Self-regulation station

In our classroom, there is a self-regulation station.  I designed this to have a place where materials were organized and also to have a quiet spot for relaxation and meditation.  The ideas were developed from my own experiences in the classroom, conversations with others working with children, and from Calm, Alert, and Learning.

All people need to understand their emotions, and what to do when upset.  When children are upset, some often have a hard time regulating their emotions, and instead they get upset, yell, hit.  I know that when I am upset it is difficult to have perspective, and having a place to calm down is helpful.  

At the station there is a comfortable carpet, where students sit quietly to meditate or listen to music.  I have some classical music in a small stereo, which often students use with headphones.  

There is a pile of textbooks, that students can use to carry.  This helps their bodies calm down.  

I have fidget toys and play dough available for kids to use as well.  They can use these at the station or at their desks.  As a class, we also made worry beads to keep at our desks.  All of these tools (plus doodling) can be used when I - or another teacher - is teaching, as long as it is not disruptive.  The practise with this in the classroom is continuing to evolve.  

Students can go for a walk or get a drink as well.  A few times they have done this carrying a stack of textbooks.  

A big part of this, though, is students identifying when they are de-regulated (a term I use) or dys-regulated, when their engine is running too fast (as Stuart Shanker would say), or, simply, when they feel upset or unfocused or are not ready to learn.  I have, on the wall, a stop light made of paper.  We discussed what it feels like to be in the green zone - calm, focused, on task, and ready to learn.  We discussed what it feels like to be in the yellow - unsettled, fidgety, a lack of focus.  If students are in the yellow, they move their clothes peg from green to yellow.  Sometimes I tell them to do this, or do it myself.  The expectation is that they utilize one of the many strategies we have developed to move their peg back to the green zone. The other expectation is that they are not at the self-regulation station for long.... only five minutes or so.  

When a student is in the red zone, they are angry, upset, disruptive, and therefore not allowed to enter the classroom, or are asked to leave the classroom.  This may be as simple as putting them in the hall for a few minutes for a conversation, or may involve an administrator.  The message here is that if you are not ready to learn or out of control then this behaviour must stop, both so that you do not disrupt the learning of other students - but also so that you learn to self-regulate your own behaviour.  

I have been pleased and impressed with how effectively the students use the station.  It is helpful for me to see who is a bit upset, and who may need support.  Instead of negative emotions building up they are being dealt with, most of the time.  A few students who would benefit from using the station more are not, unless encouraged by me.  However, I hope to see this evolve.