Self-Regulation

1. Learning Environments

1.1. Adapting Skills

1.2. Caring

1.3. Kind

1.4. Cooperative

1.5. Relationships

1.5.1. Connections with students

1.5.1.1. Correcting and redirecting

1.6. Nurturing

1.7. Clutter free

2. Skills needed for Self-Regulation

2.1. Constructive

2.2. Cognitive Flexibility

2.3. Working Memory

2.4. Attention Skills

2.5. Monitoring Skills

3. Strategies in the classroom

3.1. Don't step in too soon

3.2. Notice and discuss when self-regulation occurs

3.3. Provide choice

3.4. Not everything will work for every student

3.5. Reduce Stressors

3.6. Teach self-regulation

3.6.1. stressed teacher can mean a stressed student

3.7. Provide opportunities for practise

3.8. Offer visual and tactile (e.g., eye glasses) reminders

3.9. Get to know your students and the stressors that may affect them

4. Domains of Self-Regulation

4.1. Prosocial

4.1.1. Empathy, making friends

4.2. Social

4.2.1. Social interactions

4.3. Biological

4.3.1. Physiological or physical responses

4.4. Emotional

4.4.1. Feelings and moods

4.5. Cognitive

4.5.1. Mental processes (e.g., attention and memory)

4.6. Always dealing with all 5 domains

5. What we see and hear

5.1. Distracted

5.2. Not making eye contact

5.3. Not able to manage emotions

5.4. Stress

5.4.1. Overt (obvious) Stress

5.4.2. Hidden Stress

5.4.3. Positive and Negative Stress

5.5. Chronic and excessive stress can cause a flight-or-flight response or a freeze response

5.6. Each student is unique

6. Definition

6.1. Self-Regulation refers to the way in which a student recovers from releasing energy as a way to deal with stressors

7. Common Stressors

7.1. Lack of sleep

7.2. Poor diet

7.3. Lack of Physical exercise

7.4. Biology (e.g., sensory/motor)

7.5. Learning Environment (e.g., lighting)

8. How to deal with Stress

8.1. 1. Recognize what stress looks like and reframe the behaviour that is happening

8.2. 2. Identify what the stressors are

8.3. 3. Reduce the amount of stress

8.4. 4. Reflect

8.5. 5. Respond