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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

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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.

 
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"Act as if what you do makes a difference. It does"

William James

 

Contact Mrs. Hubbard’s Cupboard

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3177979574

Indianapolis, Marion County 46254

USA

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