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Growing Windows of Tolerance & Shifting Perceptions Quiz

Evolution of a Synergetic Educator 2024-2025 (Student-Centered Focus) LIVE WEBINAR: Class 4 – Growing Windows of Tolerance & Shifting Perceptions (October 28, 2024) Growing Windows of Tolerance & Shifting Perceptions Quiz

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Question 1 of 22

1. Question
Which of these happen when I don’t regulate through activation?
- a. Things intensify
- b. I grow my window of tolerance
- c. I decrease the chances of an explosion or collapse
- d. All of the above.
Correct

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Question 2 of 22

2. Question
Which of the following are true about interoception?
- A. Interoception underlies our urge to act.
- B. Interoception helps us know when we need to regulate.
- C. Interoception gives us clues as to what kind of regulation might work for us in that moment.
- D. All of the above.
Correct

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Question 3 of 22

3. Question
Self-regulation can be described in which of the following ways?
- a. Working well in classrooms during scheduled breaks
- b. Actively seeking relief from the physical sensations we are experiencing
- c. Working best for students who are hyperaroused
- d. All of the above
Correct

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Question 4 of 22

4. Question
Which of these are most true about behavior?
- A. Behaviors are usually conscious choices.
- B. Behaviors are attempts at regulation.
- C. Behaviors make sense AND are attempts at regulation.
- D. All of the above.
Correct

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Question 5 of 22

5. Question
Which of the following best answers the question, “What do I do with this energy?”
- A. I say, “It’s not time for a drink.
- B. I say, “We don’t talk to people like that.”
- C. I say, “This is frustrating,” as I take a deep breath and exhale slowly.
- D. All of the above.
Correct

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Question 6 of 22

6. Question
Which of these statements is most accurate?
- a. Our goal is to support becoming aware of the activation and learn ways to work with and through it.
- b. Our goal is to support regulation primarily through explicitly teaching strategies.
- c. Our goal is to develop skills by modeling strategies that we want students to practice.
- d. All of the above.
Correct

Incorrect
Question 7 of 22

7. Question
When we shut down behaviors which of the following often occurs?
- a. We disconnect students from their bodies.
- b. They don’t learn to recognize interoceptive clues.
- c. They don’t learn alternative behaviors.
- d. All of the above
Correct

Incorrect
Question 8 of 22

8. Question
When offering alternative behaviors which makes the most sense?
- a. They address the energy that is showing up.
- b. They match the current situation.
- c. They don’t distract others
- d. All of the above
Correct

Incorrect
Question 9 of 22

9. Question
Which of these describes emotional intelligence and resiliency?
- a. Recognizing stress in others
- b. Coming back to ourselves
- c. Breathing when dysregulated
- d. All of the above.
Correct

Incorrect
Question 10 of 22

10. Question
Why do we practice one foot in and one foot out?
- A. To teach a way through the dysregulation.
- B. To support growing windows of tolerance.
- C. To help us implement bottom-up strategies.
- D. All of the above.
Correct

Incorrect
Question 11 of 22

11. Question
Which of the following were evident in the video we watched about scaffolding and noticing energy (5^th grade students)?
- a. Students becoming aware of their experience
- b. Students asking about strategies
- c. Teachers telling students how to regulate
- d. All of the above
Correct

Incorrect
Question 12 of 22

12. Question
What does the phrase “comfortably uncomfortable” mean?
- a. Not being comfortable with discomfort
- b. Wanting to avoid dysregulation
- c. Working at the edges of the window of tolerance
- d. All of the above
Correct

Incorrect
Question 13 of 22

13. Question
Which of these are most true about regulation?
- A. Regulation means to take a deep breath.
- B. Regulation means a moment of mindful awareness.
- C. Regulation is better than dysregulation.
- D. All of the above.
Correct

Incorrect
Question 14 of 22

14. Question
Why do we differentiate between regulation and calm?
- a. There are times when being calm doesn’t make sense.
- b. When we “act” calm when we aren’t, we are being inauthentic and incongruent and can be perceived as a threat.
- c. Believing we “should” be calm puts a lot of pressure on us and creates dysregulation.
- d. All of the above
Correct

Incorrect
Question 15 of 22

15. Question
True or False: Dysregulation is not in the way it’s on the way.
- True
- False
Correct

Incorrect
Question 16 of 22

16. Question
Which of these statements are true about mirror neurons?
- a. We will feel things whether we want to or not.
- b. They are involved in creating neural templates
- c. We can use them as a tool to create new templates
- d. All of the above
Correct

Incorrect
Question 17 of 22

17. Question
Which of these statements is most true about the match or mismatch concept?
- a. We support students in stopping behavior that doesn’t work.
- b. We teach students which behaviors are good or bad.
- c. When there is a mismatch we offer alternatives that match the situation.
- d. All of the above
Correct

Incorrect
Question 18 of 22

18. Question
True or False: Match or mismatch is used only in small groups or one-on-one.
- True
- False
Correct

Incorrect
Question 19 of 22

19. Question
True or False: Being an external regulator means not losing ourselves in the dysregulation and guiding another person back towards their window of tolerance.
- True
- False
Correct

Incorrect
Question 20 of 22

20. Question
Being an external regulator can be explained in which of the following ways?
- a. Offering your regulatory capacity to others
- b. Teaching regulation strategies to others
- c. Regulating yourself as needed
- d. All of the above
Correct

Incorrect
Question 21 of 22

21. Question
Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this class met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will learn to see behaviors as clues to regulatory needs.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.
Question 22 of 22

22. Question
Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this class met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will learn how to support growing students’ windows of tolerance, more effectively rewiring brains and re-patterning nervous systems to support learning

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

By Judith Norman|2024-10-27T06:32:49+00:00October 27, 2024|Comments Off on Growing Windows of Tolerance & Shifting Perceptions Quiz

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