The Classroom is a Nervous System: Working with Daily Regulation and Dysregulation Cycles Quiz

Which of the following is true regarding dysregulation?

A. Dysregulation should only happen outside of the classroom
B. Dysregulation is needed for growth and is on my way for teaching.
C. Dysregulation means I’m not wanting to do something.
D. All of the above

When we stop ourselves from regulating, which is true?

A. My window of tolerance gets smaller.
B. My window of tolerance grows.
C. I stay inside my window of tolerance.
D. All of the above

We need to teach which of the following for students to use skills independently?

A. To be aware of activation and alternatives that fit in the environment.
B. Different ways of breathing that down-regulate and up-regulate.
C. Specific strategies that help them get back to learning.
D. All of the above.

Neural templates are formed in which ways?

A. They watch us get activated and see what we do about it.
B. They notice how they feel in different moments.
C. By making choices about how they want to address behaviors.
D. All of the above

How do we use mirror neurons as a tool to shift templates?

A. Stepping into the activation, really “getting it” and modeling a new way through it.
B. Having a regulatory impact in the moment of activation, which creates a new experience.
C. Practicing one foot in and one foot out
D. All of the above

Healthy relationships are built upon which of the following?

A. Being attuned the majority of the time.
B. Rupture and repair
C. Listening and communication
D. All of the above

Which of these is true about the concept of match or mismatch

A. I’m telling them what to do in the moment.
B. I’m trying to avoid dysregulation.
C. I’m allowing them to explore the activation and become aware of it.
D. All of the above

What do I mean when I talk about playing wack-a-mole?

A. When we simply shut down behavior it will pop up somewhere else.
B. It’s a fun game to help teach concepts about regulation.
C. Different ways to address dysregulation in the classroom.
D. All of the above.

Which of these best describes regulation?

A. Regulation means calm.
B. Regulation is a moment of mindful awareness.
C. Regulation is better than dysregulation
All of the above.

Which of these is most true about why we get burned out and feel exhausted?

A. We can’t use self-care strategies often enough.
B. Our jobs are really stressful.
C. We are feeling the dysregulation that is happening all day and don’t let ourselves, or don’t know how, to move through it.
D. All of the above.

Which of these support our ability to regulate throughout the day?

A. Moments of regulation in the midst of dysregulation.
B. Becoming aware of our experience in the moment.
C. Activating our ventral vagal state.
D. All of the above.

What do we mean by one foot in and one foot out?

A. We’re avoiding dysregulation so we can keep moving.
B. We’re feeling dysregulation while bringing in regulation.
C. We’ve feeling the dysregulation of others.
D. All of the above.

How can I be an external regulator for an entire class?

A. Let them see and feel the dysregulation in me so they know I get it as I step into what I see happening, then regulate through it.
B. Have different regulation stations set up in the classroom that they can access.
C. Teach them different strategies for regulating and telling them what to do in different situations.
D. All of the above.

Why does naming my experience make a difference?

A. Hearing my own voice can be regulating when I feel out of control.
B. It forces me to higher regions of my brain, decreases the intensity, and is a moment of awareness.
C. It gives me something to do when I’m frustrated.
D. All of the above.

Which of these were NOT included in the categories we explored for regulating and keeping one foot out?

A. Breath
B. Intentional movement
C. Proprioceptive input
D. Exercise

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

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

Learning Objective: Participants will learn that dysregulation is necessary for growth and learning and that it’s a key aspect to expanding students’ windows of tolerance.

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.

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

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

Learning Objective: Learn strategies to support students through dysregulation, helping them make effective choices that don’t disrupt 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.

The Classroom is a Nervous System: Working with Daily Regulation and Dysregulation Cycles Quiz

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