Inquiry Part A2

Sept 28 , 2020
th

 
Key question:

How can I properly introduce self-regulation into the classroom? 

Rationale: (Why do I want to study this?)
I want to study this topic because self-regulating one’s emotions are so important
throughout life, day to day challenges, traumas, and unexpected turns. I want to discover more
about social-emotional learning, teaching students the background of emotions before diving into
self-regulation. Learning differently in which to regulate will create opportunities for students to
know when they need a break, tool, or strategy before the emotion takes over.
 
 
Supporting Questions: (What do I need to learn to help me explore this question?)
-   What are different strategies/ques I can incorporate to support every individual’s
needs, yet not make it known to all students in the classroom?
-   How do I address those underlying emotions without creating anxiety, anger, etc.
within a student?
 
 
 
TRB Standard: (Does my inquiry relate to my growth for each TRB Standard?)
         I believe so far this Inquiry question relates to Standard 3: Educators understand and
apply knowledge of student growth and development. This relates the most because I do believe
if students have strategies to help them understand their emotions, that it will lead to stronger
connection and success in the classroom. 
 
 

Theory/ Practice Connection: (How can I relate this to the classroom?)

-   There are many ways in which I see this in practice. I want to show students that all
emotions are normal to feel, being aware of your emotions is important in everyday
life. Looking further into the social-emotional aspect and then focusing on how we
can relate this together.
-   Introduce Zones of Regulation
-   Incorporate mindfulness, I found a couple of great books. One called “Breathe like a
Bear” by Kira Willey, and the other “Listening to my body” by Gabi Garcia.
-   I want to model self-regulation to my students, telling my students how I am feeling,
show what zone I am in, and together decide how I can regulate myself
 
 
Part A References
Local Living Connection: 
Sponsor teacher and school counselor 
Works Cited
 Institute, C. M. (2020). How Can We Help Kids With Self-Regulation?.  Retrieved from
Child Mind Institute: https://childmind.org/article/can-help-kids-self-regulation/

Peck, L. J. (2018, September 6). Managing the Classroom by Teaching Emotional

Regulation. Retrieved from Manage Your Classroom with Strong Relatio:
http://www.ascd.org/ascd-express/vol14/num01/Managing-the-Classroom-by-Teaching-
Emotional-Regulation.aspx

Scully, K. (2018, 11 5). Strategies to Help Build Self-Regulation Skills. Retrieved from
Pathway 2 Success: https://www.thepathway2success.com/15-strategies-to-help-build-self-
regulation-skills/

Inquiry Part B
October 26th, 2020 

Key question: 
How can I properly introduce self-regulation into the classroom? 

Notes: 
Child mind institute: How can we help kids with self- regulation: 
 Manage emotions and behaviour within a situation 
 Resisting high emotional reactions to upsetting stimuli 
 Direct one’s behaviours towards a goal 
 Self- regulation all depends on the child: Strong reactions………. Build up 
 Environment plays a big role: Parents become external self- regulators 
 Approach self- regulating skills in the same way as academic or social skills 
 The key to learning self- regulation is not to avoid a tough situation but to help children
through it 
 Scaffold skills: help with one problem- allow them to try by themselves the next time 
 Practice different strategies for students: go for water, use a timer 
 Try dry runs 
 Feedback must be non- emotional and non- judgemental 
 “Slow down”: children become thoughtful, self-aware, and reflective 
 Mindfulness and meditation 

Managing the classroom by Teaching Emotional Regulation: 

 Children often who have trouble learning in the classroom, have difficulties regulating 
 Emotions drive behaviour 
 Emotional regulation help with self- identify and manage emotions 
 Teaching skills vs. monitoring behaviour 
 Focus on underlying emotions instead of observing the behaviour 
 First steps: observing, identifying, and recording 
  Put the power of change in students hands 
 Use purposeful activity: Rearrange desks, allow for movement, incorporate mindfulness
 The teacher must become the model for the class 

Strategies to help build self- regulation skills: 

 Self- regulation is a critical skill for all ages
 Sharing journals: Write down thoughts or questions instead of shouting out 
 Explicitly teach self- regulation 
 Use literature: books
 Visual reminders 
 Movement 
 Routines
 Mindfulness 

How to develop and practice self- regulation: 

 Self- regulation skills come from the roots developed when younger 
 Taking a pause between feeling and an action 
 Brings out values, and the ability to express oneself 
 “Mindfulness”: breathing, gratitude, putting space between ourselves and our reactions 
 “Cognitive Reappraisal”: changing thought patterns (reinterpreting) 
 Benefits of self- regulation: calming oneself, cheering oneself up, open communication,
deals with tough times, flexible and adaptable, taking control of situations
 3 options in every situation: approach, avoidance, and attack 

Zones of Regulation: 
 A systematic, cognitive-behavioural approach 
 Categorizing the ways we feel and states of alertness 
 Framework for students to become more aware and independent in controlling emotions
and impulses 
 4 concrete colors
 Red Zone: Extremely heightened states of alertness and intense emotion 
Ex. Anger, rage, devastation, terror
 Yellow Zone: Heightened state of alertness, but more control
Ex. Stress, frustration, anxiety, excitement 
 Green Zone: Calm state of alertness
Ex. Happy, focused, content, ready to learn 
 Blue Zone: Low state of alertness and down feelings 
Ex. Sad, tired, sick, bored
 Compared to traffic lights: 
Gree: good to go, 
Yellow: take caution
Red: stop 
Blue: rest or re-energize 
Emerging Questions: 
 Are there other behaviour approaches that are like the Zones of Regulation? 
The Zones of Regulation are such a wonderful way to show and describe emotions for
students. For different behavioural approaches I want to look more into social emotional
learning to really dive into the different emotions and for students to understand what and
why they are feeling a certain way.

 If self-regulation is only being put into place in a classroom setting, and not at home how
do we support this? 
With self-regulatin being so important for any human being, but especially when younger
to establish to roots, what different ways can we support students if it is only happening
in school environment. 

 Ways in which to bring meditation an mindfulness into the classroom?

I think meditation and mindfulness are also a very important aspects of self-regulation.
Being able to get in tough with your body, brain, and environment around you. I look
forward to talking to my sponsor teacher, or the councillor at the school about this topic. 

References: 

Local living connection: 

For this reference, I am going to meet with the councillor at my practicum school during
the 1 week and then the 2 weeks, asking her about the strategies she uses when she sees
students, 
With the councillor being a very busy person and if I am unable to connect with her I am also
going to ask my sponsor teacher, she has been teaching for a while now and she probably has
some very useful techniques and strategies to share. With this, I hope that I can create an artifact
that I can use in the class in the future. 

Institute, C. M. (2020). How Can We Help Kids With Self-Regulation?.  Retrieved from
Child Mind Institute: https://childmind.org/article/can-help-kids-self-regulation/

Peck, L. J. (2018, September 6). Managing the Classroom by Teaching Emotional

Regulation. Retrieved from Manage Your Classroom with Strong Relatio:
http://www.ascd.org/ascd-express/vol14/num01/Managing-the-Classroom-by-Teaching-
Emotional-Regulation.aspx

Scully, K. (2018, 11 5). Strategies to Help Build Self-Regulation Skills. Retrieved from
Pathway 2 Success: https://www.thepathway2success.com/15-strategies-to-help-build-self-
regulation-skills/
A framework designed to foster self- regulation and emotional control. (2011). Retrieved
from The Zones of Regulation: https://www.zonesofregulation.com/learn-more-about-the-
zones.html
Cuncic, A. (2020). Very well mind. Retrieved from How to Develop and Practice Self-
Regulation: https://www.verywellmind.com/how-you-can-practice-self-regulation-4163536

Inquiry Part C 
November 23rd, 2020 

1. Updated Research Notes: 

(Practical Implementation) 
 Self- Regulation activities to bring into any classroom:
A jar of feelings: Get a jar and draw 4 lines all the way around the jar,
have the students pick a colour and dedicate that pom pom to each zone.
Have the student fill the jar to the zone in which they are feeling at that
time. Work with the students in understanding why they are feeling that
way and how can we respect our emotions but work through them. I think
this is such a wonderful idea that can grow into so much more with
students. At the beginning of the year this would be a great way to do
individual check-ins with students. As the year progress and community is
built students could all keep their jar in a safe place, and as a class we can
fill our jars to how we are feeling, using this then students can see others
who are feeling the same way and do a partner talk to work through their
 emotions together. 

Zones of Regulation Calm Down Jars: Another activity that I want to try
in the classroom, is using empty water bottles all the same size. Filling
these up with water, adding glitter glue, and then some glitter. I want to do
the zones of regulation colors. Students can grab these bottles at any point
and shake them. With using these bottles it allows students to focus on
what's going on inside the bottle, slows heart rate, slows heart rate, and
begins to stabilize breathing. No matter how old you are, these bottles
could be such a great distraction or break to allow yourself to take the time
to breath, calm down, and clear the mind. 

References: 
Zones of Regulation Calm Down Jars. (2015, 10 22). Retrieved from New Journey On :
https://newjourneyon.wordpress.com/2015/10/22/zones-of-regulation-calm-down-jars/

A Jar Full of Feelings! Sensory Regulation Activity. (2018). Retrieved from Mosswood
Connections : https://mosswoodconnections.com/activity/a-jar-full-of-feelings-2/
 2. Connect Theory with Practice
(1-3 ways to incorporate into the classroom) 

a. Breathe Like a Bear: This is such a great book that I want to incorporate more in the
class. I tried it for the first time last week and the students absolutely loved it. There are
so many different breathing exercises, stretches and fun activities to do. This books
focusing on mindfulness, which is s beneficial is learning about self- regulation and our
emotions 

b.  Cosmic Yoga for Kids: My students use this activity every day after lunch, they
absolutely love the videos, so engaged, and focused on what's going on. I want to
continue using this but use it throughout different times of the day (Ex. after little recess,
coming back from gym, etc.). I think students would benefit with doing this a couple
times a day, as it is relaxing and students would be able to connect back to themselves,
breathe, and get ready to learn.

Inquiry Part D:
 
Key Question: How can I properly introduce self-regulation into the classroom? 

Supporting Questions: What are different strategies/ques I can incorporate to support every
individual’s needs, yet not make it known to all students in the classroom?
   How do I address those underlying emotions without creating anxiety, anger, etc. within a
student?

Rationale:  I want to study this topic because self-regulating one’s emotions are so important
throughout life, day to day challenges, traumas, and unexpected turns. I want to discover more
about social-emotional learning, teaching students the background of emotions before diving into
self-regulation. Learning differently in which to regulate will create opportunities for students to
know when they need a break, tool, or strategy before the emotion takes over.
Sensory Ideas to help with Self-Regulation 
There are 5 categories in which to try:
1.Heavy Work Activities: These activities provide pressure to student's bodies.
-Squeezing a fidget toy, using a weighted vest or lap pad, pushing hands into the base of chair
providing pressure to hands.
2. Oral Motor Activities:
- Sucking through a straw, blowing bubbles, water bottle to drink from .
3. Visual Activities:
-Visual schedule
-Coloring sheets
-Arts and crafts
-Lighting in the classroom
4. Auditory Activities:
-Listen to music
-Singing
-Noise blocking headphones or ear plugs
5. Movement- Based Activities:
-Getting up and stretching
-Having students run errands for you
-Providing seating options: bean bag chair, exercise ball, wiggle seats, standing desks  

TRB Standards: 
Standard 1: ”Educators value the success of all students. Educators care for students and act in
their best interests.”
- I value the success of all my students, especially when creating a safe and comfortable
community. I value acting in the student’s best interests by focusing on different strategies and
tools for students to begin to understand their emotions, why they are feeling the way they are,
and how they can use different strategies to help. 
Standard 3: “Educators understand and apply knowledge of student growth and development.”
- I value the growth and development of all students, if students have strategies to help them
understand their emotions, tools to help, that it will lead to stronger connection and success in the
classroom. 

Connection to BC Curriculum: 
•Personal Awareness and Responsibility: 
•Self-Regulating: Students who are personally aware and responsible take ownership of their
choices and actions. They set goals, monitor progress and understand their emotions, using that
understanding to regulate actions and reactions. (BC Curriculum, 2020)
With allowing students to be aware and responsible for themselve, allows for them to open many
doors in exploring their emotions and the way in which tools work for them. If self-regulation is
started in the early stages, the personal awareness becomes a daily responsibility. 

•Key Resource: How Can We Help Kids With Self-Regulation Institute, C. M. (2020). How Can
We Help Kids With Self-Regulation?.  Retrieved from Child Mind Institute:
https://childmind.org/article/can-help-kids-self-regulation/Explains the definition of self-
regulation Looks at emotional dysregulation: Distress seems to build up which eventually leads
to some sort of behavioral outburst. Environment plays a role! Children look at parents as
external self-regulator“ Approach self-regulation skills in the same way we approach other skills,
academic or social: Isolate the skill and provide the practice.” (Bezsylko, 2020)
Post Practicum:
-Daily check ins
-Learning and watching students seeing what triggers their anger, frustration, sadness.
-Incorporated lots of movement and yoga
-Practiced our breathing using the book: ”Breathe like a bear”. Really helped students focus on
certain parts of their body. 

Are there other behaviour approaches that are like the Zones of Regulation? 
•The Zones of Regulation is such a wonderful way to show and describe emotions for students.
For different behavioural approaches, I want to look more into social-emotional learning to really
dive into the different emotions and for students to understand what and why they are feeling a
certain way.
If self-regulation is only being put into place in a classroom setting, and not at home how do we
support this? 
•With self-regulation being so important for any human being, but especially when younger to
establish roots, what different ways can we support students if it is only happening in the school
environment. 

Ways in which to bring meditation and mindfulness into the classroom?

•I think meditation and mindfulness are also very important aspects of self-regulation. Being able
to get in touch with your body, brain, and environment around you. I look forward to talking to
my sponsor teacher, or the councillor at the school about this topic. 

References: 
•Institute, C. M. (2020). How Can We Help Kids With Self-Regulation?.  Retrieved from Child
Mind Institute: https://childmind.org/article/can-help-kids-self-regulation/

Peck, L. J. (2018, September 6). Managing the Classroom by Teaching Emotional Regulation.
Retrieved from Manage Your Classroom with Strong Relatio: http://www.ascd.org/ascd-
express/vol14/num01/Managing-the-Classroom-by-Teaching-Emotional-Regulation.aspx

•Scully, K. (2018, 11 5). Strategies to Help Build Self-Regulation Skills. Retrieved from Pathway
2 Success: https://www.thepathway2success.com/15-strategies-to-help-build-self-regulation-
skills/
•Scully, K. (2018, 11 5). Strategies to Help Build Self-Regulation Skills. Retrieved from Pathway
2 Success: https://www.thepathway2success.com/15-strategies-to-help-build-self-regulation-
skills/
•A framework designed to foster self- regulation and emotional control. (2011). Retrieved from
The Zones of Regulation: https://www.zonesofregulation.com/learn-more-about-the-zones.html
•Zones of Regulation Calm Down Jars. (2015, 10 22). Retrieved from New Journey On :
https://newjourneyon.wordpress.com/2015/10/22/zones-of-regulation-calm-down-jars/
•
A Jar Full of Feelings! Sensory Regulation Activity. (2018). Retrieved from Mosswood
Connections : https://mosswoodconnections.com/activity/a-jar-full-of-feelings-2/
EDTE 500

Courtney Meeker

January 20 , 2020
th

Inquiry Part E: Reflection

The presentation went very well with my group. We were talking about how self-regulation is

such a big topic that it’s nearly impossible for it all to be covered in a 20-minute presentation.

After my presentation I explained to my group that I myself often have a hard time self-

regulating due to pass traumas, that I know some of my students will have the similar

backgrounds. They stated how they appreciated how I focused my inquiry on something that it so

important for children to learn but something for myself that still needs some work. The main

thing that all groups members said they really liked and want to incorporate into their classroom

are the break cards that I had shown (picture at the bottom of page). Using these break cards, I

want to make them individualized to each student. During the fall practicum my main focus was

to learn when students need a break, and what type of ways I can be able to give them a break

without stopping the whole class and making is obvious to everyone. These break cards will

allow students to begin regulating themselves and know when they need to have a break and

what the options are for them. I am super excited for the spring practicum and begin to

incorporate more self-regulation into our day.