Student Contributor: O. Rudolph
A calm down kit is a tool used to support students when they are in need of a break from having a difficult day.
This tool is made up of many different helpful things that children can use such as fidget tools, paper and pens, stress balls, and different cards with ways that students can practice self-regulation. The cards should include things like breathing techniques, taking a break, doing something that will help get their mind away from the issue. This tool should be put together as a box or bin that students are able to go to and use to self-regulate when they are feeling overwhelmed or need help processing big emotions. This tool should be explained to students and its purpose should be clear so that students are aware of how it should be used. I have seen this tool used in my placement classroom and it is a great way to introduce a small “Australia” or brain break area for students to go when they need it.
This tool is a supportive tool because it can be used to help students be independent and use it to help them self-regulate emotions and take a break if needed. This tool is one that students would use on their own so it should be something that is not forced onto them. This is also a supportive tool because it can be used at any point in the day, including during a lesson. The responsibility of this tool is placed on the students and not the teacher which puts it on the student-centered-collaborative side of the continuum.
More Information –
Tool Source: https://proudtobeprimary.com/classroom-management-tools/
This was a great tool that we used in our 1st grade classroom. We had 17 total students from a suburban community. The planning of this “Break Box”, that we called it, was fairly easy. We started with a few manipulatives such as animal erasers, foam ball that could be squeezed, pencils, and paper. We used two different timers that were within the box. One was for 3 minutes and the other one was for 10 minutes. Students would request to use the box, or the teacher would suggest its use. The box was kept in the room, in the back, and by the door. Students would take it into the hallway outside to a table with two chairs. We have some students with expressive anger issues and one with sensory issues that greatly benefited from its use. The students understanding was that they needed to check in with the teacher or staff to use it. After the timer was done, they would check in with the teacher for any additional needs or support. This was never used as a punishment. The break box was only for supporting student’s needs to deescalate. Adjustments to the box were needed by adding additional items such as a squeeze doll, moving or rotating wooden blocks, pop it tool, and play dough. After using this method for a few weeks, we have seen less lunch detention and more time in the classroom.
I have been teaching in a first grade elementary school where there are 20 students in an urban area. This was a great tool to give students a chance to calm down after having a stressful time in the classroom. There are many colorful stuffies, books, and fidget toys in the corner for them to play with or read. Students would also have to start a timer when they got their so that they do not over use their time in the calm down corner. I thought that this worked well because it makes it so you do not have to kick the student out of the classroom if they are struggling with something and they instead can quickly calm down in the classroom and then join quickly after. The only downside was when students would try and stay there extra long saying they had not calmed down yet and it was difficult to come up with a good enough reason for them to rejoin the classroom.