Mrs. Hubbard’s Cupboard Welcomes You
Activities
Making A Difference
Items that could be included in a “Reset Corner” in a classroom:
Paper, Pencils, Crayons, colored pencils
Earbuds and/or noise canceling headphones
Music through the earbuds or headphones
Water
Counting manipulatives, variety of colors to sort
Velcro to rub fingertips on
Pinwheels to blow (breath regulation)
Glitter jars/Calm Down bottles (great ideas on Pinterest)
Squeeze balls
Play-dough
Items that can be included in a “Reset Room” to calm down and meet sensory needs:
Mini trampoline
Exercise Bike
Large balls
Stretch Bands
Punching bag
Legos
A sand/water table
Paper, Pencils, Crayons, colored pencils
Earbuds and/or noise canceling headphones
Music through the earbuds or headphones
Water
Counting manipulatives, variety of colors to sort
Velcro to rub fingertips on
Pinwheels to blow (breath regulation)
Glitter jars/Calm Down bottles (great ideas on Pinterest)
Squeeze balls
Playdough
Chalk and chalkboards
Tinker Toys
Markers and boards
Bean Bag chairs
Rocking Chairs
A box of rice and a pan
About
Mrs. Hubbard’s Cupboard is an educational website where you can download original songs and ideas to help children of elementary age calm and quiet their brain state.
In my findings, no one program can stand alone to address all aspects of SEL, but several of them together can create a comprehensive approach. However, don’t overwhelm students and staff with too many - no more than 3 initiatives going at once. (We used PBIS, Zones of Regulation, and Morning Meetings)
When planning for the return to school, it is critical to include the bus drivers. They are often “first responders” and eye-witnesses to the behavioral communications of students in need of guidance. Don’t forget PD for the bus drivers. Included them in your trauma response teams.
It is critical for staff to greet the students in the mornings and assess brain states before starting the day. An intervention in the morning can direct the path for the student’s entire day. We used “Zones of Regulation” and “Morning Meetings”.
Staff members best interact with students when they are very aware of their own emotional “triggers” and do frequent brain state checks on themselves. “Am I regulated right now? What might have triggered an emotional response just now?”
Frequent brain breaks and regulation check-ins are needed throughout the school day - not just in the morning. There are multiple opportunities throughout the day for emotional “triggers”, so staff and students need time for transition. Brief transitions frequently occur within the classroom with all students; longer transitions need to occur in the Reset Area of the classroom or the Reset Room/Sensory Room.
Timed breaks in the Reset Area or the Reset Room need to be written in a student’s behavior plan and planned for AHEAD of time. Allow the student to select activity choices when he/she is calm and regulated. A timer is set for 3-5 minutes depending on the needs of the student.
"Act as if what you do makes a difference. It does"
