less regulated states

BLUE ZONE GREEN ZONE Low state of alertness Regulated state of alertness

 sad, tired, sick, bored  calm, happy, focused, content,  brain/body is moving ready to learn slowly/sluggish  need to be in this zone for schoolwork/social interactions

 shows control S of Regulation

E YELLOW ZONE RED ZONE Heightened state of alertness Extreme heightened state of alertness/intense feelings

N  stressed, frustrated, anxious, excited, silly  angry, enraged, explosive,  starting to lose some control panicked, terrified, elated

O  not in control of one’s body Z * NEVER REFER TO ZONES AS BEING ‘GOOD’ OR ‘BAD’ * HOW CAN YOU SUPPORT ZONES AT HOME?

 Know the language o See the attached sheet, “The Zones of Regulation Glossary”

 Ask your child how they are feeling and what zone they are in o Link their facial expression and their body language to their feelings. For example, “I could tell that you were feeling ‘disappointed’ because you were frowning and your shoulders were sagging

o Help your child learn new emotions, not just ‘happy’, ‘mad’ and ‘sad’  Ask your child what triggers them to be in the Yellow or Red zones? o Use the attached “Triggers Worksheet”  Avoid asking your child, “What’s wrong with you?” o This is a very negative approach. Ask your child how they are feeling instead  Encourage your child to recognize how others may be feeling o While you watch TV together, talk about what zone their favorite TV character may be in  Show interest – ask your child what they learned in zones this week o Ask them to share their Zones folder with you

o ‘You are doing a great job of staying calm and focused while we visit the library’  Remember, the Red and Yellow zones are not the ‘bad’ or ‘naughty’ zones o All of the zones are expected at one time or another. The Zones of Regulation is intended to be neutral and not communicate judgment

Why not create your own Zones traffic signs at home? We can help you with all the emotions – just ask!

Check out the iOS and Android apps:

 The Zones of Regulation  The Zones of Regulation: Exploring Emotions

Thank you for your continued support. Please do not hesitate to contact us with any questions! Your ZONES Facilitators….

Mrs. Varga ★ Mrs. Rizi ★ Ms. Owens-Hodge ★ Ms. Nicholson