Day 10 (of 184) self regulation
Anxiety is on the rise.
Getting into ‘the zone’ of self-regulation is great. And when we are close to ‘the zone’we make healthier (long term) choices (walk exercise apple). The further away we are the more prone we are to choosing short term strategies ( chocolate coffee music tv).
When a learner is overloaded, they CAN’T work harder, do better etc – even if they want to.
Today was a professional development day with the theme of self-regulation. Some of today’s key takeaways included:
– the reminder that educators need to be detectives to figure out what students need to achieve independence in self regulation
– we are a society that has more information at our disposal than ever before yet we seem to be ‘moving’ less than ever before. It’s not a ‘no: tv video games, internet’ thing, but a quest for balance.
– self regulation is a ‘taught’ skill – through modelling and instruction. It is on-going.
– there are five pillars ( or domains ) of self regulation: Arousal. Emotional. Behavioural. Co Regulation. Self Regulated learning.
– the stages within arousal (the domain we focused on today) goes:
CALMLY FOCUSED & ALERT (the zone to be in)
– the bonus stage in taking on self regulation is that ‘what works for one does not work for all’
– one key is building relationships. No surprise here.
– realizing that just because a child is sitting nice and quietly in class (complying) does not ensure that learning is happening.
There are many tools available to assist in self-regulation. Tools – not toys (my favorite being ‘chewlery’) we have set up many of them in a model classroom in @Sorrento83 for teachers and students to test out to see what works and what does not. They range from desks to stools to fidgets to quiet corners to exercise bikes and many more.
We are using breathing breaks (2/day so far) and some teachers are exploring ‘shake breaks’.
We have a long way to go in our exploration of self regulation but right now are resetting ourselves on our ‘plan’ for our learners on a daily basis:
What is your job
What is your plan
How is it working
….and reminding ourselves of the implementation dip as we look for ways to help our students (as our school goal says) know what to do when they don’t know what to do.