SEL and the Great Outdoors: Blog Post 2

Blog Post 2: STOP! Self Regulation Time. 

Before beginning research and looking for new self regulation strategies and connections to outdoors, I wanted to reflect on some of the SEL practices I have either been exposed to at Pro-D Days, used myself, or have seen other educators use in their teaching practice. I recognize what might have been an effective resource at the beginning of my teaching career four years ago, may need some differentiation now to better suit the needs of my students. Most of the things listed are strategies used indoors at school, though some are able to be used in outdoor contexts as well. I wrap up this post with some potential thoughts I might explore in the coming weeks. 

RULER & The ZONES of Regulation 

My District offered training sessions for RULER and the Zones of Regulation during my first year of teaching. I have seen some individual teachers and classrooms use this terminology, though I find it is most successful and the students are best able to identify between the zones if it is a school wide project. Using the Zones is a great start of the day check in for students to label what zone they are in on a grid, as it helps them develop their language involving emotions.  

Alternative Seating: Depends on funding but bouncy balls, wobble stools/seats, elastic bands on chairs, standing room etc. all provide opportunities for movement for those who need it most. 

Sensory Rooms / Zen Den - Depending on space and staffing, having a designated Sensory Room is a great place for students to calm down, let out steam, or have some alone time. The down side is that this is outside of the classroom and some kids are confused why only some students are able to/frequently use it while others never do. Zen Dens in classrooms are awesome if there is room for a quiet, darker, space for learners to use when needed.     

Headphones/Dividers: A great strategy for those who need more support zoning in on a specific task and can help limit distractions. Ideally a full class set would be awesome. 

Mindfulness Practices: Different breathing techniques, visualizing exercises, stretching and intentional movement,  practicing gratitude, have proven benefits for youth and adults! I try to get every class to take a few deep breaths before we walk in the hallway to help set the tone for the walk. I have also had teachers lead guided breathing after Recess/ Lunch and high energy tasks. Later in the year the intermediate students led the class through the exercises and I really noticed a difference since transitions can be difficult. Intentional listening activities, "stop and make note of all the sounds you hear" is a great way to strengthen listening and observation skills too. 

School Wide Mental Health Practices: At a previous school I taught at, each school day started with a "Morning Calm" routine. The Vice Principal had prerecorded audio clips walking the students through basic balances and movements to help them transition into learning time after attendance. She would often end with a visualizing exercise such as "picture a balloon or flower..." and provide prompts for students to add details in their mind. 

Movement Paths / Body or Brain Breaks: I do my best to incorporate movement and body/brain breaks especially if the students have been sitting for a long period of time. Depending on space, a long quiet hallway is ideal for a movement path. These are pretty common in Elementary schools in my district and most students are able to use the path properly and independently by Grade 1 once it has been modelled to them. 

Fidgets/Sensory Tools: Personally I am fine with students using fidgets as long as they are not distracting themselves or others. Lately, I find that fidgets are becoming more of an excuse to bring in toys to school rather than increasing attentiveness. Mindfulness jars, sensory bins, bubbles, colouring sheets, etc. are colourful options that may help regulate learners depending on the context.  

Some thoughts moving forward:   

Sensory paths on the exterior landscapes of schools? 

Might be hard to monitor since the public often uses school property after hours, though I wonder if having a shorter movement path might help kids transition back into learning time while they wait for their turn to re-enter their classroom/wash hands. 

A weekly reflection walk / community circle outside regardless of the weather - prompts could include what is something you are grateful for in nature today and why? how does being outside make you feel today? Where is your favourite place to go outside when you feel.... happy? Sad etc. 

Exploring emotions and movement outdoors: 

Show me prompts: how might someone look sad? surprised? Students could start with their facial expressions, then full body, potentially leading up to role playing a scenario, or using nature's materials to create depictions of emotions or things that make them feel a certain way.    

 

Visual Reminders Outdoors: 

Most behavioural reminders are found inside school doors...Temporary or permanent signs on trees surrounding school property with mindfulness reminders or helpful strategies may help prevent some Recess/Lunch time drama when supervision is more limited?  

I'd love to hear about any SEL tools or strategies that have worked well for you!