The Zones Check-In
The Zones Check-In is a mindful practice, which involves pausing to tune in to our body signals, emotions, and Zones to promote self-awareness and provide us with information about if and how to best regulate. We notice physiological signals and sensations in our body before our brain catches up and labels them. Embedding frequent Zones Check-Ins throughout the day allows learners to become more in-tune with their body and self-monitor how they are feeling. Check-ins can also help learners communicate or share their feelings with others. As adult co-regulators, this helps us understand how our learners are feeling, be attuned to their needs, and scaffold support, modifications, and adaptations. For example, if you find several learners checking in in the Yellow Zone after recess, you may dim the lighting and engage the group in a brief mindfulness exercise before transitioning to academics.
To do a Zones Check-In, we pause and think about the parts of the triangle we learned about in C4 that included our body signals, emotion, and Zone. Any of these components may be what we notice first; they all connect to each other, providing us with self-awareness of how we are feeling. Integrating this practice into daily routines is one of the Essential Elements of a Zones Climate. As Zones leaders, we can use a Zones Check-In as our first line of support, rather than starting with a behavior correction or redirection. This “feelings first” approach can have a positive impact on relationships and the climate of a home, classroom, or other setting.
Teaching Tips:
Learning Targets
- I can pause and do a Zones Check-In on my own or with others.
- With practice, I can check in when I am in each of the Zones: Red, Yellow, Green, Blue.
Vocabulary
Zones Check-In: Pausing to notice and identify how we feel.
Key Climate Practice
Create and regularly utilize a Zones Check-In system within your setting.
- Hands On:
- Prior to instruction, create a Velcro or magnetic Check-In-Choice board using materials in the Zones Visuals. Use this visual with the following slide sequences: Let’s Practice a Zones Check-In!; Checking in with Others; Zones Across the Day; and Group Activity: Changes in My Zones Check-In.
- Using the Zones Check-In Wand, found in the Zones Visuals, hover over various parts of the body to identify signals. For further instructions, see Scaffolding Learning under the Let’s Practice a Zones Check-In slide in the Concept Guide.
- Pare it Down: Skip the slides titled Two Ways to Check In and Checking In With Yourself (and scenario about Kai), if needed.
- Activity Exchange:
- Use the Alternative Activity option described in the Concept Guide in place of the Digital Activity: Let’s Review and use familiar emotions.
- Use Gear 1 Activity Sheet: Floating through My Zones in place of the Group Activity Sheet: Check In Stations.
Books to Support Early Learning
Visiting Feelings
by Lauren Rubenstein, Illustrated by Shelly Hehenberger
- Why is it helpful to notice our feelings?
- Which Zone or feeling is visiting you right now?
The Boy with Big, Big Feelings
by Britney Winn Lee, Illustrated by Jacob Souva
- What are some feelings the boy had in the story?
- How did sharing their feelings help the characters?
Learners will develop the comfort and capacity to check in with their Zones at different paces. Some learners will be able to check in with ease, while others will take more time to connect their interoceptive cues, emotions, and Zones. Collaborating with learners to incorporate their interests (e.g., favorite characters, superheroes, athletes, performers) and preferences into check-in systems helps make the activity more relevant and meaningful to them. For example, if you have a teen learner who shows discomfort with a public Zones Check-In, consider having them journal, write on a sticky note, or use a digital check-in on an app like Google Forms.
A climate of safety is foundational to developing a Zones Check-In system in any setting. Many learners, with and without a history of trauma, may feel vulnerable acknowledging and sharing their feelings. If a learner shows discomfort with a group check-in system, consider collaborating with them to make an alternative plan, such as checking in privately with a trusted adult, or another discreet way (see suggestions above). Never force a learner to check in. It may take learners time to gain the trust and confidence that checking-in within any Zone is okay.
You can personalize Zones Check-Ins for your learners by incorporating familiar visuals and language. For example, if you have multilingual learners, offer a bilingual check-in or a choice of which language they feel most comfortable using.
- C5 Group Activity: Changes In My Zones Check-In (one per learner)
- Activities or stations of choice (such as energizing movement videos, active group games like Silent Ball, quiet music, reading or drawing time, puzzles, etc.)
- Zones Check-In (quantity will vary depending on your system) see options within C5 Zones Visuals
- C5 Check for Learning (one per learner)
- C5 Bridge (one 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
C5 Introduction
- Learning Targets & Key Vocabulary
- Hook: Night at the Museum
C5 Core Lesson
- Pausing to Notice
- Steps for Doing a Zones Check-In
- Digital Game: Sort emotions, signals, Zones
- Video: How a Zones Check-In Works
- Digital Activity: Let’s Practice a Zones Check-In
- Digital Activity: Moving Through The Zones
- Group Activity: Changes in My Zones Check-In
DAY 2
C5 Geared Activity
C4 Wrap Up
- Review & Check for Learning
- Keep it Real!
Presentation Guide
Interactive Presentation
Group Activity
Check for Learning
Bridge
Spanish Version
Geared Activities
Gear 1
Gear 2
Gear 3
Design Your Own Check-in
“I Am” Poem
Zones Visuals
Extend Learning
Additional Zones Climate Practices
Learn more: Read the Considerations for Zones Check-Ins in Module D: The Zones Climate or Chapter 3 in Getting Into The Zones of Regulation for more guidance around check-ins, such as modeling, never forcing a check-in, and disassociating a Zones Check-In from any compliance or punitive measure.
Make it visual: Engage learners in building a check-in together by customizing their check-in object (clothespin, card, craft stick, etc.). Be sure that all adults in your setting are included in your check-in system.
Teachable moments: Use the Zones Check-In options found in the C5 Zones Visuals to support learners in real-time building their awareness. If learners are unsure how they are feeling, ask permission to share your observations. For example: May I share what I’m noticing? I see your head is down and your voice is really quiet, I wonder if you are feeling sad or lonely? Make sure learners are successful checkingin in the Blue, Green, and Yellow Zone before moving to the Red Zone.
Review and reinforce: Incorporating a Zones Check-In into your daily routine is an Essential Element of the Zones Climate. Plan regular times to check in at natural transition points, but then open it up for learners to check in anytime they would like.
Literature link: As you’re reading fiction and biographies, take a moment to pause and do a Zones Check-In for one of the characters in the book. You can use your check-in system to explore the body signals, emotions, and Zone a character may be feeling.
Bridging The Zones
Share the Concept 5 Bridge with families, caregivers, and other team members. Note that they will be creating their own Zones Check-In for the activity. Consider attaching an additional visual from the Resource Library of the four Zones if needed.
More Zones Resources
The Zones Check-In Poster: Use this poster to support learners in doing a Zones Check-In, either individually or as a group. Learners can write directly on the dry-erase poster, and use the word banks to identify body signals, emotions, and Zones. (Ages 5+.)
For more information: socialthinking.com/Products/zones-of-regulation-poster-set