My Signals, My Zones
Note: Group and Geared Activities are combined: This concept has a unique format. Please review all components thoroughly before teaching.
In Concept 4 (C4), learners explore the body signals and sensations that relate to their feelings. Understanding these feelings is also known as the interoceptive sense. The brain perceives the physiological cues and sensations in the body before it catches up and labels the emotion. These cues or signals alert us that our feelings are changing. For example, you sense the tension in your neck and jaw and recognize you’re stressed, or you feel the flutter of butterflies in your stomach and identify you are nervous. For many learners who have difficulty naming their emotions, learning to tune into their body signals can be an entry point for building self-awareness. Noticing our body signals is also a basic mindfulness practice, giving us a moment to integrate our body, mind, and emotional state. As we build this interoceptive awareness, we can identify our feelings and Zones with greater ease, and more readily notice when we are becoming less regulated. This self-awareness is foundational to self-regulation. For further information, refer to Module B: Beyond Behavior: Factors Impacting Regulation and Module C: What is The Zones of Regulation? or Chapters 1 and 2 in Getting Into The Zones of Regulation.
For a deeper exploration of interoception, we recommend Kelly Mahler’s The Interoception Curriculum (2019).
Teaching Tip: Some learners may move quickly from the Green Zone to the Red Zone. By spending extra time helping them to identify their Yellow Zone signals, it can increase their ability to notice and regulate in the Yellow Zone before their feelings and energy get even stronger. The Yellow Zone can be the hardest Zone for some learners to recognize, and it also takes practice for adults to notice signs that a learner might be in the Yellow Zone. You can collaborate with learners to identify signals they feel on the inside (such as faster breathing, rapid thoughts, tight muscles) and signals you might observe/see on the outside (such as fidgety movement, rapid speech, or distractibility) when they’re in the Yellow Zone.
Learning Targets
- I can name at least one body signal I feel when I am in each Zone.
- I can explain how body signals, Zones, and emotions are all connected.
Vocabulary
Body Signals: The sensations inside our body that help us figure out how we feel.
Self-Awareness: Understanding how you feel.
Key Climate Practice
Add Common Body Signals to your posted Zones Visuals for reference.
- Hands On: To help learners identify body signal clues, as they complete their Me in My Zones booklets, use a mirror, photos or videos of learners pretending to feel an emotion/Zone.
- Vocabulary: Pair new terms with alternate synonyms/expressions to develop familiarity. Self-awareness: knowing your body, understanding your feelings, recognizing how you feel. Body Signals: feelings in your body, body messages, hints, alerts, signs, clues.
- Pare it Down: Skip slides titled Our Nervous System and Building Self-Awareness, if needed.
- Break it Up: Break up the Group/Geared Activity Me in My Zones booklet into one session per Zone.
- Simplify: Focus on the body signals most familiar or concrete such as energy, heart, or movement.
Books to Support Early Learning
Listening to My Body
by Gabi Garcia and Ying Hui Tan
- What are some body signals we learned about in this book?
- Which body signals have you noticed for yourself?
In My Heart: A Book of Feelings
by Jo Witek, Illustrated by Christine Roussey
- Which feeling or page did you like best? Why?
- How does your heart feel now?
Expect that learners’ ability to tune into their body signals will vary widely. For learners with more knowledge of their body signals, you may expand on the understanding of the central nervous system and its role in regulation. This is briefly touched on within the Core Lesson but can be explored with more depth.
Noticing and “befriending” body signals is considered a best practice in trauma-informed care. Some learners who have experienced trauma may feel a sense of disconnection (disassociation) with their body signals or have a hard time noticing what their body feels like in a calm or relaxed state. Noticing body signals might feel difficult or uncomfortable. Please collaborate with trauma-informed care professionals if this is the case. This concept only scratches the surface of exploring physiological sensations, so this skill may take additional time and practice for these learners.
There are many cultural nuances we use to describe how our body feels. For example, sometimes an idiom is used to refer to different sensations such as “butterflies in my stomach” or “lump in my throat.” Become familiar with the ways that your learners and their caregivers describe feelings and sensations and integrate this cultural knowledge into your instruction and climate.
- C4 Group and Geared Activity (Note these activities are combined for this concept)
- C4 Check for Learning (1 per learner)
- C4 Bridge (1 per learner) Spanish Version
Self-Awareness
Self-Management
Social Awareness
Responsible Decision Making
Relationship Skills
Pacing Suggestions
For 20-30 Minute Sessions (Alternative: Focus on one Zones per 20-30 minute session)
DAY 1
C4 Introduction
- Learning Targets & Key Vocabulary
- Hook: Freeze Dance
C4 Core Lesson
- Body Signals
- Digital Game: Signals from Our Heart
- Video: Getting to Know Body Signals
- Digital Activity: Body Signals in the Zones
- Group Activity/Geared Activity: Red Zones Signals
DAY 2
- Group Activity/Geared Activity: Yellow Zones Signals
- Group Activity/Geared Activity: Green Zones Signals
DAY 3
- Group Activity/Geared Activity: Blue Zones Signals
C4 Wrap Up
- Review & Check for Learning
- Keep it Real!
Presentation Guide
Interactive Presentation
Geared Activities
Gear 1
Gear 2
Gear 3
Zones Visuals
Extend Learning
Additional Zones Climate Practices
Review and reinforce:
- Regularly ask learners to reference their Me in My Zones Booklet. Have them turn to one (or more) of the Zones they experienced that day and review the body signals they associated with it. Follow up by asking: What signals were the same? Are there other body signals to add? This is an important way for learners to gain an understanding and familiarity with their Zones, feelings, and signals.
- Play Signal Freeze. Let learners know that you will periodically call out signal freeze throughout the day. When they hear the phrase, learners freeze and can share one body signal they are feeling.
Model it: Model how you connect your body signals, emotions, and Zones: My heart is beating quickly and I can feel my muscles tensing up; I’m frustrated in the Yellow Zone.
Teachable moments: Use observations of your learners to help them associate body signals with Zones. For example, say: I’m noticing your head is down and you are yawning. How are you feeling? or What are your body signals telling you? You may use the meter as a visual aid to give learners a nonverbal way to respond.
Integrate technology: Heart rate monitors can be useful in helping learners notice changes in their body signals, emotions, and Zones.
Bridging The Zones
Share a copy of each learner’s Me in My Zones Booklet (keep original) and the C4 Bridge with families, caregivers, and other team members.
More Zones Resources
The Zones of Regulation App: Explore The Zones of Regulation App and create a gallery of emotions for each Zone. Learners are prompted to think about body signals and model an emotion while capturing a photo, thus building a collection of 24 different feelings across the four Zones. In addition, the app features exciting learning opportunities around Zones concepts, rewards, and mini games. Currently available for download on iPhone, iPad, Android, Mac, Chromebook (Android Compatible). One app download may be used for up to 8 unique learners. (Ages 4+ with supportive adult.)
For more information: https://zonesofregulation.com/explore-and-purchase-the-zones-products
