How well do you calm down when your emotions are running high?
Do you always take the time to process your emotions? If no, how well do you function if you allow the emotions to continue to control your mind and body?
As adult we do not always address our emotions in the healthiest way, if we address them at all. Adults often compartmentalize, hide, deny, or pretend their emotions are not overwhelming. Not all emotions are easily handled.
When emotions become overwhelming our focus is diminished and so is learning.
If you haven't already, consider making a calming space for you class.
Below is a link to a really great example of a calm down corner. This example would be best used for 3rd grade on up.
I really like the idea of the check in sheet. Have students sign in with name and time they use the space. This will help you keep track and notice patterns. You can use this data to talk with parents regarding; classroom behavior, self-regulation ability, and emotional needs. I also like the idea of taking time to explain how to use the space and then practicing the procedure.
Think about how your class runs now. Do you have what we call "high flyers"? The students who are walking out, always wanting a break, or simply being disruptive? Perhaps they have some unchecked-in on emotions. Perhaps they brought home emotions to school and do not know how to separate home and school and they do not know how to process the feelings.
All classes can benefit from a calming and peaceful space. Below is another example of why and how to set up a structured space.
A peace corner should have a set of agreed upon limits. Five minutes is a great amount of time to get a student in a better spot. We have previously reviewed that chemically, our body only experience an emotion for about a minute and half. After that time it is our brain ruminating. Five minutes allows for feeling, processing, and calming. In the beginning a student may need a few more minutes until they begin to learn self-regulation and the ability to utilize the needed materials or manipulatives to help with a specific emotion.
When you set up and explain your calming space don't be afraid to share about the brain, the science, and the why behind the space. Normalize the need and encourage students to give each other understanding and privacy. Talk about not watching students. Talk about not asking why the space was used. Encourage the understanding that we all need to process emotions in a healthy way.
Set limitations and post them. Make it known that it is one person at a time, to help with challenging and distracting feelings. Ensure the students know that the space is not an escape from learning and should not be used to play or sleep.
The time you give to explaining and demonstrating the use of the calm space will be given back to you the more students learn to utilize the space and calm their emotions.
If you need help setting up a space please reach out. I have resources and can help you take time to explain the space to your students.
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