Strategies to Support Self-Regulation

In Dr. Stuart Shanker's book, Calm, Alert and Learning - Classroom Strategies for Self-Regulation, he refers to the motor analogy, asking one key question: How is your motor running today? 

                     Low? Just Right? High?

The following picture is a classroom sample in a JSK in which the educators has brainstormed a variety of feelings with their students to help them gain a better understanding of what those feelings areand how they can translate into responses for the motor analogy. 

SNAP (Stop Now and Plan)

is another strategy that Dr. Stuart Shanker suggests as a highly effective strategy to insert a pause into student's automatic reactions so they are able to think of an alternative action before verbally or physically acting out.



The MindUP Curriculum Grades K-2, Brain-Focused Strategies for Learning and Living supports the importance of knowing how your brain works and leads to self-regulation through repeated lessons that focus on daily deep breathing and attentive listening

MindUP makes my brain happy, so I can learn better." - David, first grade

Self-Regulation

Self-Regulation has been a focus in Early Learning. What is self-regulation? How can we as educators promote the development of self-regulation?

“Self regulation is the ability of children to regulate their own emotions, behaviours, and attention increase over time with maturation, experience and responsive to relationships.”

FDELKP Draft 2010 page 6-7.

Dr. Stuart Shanker: Kindergarten Matters Video clip It’s About Self Regulating. Shanker shares the following message:

-Play based learning is the best way for children to learn how to self-regulate

-What is the difference between self-regulation and compliance?

-Important that we always reinforce the importance of safety for self and others

-regulating one’s behavior is about understanding purpose for one’s behavior

-Educator’s knowledge base and play based learning are critical to children developing self regulation; a child needs space to find what fascinates them as well as the things that they want to do/learn about

-play based learning creates a passion for learning and learning requires self-regulation = the importance of the three BIG blocks of time to: Work to Learn, Play to Learn, Listen to learn – makes it explicit for children as to their purpose in Kindergarten

What conditions might help children to self regulate?

-knowing every child and their learning needs

-asking good questions to elicit student understanding/feelings

-modeling what it feels like and sounds like to be calm and alert to learn?

-lead children through a process of self-discovery and self-regulation

What else can Educators do?

-Educators need to stay regulated and help each other become self aware; stay calm and alert

What needs to be considered?

-need to re-think the role of the teacher and the child

-encourage stay on task, re-directing their own learning

-opportunities to communicate student thinking and show case their learning

-co-constructing learning centers (e.g., pizza store…create a list of what should be in the pizza store)

Here is a fun and engaging way to share the Growth Mindset message with your students. Who doesn't like Seasame Street?

http://www.youtube.com/watch?v=XLeUvZvuvAs

BIPSA

What impact will collaborative teaching and learning that focuses on closing the gap for students with urgent learning needs, have on student engagement and student learning K-12?

AIM

AIM is the document that guides our actions each school year. It aligns with Ministry of Education priorities and connects to the Board Improvement Plan for Student Achievement and also to School Improvement Plans for Student Achievement.

Our 3 goals remain:
Success for each Student
Employee Excellence
Community Connections

This year's plan contains the following 5 priority areas:

Reaching High Levels of Student Achievement
Promoting Well-Being for Students and Employees
Supporting Employee Growth and Learning
Optimizing Organizational Effectiveness
Communicating with Families and Communities

Each priority is integral to the others and has focused, measurable actions and success criteria which will be carried out during this school year. 

Please visit the following link to take a closer look at each component of the AIM.

http://www.hpedsb.on.ca/ec/directorsOffice/documents/2014_2015_priorities.pdf

On Friday, September 26th, I participated in a community Terry Fox Walk with Queen Victoria Public School. Students, Parents and Educators wore school colours and/or red to acknowledge Terry Fox and each person indicated on their sticker who they were dedicating their walk to.

If $2000 is raised, Mr. Harvey has agreed to have his beard shaved and Mrs. Sutton has agreed to shave her head! Go Royals, Go!

It made me so proud as a parent and an educator to see the following:

Minecraft

Minecraft in schools? That is the question! And one that is being explored in a Gr. 6 classroom at Queen Victoria Public School and around the world!

What is the game and the addiction all about? 

Minecraft game that doesn’t rely on earning points or mastering levels, It doesn’t even come with instructions or have any rules at all. And that, right there, could very well be the secret to its appeal. Minecraft has been called the ultimate sandbox game. It allows players to take 1x1 cubes of different materials and build anything they want, from Roman cathedrals, to roller coasters to imaginary jungle worlds, and make the game what they want it to be.

Read more: http://www.ctvnews.ca/lifestyle/minecraft-why-are-kids-and-educators-so-crazy-for-it-1.2006975#ixzz3EL82guvJ

Minecraft - Is it the Ultimate Educational Tool?
http://www.youtube.com/watch?v=RI0BN5AWOe8

Is it the ultimate educational tool? YOU decide!