A CASE STUDY ON STUDENT "S"

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Growing Success lists self regulation amongst "Learning Skills and Work Habits" and lists the follow as sample behaviours:

The student:

• sets own individual goals and monitors progress towards achieving them;

• seeks clarification or assistance when needed;

• assesses and reflects critically on own strengths, needs, and interests;

• identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals;

• perseveres and makes an effort when responding to challenges.

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Demonstrating these behaviours, and regulating ones own behaviour, can be easier for some students than others. As such, the Zones of Regulation program can serve as a tool for students to employ in times where their emotions feel out of their control. In my practicum experience, I saw the zones program applied very successfully. Students were able to identify their feelings (even students who had not been explicitly taught the program, as some had) and the "zones" were a common check in point throughout the school day.

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The Zones of Regulation program, designed by Lean Kuhypers, M.Ed.,  is described on the official website as "a systematic, cognitive behavioral approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones.  The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts."  It is designed to help teach students how to identify their feelings and move forward in a way that is self aware and constructive. Instead of acting on their emotions immediately as they arise, the zones programs helps students acknowledge their feelings and teaches them how to take the necessary steps to move themselves from one zone to another. 

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Students are reminded that we all find ourselves in these zones at times, and that how we feel isn't bad or wrong. We just need to learn to identify how we're feeling - which zone we're in - so that we can manage our behaviours and thrive in the classroom environment.

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The Zones

 

Blue

When one is in the blue zone they might feel sad, sick, tired, bored, etc.

 

Green

The green zone is where we would like to be on most school days. There we feel happy, calm, and ready to learn.

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Yellow

The yellow zone can present itself in a number of ways. Maybe we feel silly and "wiggly", or maybe a bit frustrated or anxious. In the yellow zone, we find ourselves a bit out of control, however that may manifest itself.

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Red

The red zone can be a place we find ourselves when we're angry, mean, or acting aggressively.

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In the case of one student in my practicum class (who shall herein be referred to as "S" for "Student") the zones program was paramount to his success in the classroom. An incredibly active, curious, and intelligent student, he was prone to outbursts of frustration, often resulting in displays of anger and defiance. Having him leave the classroom was sometimes necessary, but would ultimately exacerbate the problem as he would find himself falling behind which would lead to more defiance/frustration/aggression etc., thus continuing the cycle.

 

S wanted very much to be part of the classroom environment, so in order to help him moderate his behaviour he was introduced to the zones program in Grade 1. He would be removed for the class each week to learn about the program with a group of students in a similar situation. Now, in Grade 2, having had this experience, he was able to identify his feels with ease. Did this mean he would always change his behaviour? No, not necessarily. But at 7 years old, he had learned how to identify his behaviour and communicate his feelings. As such, it was easier for myself and his teacher to understand his outbursts and make steps forward to ensure his success in the class.

 

When S had the opportunity to use his "Zones" chart (a chart with velcro pieces he could move to the appropriate boxes to shhow how he was feeling and what zone he was in", it gave him an opportunity to take ownership of his feelings and explain himself in a way he mightn't have been able to other. By giving him tools like the "Lazy 8" breathing                                           exercise (pictured here) and the 6 sides                                               of breathing, or even just having a                                                   moment to play with lego on his own,                                              it often        helped him regroup                                                and settle          back into the green zone.

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At this time, I am still going into the class every Wednesday. Having been with them since September, I can say confidently that what he learned in Grade 1 continues to be applied in Grade 2 and with more and more success as the year goes on. For his benefit, and the benefit of the class as a whole, we regularly discuss our feelings, our zones, and monitor how we feel throughout the day. Maybe we feel like we're in the yellow zone before gym class because we're excited, and then perhaps we're in the blue zone afterwards because we're a bit tired. By making this vocabulary a standardized method of communication, the class in on board with S, and everyone benefits from increased self awareness and self regulation.

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