1. The ZONES of Regulation®
Introductions

2. What are The ZONES of Regulation®?
Zones are a way to keep your self-control and handle emotions.
For example, when a student plays on the playground or in a sport, you want to have a lot of energy. But, that same energy would not be appropriate in the library when the teacher is reading a book.
The Zones give everyone the same language so that we can help each other stay “Green”.

3. What are The ZONES of Regulation®?
The ZONES help us understand how we are feeling.
It helps us be able to identify our own feelings, read other people’s body language to think about how they are feeling, and relate to others.

5. What are the ZONES? Blue Zone- sad, tired, bored, sick
Examples of times you felt this way:
Green Zone- The zone you want to be in for learning. Happy, calm, focused
Yellow Zone- frustrated, worried, silly, excited
Red Zone- mad, angry, afraid

6. Discussion
Give some examples of when it might be appropriate to be in the:
BLUE Zone
GREEN Zone
YELLOW Zone
RED Zone
What Zone is the best for our classroom to be ready to learn? Why?

7. Tools to Be Green Blue- Need to energize yourself
Tired/Bored- Jumping jacks, run in place, run an errand for teacher
Sad/Sick- deep breath, talk to someone, happy thoughts…. Other examples.
Green- Use tools to stay Green
Sit up, good attitude, listen, focus, participate, connect with someone… Other examples.
Yellow- Catch yourself early before you become Red
Nervous/Frustrated- Deep breathing, safe place, positive self talk, talk to someone
Silly/Energetic- get a drink of water, walk, deep breaths… Other examples.
Red- Feeling out of control- use tools ASAP!
Walk away/get out of situation, safe place, squeeze ball, talk to someone… Other examples.

8. How are the ZONES useful?
Everyone in your class can have the same vocabulary for recognizing feelings.
Students can have a “toolbox” of ideas to stay in control.
Other kids might have ideas for being “Green” that you hadn’t thought of.
If someone is in blue, yellow, or red, you can help them get back to “Green”.
You can support the student during this process by doing the following:
Use the language and talk about the concepts of The ZONES as they apply to you in a variety of environments.
Make comments aloud so the student understands it is natural that we all experience the different zones and use strategies to control (or regulate) ourselves. For example, “This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths.”

9. There is no such thing as a bad ZONE.
Everyone experiences all of the zones (even adults!)—the Red and Yellow Zones are not “bad” or “naughty” zones.
All of the zones are experienced by everyone at one time or another.
The Zones of Regulation is intended to be neutral and not communicate judgment. Rather it helps you recognize how you are feeling and what you need to do to be “Green”

10. KNOW YOUR ZONE! Sick, Tired, Sad, Bored, Moving Slowly
BLUE
GREEN
YELLOW
RED
Sick, Tired, Sad, Bored, Moving Slowly
Calm, Happy, Focused, Ready to Learn
Worried, Frustrated, Silly, Excited, Loss of Some Control
Angry/Mad, Mean, Yelling, Hitting, Out of Control
Jedi Toolkit
Jedi Toolkit
Jedi Toolkit
Jedi Toolkit
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11. Teacher Activities to Teach ZONES
Make your own Zones chart with your class (e.g., Chart paper, “My Zones Tool Box”)
Introduce topic. Introduce each Zone with the Zones chart visual on the board (Visual of each color and what they mean). Encourage kids to look at the facial expressions in each Zone to get them to guess what feelings fit in each Zone. Enlarge the chart and cover the feelings words in each Zone to aid in discussion and get their responses. Ask students to respond and tell about a time when they felt they were in the Blue, Green, Yellow, or Red Zones.
Explain to students that there is no such thing as a “bad” Zone because there are times in which we all experience each Zone (even adults do!). Also make it clear that this is different than any behavior modification system they have in their classroom (and if you talk about CD with students talk about how it fits in with that)
Choose an activity to do to reinforce what was just taught (see following slides)

12. Example Colored Paper Zones

13. Zones M&Ms
Teacher pulls out 1-3 M&Ms for each student. Students can either:
Describe a time they were in that zone
Tell a strategy they could use to get from that zone to “Green”
Orange and brown M&Ms:
Orange- have them answer a fun question, like “What would you do with $1000, what would you like to invent, etc.?
Brown- Do something goofy (e.g., act like a monkey, give an evil laugh, pretend you are putting on chapstick, etc.)

14. Fingerprint/Stamp Faces
Using green, red, blue, and yellow paint or stamp pad, have students put 4-6 fingerprint marks for each color in one of 4 grids on a paper. Have them draw faces that go with that color to make “people” for each zone.

15. Zones Uno
Play Uno with a twist. Whenever anyone changes a color they have to do one of three things:
Name a time they were in that color zone
Name a feeling they had that fits in that color zone
Name a strategy that would work in that zone to be “Green”

16. Role Play
1. Split the class into groups, distribute the role plays, and tell them they will act out the role play as written. Next, they will work as a group to identify the best time to use a Yellow Zone tool and decide which tool or tools they think would be helpful in getting back to the Green Zone. Finally, they will act out the role play a second time, this time making better choices in which they avoid the Yellow Zone and stay in the Green Zone.
2. Use the following role play as an example for the class. With a student or another adult act out what you can do and role play the alternative where you make better choices to stay in Green Zone.
§ You are in P.E. class playing basketball with classmates. You have the ball and make a basket but a classmate accuses you of traveling. You didn’t think you did and you get mad, yelling back that he or she is a liar. On the next play, the same classmate has the ball and you are trying to block his shot. He charges into you, knocking you down. You get up, shove him down, and the next thing you know both of you are in the principal’s office.

17. § You are in class for your hardest subject
§ You are in class for your hardest subject. As the teacher is giving the class instructions, you are distracted by another student who is making noises to himself. Before you know what is happening, the teacher tells you to get your book open to the correct page. You open the book but feel lost about where to look. Then, when the teacher asks you to share your answer with the class you lose it, slam you book shut, and yell “I don’t know!”
§ You are excited because it is Friday and you have a sleepover after school. As the day goes on, you are feeling silly and are having a hard time concentrating. During Reading class you start talking to the person sitting next to you rather than doing your quiet reading. The teacher redirects you but you cannot get into it. You get up and sharpen your pencil, and again the teacher tells you to get back to reading. You start to read but don’t even remember what you have read when you get to the bottom of the page. You read it again but just can’t concentrate. The teacher asks the class to move on to the worksheet and answer the questions about what they read. You ask your classmate for help, but he ignores you. The teacher asks the students to turn in their work but you didn’t get any work done.
§ You are invited to play a game with some classmates. There are four colors of game pieces, and you start to worry about getting the red one. Unfortunately, a classmate gets red first. You start getting very irritated because red is your favorite color, and you always get red. You blurt out “I want red!” The classmate replies, “I do too and I had first pick.” You are furious and storm away.
§ You are working on a science project with a partner. You are good at science and know exactly what to do, but your partner has his own ideas too that he keeps trying to tell you. You don’t listen and keep telling him that you know what you are doing, each time with a firmer tone in your voice. You both are getting more frustrated with each other and then all of sudden you realize that you were wrong and made a mistake. Your partner snaps at you saying “I told you so!” You shout back at him that you wouldn’t have made a mistake if he would have just been quiet and let you work.
§ You are using Legos to build a structure that you have been working on for days. Your brother comes by and wants to play too. You don’t want him to, but your parent said that you have to include him. He is trying to add to your design, but instead pieces start breaking off. You are very irritated with him and yell, “You always ruin it! I’m never letting you touch my Legos again!

18. Self Talk (You can also use the previous role plays to practice)
1. Describe to students that we all use self-talk. Ask them to consider what they would say to themselves if they reach for something in a hot oven (“It’s hot”, “Be careful”, “Get an oven mitt”). Explain that these are things they may think in their head, but not necessarily say out loud, so we call it self-talk.
2. Describe to them that sometimes self-talk takes a negative (not-so-good) tone, which they can call their “inner critic,” and in this activity we will learn about replacing it with more positive (good) self-talk that they can call their “inner coach.”
3. Hand out the Inner Coach worksheet (or do it as a class on the doc cam). Explain that we all have an inner coach who helps cheer us on and helps us through difficult situations. Brainstorm different things the inner coach might say to them and have them fill out their “Inner Coach” paper. Walk through each question on the worksheet as a class and elicit responses they can write on their worksheet.
4. Explain that in addition to an inner coach, we also have an inner critic who works to put negative (not-so- good) thoughts in our head, like “You can’t do it; don’t even try.” Brainstorm things the inner critic might say to them. Have students fill out their “Inner Critic” worksheet. Walk through each question on the worksheet as a class and elicit responses they can write on their worksheet.
5. Discuss that their brain is in control of those to whom they listen and allow to have the power. Using their Zones Toolbox or poster, have students indicate which Zone or Zones they feel the inner coach can help them.
6. Assess students’ knowledge by asking the following:
§ How can using the inner coach as a tool help you?
§ Can you think of a time in your life where using the inner coach would have been helpful? If you would have used the inner coach as a tool, would it have affected what those around you thought about you? If so, how?

19. Inner Coach (Self Talk Activity)
Difficult times I may need my inner coach are:
To get back to the “Green” zone my inner coach helps me find the right tools- I need to:
My inner coach might say to me:

20. Inner Critic (Self Talk Activity)
Times my inner critic gets to me:
My inner critic might say to me….
I can use my inner coach to get rid of my inner critic by...

21. Feelings Bingo Download Bingo cards from Lundberg’s website.
Each time you name an emotion, have students tell what Zone it would fall into.
Additional question could be to name strategy that can be used in that zone to get to “Green”.

23. Sensory Activity to Be “Green”
Activity to determine what strategies are helpful for each student to get to “Green”
Download Zones Tools Worksheet from Lundberg’s website
Explain basic sensory needs by using some or all of the following information:
§ Everyone has sensory needs that meet our five senses (Give personal examples of the following)... Sense of touch (sensitive to different clothing textures or a dislike for grooming activities), hearing (sensitive to sounds), taste (being a picky eater or not liking a food because of the texture), smell (more sensitive to odors than others), and movement (unsure of footing on unstable surfaces). Everyone has sensations they seek out or try to avoid. For example some people enjoy perfumes or air fresheners but other people may be over-stimulated by the smells and might cause them to feel less regulated and uncomfortable (Give personal examples). Assess comprehension.
We experience many Zones throughout the day. Sometimes using sensory support tools or certain strategies can help us stay in the Green Zone, move from the Blue Zone to the Green Zone, OR move from the Yellow or Red Zone to the Green Zone so that we can feel calm, happy, and ready to learn.

24. Sensory Activity Continued
Handout the “Zones Tools Worksheet” and explain the activity. Explain that we are going to rotate through stations so that they get a chance to experience all of the sensory tools/strategies. While quietly using the tool at each station, they need to consider if the tool would help them feel calmer, more awake, or if it had no effect. If they found the tool to be calming they can use it when they are in the Yellow or Red Zone. If they found that it made them feel more awake they can use it when that are in the Blue Zone. If they feel that it can help them focus or stay calm/happy they can use it in the Green Zone.
Do the first tool/strategy on the worksheet together as a class. Have the students circle the Zone(s) in which they feel the tool would be helpful. Let them know that it is okay to circle more than one Zone for each tool or circle “none” if it is a tool/strategy that may not help.
Place the stations (make sure they are numbered) around the perimeter of the classroom in the form of a circle. Go through each station and explain all of the tools/strategies. Direct the students on which station they will rotate to then begin. Give them 45 seconds in each station using a timer.

26. ZONES Video Examples
Here is a video on what it looks like to be in the Blue Zone (Barbie crying and upset):
Here is a video on what it looks like to be in the Green Zone: (Finding Nemo: Just Keep Swimming):
Here is a video on what it looks like to be in the Yellow Zone (Mike’s New Car):
Here is a video on what it looks like to be in the Red Zone (Lucy mad in Charlie Brown): D7C6A74DFECE6B3F&index=1

27. To use for general class discussion or in game format
Example Scenarios
To use for general class discussion or in game format
Discuss how they might feel, what zone they would be in, and possible tools to get back to “Green”
§ You lost the game
§ Your idea wasn’t picked as the favorite
§ You got a much lower grade on your test than you expected
§ A classmate blamed you for something you didn’t do
§ The teacher doesn’t call on you when you had your hand up and knew the answer
§ There was an unexpected change in your schedule
§ A promise from a friend was broken
§ You don’t like the hot lunch and didn’t bring one from home
§ Too many people are talking loudly around you
§ You were late for class
§ Someone sat in your seat
§ You were paired up for a project with a classmate you dislike
§ Class ran late and it cut into your free time
§ You caught someone cheating and it annoyed you
§ Someone stole something from you
§ A classmate is not sharing

28. ZONES Idioms
Choose random idioms, discuss what they mean and what Zone they fall into.

29. ZONES Idioms Continued

30. Other Tools and ZONES Visuals
Visuals for Kids
*** Kindergarten student – Red Zone

31. Other Tools and ZONES Visuals

32. KNOW YOUR ZONE! Sick, Tired, Sad, Bored, Moving Slowly
BLUE
GREEN
YELLOW
RED
Sick, Tired, Sad, Bored, Moving Slowly
Calm, Happy, Focused, Ready to Learn
Worried, Frustrated, Silly, Excited, Loss of Some Control
Angry/Mad, Mean, Yelling, Hitting, Out of Control
Jedi Toolkit
Jedi Toolkit
Jedi Toolkit
Jedi Toolkit
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33. Benefits to The ZONES at the Elementary and Middle School Level
LANGUAGE!!!! A common language for all staff to use with students.
For example: A student comes to school in the morning and looks tired and is moving slowly. A teacher can say “You seem like you are in the Blue Zone.” The student recognizes they are in Blue Zone and use strategies to move to Green.
The Zones of Regulation are simple for kids to understand.
Kids know the different colors, recognize their feelings and use strategies to move to Green Zone (calm down or feel okay).
As a result students learn to self-regulate.
After the school-wide implementation all students will have a “refresher” each year in Guidance.

34. More Information on The ZONES
Zones of Regulation website:
Zones of Regulation Book and CD on Amazon.com
Kuypers/dp/ /ref=sr_1_1_twi_unk_2?ie=UTF8&qid= &sr=8-1&keywords=zones+of+regulation