![]() Students need to learn to make decisions based on their own ethical standards, which we hope to help them develop. This is a delicate area, that I still don't see placing undue focus on. Which also brings me to the regular references in this book to how your zone and g=behaviors make others feel. We need to respect our learned social behaviors and our instincts when the coach says to put the breaks on. Your coach is not always encouraging you to do something. I think it will be important to highlight that the "inner coach" may say that something is a bad idea. We hope that, with coaching they will recognize the change in zone that they physical activity lends itself to. recess or a long period of instruction), the students are likely to feel the results of working with different sensory and breathing techniques. Depending on what the activity prior to the lesson is (i.e. Honestly, I think it would be better to incorporate them this way, which will ideally allow some practice at the beginning and/or end of each of the other lessons that are a bit more cerebral in nature. These lessons can be easily interwoven with the previously outlined lessons. Alternatively a lesson where students create solutions to problems would be great lesson. Again a list of scenarios with solutions and sorting those into rock brain versus flexible thinking would have been useful in the curriculum. Of all the lessons presented to date I found this super flex and rock brain lesson to be lacking I just need to make sure that the concept of rock brain indicates no solutions to problems and flexible brain indicate solutions to problems. I would teach this concept with a sorting activity with a list of scenarios. I would have liked more examples of scenarios in the book because obviously many students struggle what size of problem interpretation. Working with elementary students sometimes it’s difficult for them to comprehend how to truly do good breath support I love the visuals provided for the types of breathing and anticipate the students tracing the visuals as they breathe.įinally I can use the big medium small problem, talk about size of the problem needs to equal reaction to the problem, I can talk about rock brain versus Superflex thinking and lastly include inner coach verses inner critic - very simple concepts but when you put it all together it’s golden! The book spells out activities that I can do and I like the that they include problems that match big medium small. Lesson 11 it’s a simple concept to teach students breathing exercises but what I do like about this curriculum is that it uses different types of breathing. The zones tools worksheet is a great tool to teach student teachers and parents activities that both calm and aggravate individuals. I would co-treat this session exploring most of the activities suggested on p.109 but I think I’d like to add using paint and marshmallows and experiencing different types of music during a task since these are activities that have proven to be difficult for some students in past. This is the easiest to for me to explore because I work with such a phenomenal OT. Now that I know that there are three tools to utilize in this curriculum I’m super excited to try them out. I love the concept of every child having a fun zone flip book and I think that practicing putting different emotions into the zones is critical to generalization of the skills. ![]() Using Superflex and Rock Brain can be engaging for kids and is a nice tool that provides visuals which enhances learning. Lastly, for thinking strategies, it would be nice to introduce this lessons by providing scenarios for the kiddo in order to increase understanding of big and little problems. ![]() In general, I think introducing these lessons would start with providing a demonstration for the child in order to ensure accuracy such as with the breathing exercises. ![]() This is a tool to use in addition to the strategies outline in the chapter. This is yoga geared towards kids and it is engaging. I think a nice calming strategy is using Cosmic Kids Yoga. To start, the adult/staff member can help strategize different tools that are available then the student can help determine the efficacy. To introduce this to students, I think utilizing the Zones Tolls Worksheet is a nice data collection tool to help the student determine what is most effective. I think this is a good stage to get collaboration among multiple team members in order to screen and determine sensory needs. After much learning of all the zones, it is time or students to be able to use strategies and tools in order to promote independence for emotional regulation and maintain a green zone status.
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