Sutton
Three teachers found that intervening early when children become unregulated works really well. For example, if they are taken out of the classroom early enough, they will return more easily when ready.
They also examined their feelings of guilt when not giving children what they wanted immediately. They recognised that children become calmer and build more resilience if their demands aren’t immediately met, which helped the teachers to manage their feelings of guilt in the moment.
Using explicit language was helpful, together with sharing one’s own emotions calmly. Picking one’s battles was key. Also, the modelling of using the zones of regulation, giving choices and going to a calm area with children after an incident, where the teacher could use ‘I wonder if’ language.
Four teachers gave children a fresh start after a play break. It was hard to implement this at times.
In my classroom I have a calm area to help create a containing culture. This is a space to which children take a timer (5, 2 or 1 minutes) and sit quietly in the space by the door, where the class teacher can monitor and support staff can intervene if necessary e.g. with checking in on zones of regulation with a child. The area has regulation strategies available such as breathing exercises, calming stories, cuddle buddies for children to verbalise their feelings or to squeeze or cry on and pillows and blankets for comfort and safety. It is the children’s responsibility to keep the calm area tidy and safe. They enjoy this and give the class teacher suggestions to improve the space, which she will implement where possible.
Chrissie Foster, Holy Trinity Junior School