The Zones of Regulation survey provided information about the students that pertained specifically to the Zones and self-regulation. Each student in the club was asked to describe what each of the four zones looked or felt for them personally. This included characteristics such facial expression and verbal or physical expression. Students were also asked to record any strategies that they used in order to cope with the red, yellow, and blue zones in order to return to the green zone.
The majority of students had similar descriptions for their zones and strategies. The main descriptors are stated below.
The majority of students had similar descriptions for their zones and strategies. The main descriptors are stated below.
anger
frustration red in the face teeth clenched uncharacteristically quiet restlessness
inattention fidgeting inappropriate talking/laughing |
relaxed
peaceful happy smiling laughing sad
depressed crying/sobbing quiet/unresponsive |
A number of students had no awareness to their emotions at all, stating that they could not describe the zones and had no methods to cope. Of those who did state a strategy, many were too aggressive or inappropriate for a school setting. For example, one students described screaming and breaking objects in the red zone. Another student stated that in the yellow zone, they continued their silly behaviour until they were satisfied. One the contrary, few students described very effective coping methods and were thoughtful and detailed in their description of the zones. For example, one student mentioned that they felt frustrated and often would be seen fidgeting and unfocused in the yellow zone. As a result, they would take breathing exercises to calm down.
One of the targets for the club was to provide a new strategy for students to cope with non-green zones. Since most of the students did not have effective strategies for self-regulation this was a great opportunity to introduce a new strategy via the introduction of music as a tool for coping with emotions. Additionally, the students who joined the club were more musically inclined (or interested), and therefore would be more likely to use the strategies provided; many students stated that participated in music outside of school.
Over the course of the club, additional emotional check-ins were done. Sharing circles were also done if students were feeling uneasy or stressed. Prior to the actual drumming, students were also given 20 minutes to eat their lunch, during which they had the opportunity to connect and interact with other club members. Below are some of the key observations and findings over the past 5 weeks:
One of the targets for the club was to provide a new strategy for students to cope with non-green zones. Since most of the students did not have effective strategies for self-regulation this was a great opportunity to introduce a new strategy via the introduction of music as a tool for coping with emotions. Additionally, the students who joined the club were more musically inclined (or interested), and therefore would be more likely to use the strategies provided; many students stated that participated in music outside of school.
Over the course of the club, additional emotional check-ins were done. Sharing circles were also done if students were feeling uneasy or stressed. Prior to the actual drumming, students were also given 20 minutes to eat their lunch, during which they had the opportunity to connect and interact with other club members. Below are some of the key observations and findings over the past 5 weeks:
- Over time, students became more comfortable in with the group and the students exhibited cooperative sharing and listening skills.
- Many students who were initially timid in the beginning began to come out of their shell both during conversation with peers as well as during drumming.
- All of the drumming members looked forward to Mondays because of drumming club and felt that it was a good way to start to their week.
- During one week in mid-November, students were asked at the start of the club about how they felt about school. Many students reflected yellow or blue zone feelings, including stress, anxiety, tiredness, and boredom.
- When surveyed again after the session, students were asked to reflect on their feelings immediately after drumming club as well as going into the afternoon. All students had returned to green zone feelings, including calm, relaxed, happy, focused, enthusiastic, and excited.
Take Aways?
As the club progressed, weekly check-ins with the Zones showed an increased number of students in the green zone each week, demonstrating that the students are finding coping methods for their emotions.
Green Zone: 7
Yellow Zone: 5 Red Zone: 1 Blue Zone: 2 Green Zone: 11
Yellow Zone:3 Red Zone: 0 Blue Zone: 1 Green Zone: 13
Yellow Zone: 2 Red Zone: 0 Blue Zone: 0 |
Green Zone: 9
Yellow Zone: 5 Red Zone: 2 Blue Zone: 0 Green Zone: 10
Yellow Zone: 4 Red Zone: 1 Blue Zone: 0 Green Zone: 14
Yellow Zone: 1 Red Zone: 0 Blue Zone: 0 |
When asked specifically if the drumming club has made a difference in their lives in terms of helping them cope with school as well as practicing mindfulness at home, every students in the club agreed.
When asked if they would continue being a part of the club into the new year, almost all students stated that they would, with the two students who did not stating that they'd open up their seats to other students so that they would have a chance to join.
When asked if they would continue being a part of the club into the new year, almost all students stated that they would, with the two students who did not stating that they'd open up their seats to other students so that they would have a chance to join.
For access to the surveys used in the drumming club, please visit the resources page.