Brain Dump on Anything Related to Self-Regulation in The Classroom!

Hi there! Welcome to my post for the final E-tivity. I have created four topics below that I think align with the material we covered. I have thoroughly enjoyed reading my peer’s responses on the topics and we have had such great conversations about strategies that we can use in our classrooms! Enjoy!

COOKIE JAR

“I can’t reach it!”

Whether that be a cookie jar on the top shelf that we can’t reach, a car we really want to buy but money’s tight or lining up hours for tickets that end up being sold out – what stops us from throwing a tantrum when life gets a little too much and things are out of our control, is our ability to self-regulate.

We learn from an early age how to share, take turns and work on those skills in a collaborative setting.

We always want what we can’t have and self-regulation is learning how to react to that in an appropriate way.

It’s the ability to monitor and regulate attention, behaviour and emotion. When we see a student struggle with self-regulation in the classroom, outwardly they might be walking around, looking for distractions, acting out – but it’s trying to find out why they are doing that.

There isn’t a catch-all strategy that’s universal that will work for each student in every classroom and working with your students, is the best way to see how they learn best and coming up with a list of strategies together.

Under a Rock

For those of you who know me, you’ll know that born in the wrong century. Technology irks me. As a self-claimed environmentalist, I’m a bit of a hypocrite when it comes to the amount of paper I use. With my racing thoughts, I often find myself typing up numerous sentence starters with no conclusions so I have resulted to slowing things down by writing it all out. Pen and paper seems to slowly become more of an archaic way of writing as more and more students have technology listed under needed accommodations. I’m not saying that technology is not beneficial, I think if a student tests high in the oral communication skill, the speech-to-text software on the laptops, is a great resource for them to use. However, something like showing their work/steps in Math, is tricky to get around. With math being quite the visual subject, it’s often difficult to find resources online that works as well as simply having students dump on their thinking on a page.

Slowly crawling from under a rock, I have begin to tailor my lessons with the use of technology. Incorporating games, activities, online manipulatives that can be so much more engaging than having me stand in front of the classroom. Of course I try to make algebra fun, and I’m hoping my passion for the subject seeps through the execution but there’s only so much I can do. I know my limitations.

I think that technology has made such great strides in terms of making it more intuitive and interacting for students. I have needed the loosen the reigns a little and devote more time to independence use with screen time.

When I overhear conversations between my students about their frustrations over not being able to get to the next level or that they didn’t get 50 kills in a game, part of me thinks technology plays a part in the behavioural needs in the classroom. There has been a symptom of modern technology where things should have quick-fixes, immediate responses and 3 second wait-time to make judgement calls, this unfortunately is translated in the classroom.

I Love Lucy

I remember my professor showed us this clip from I love Lucy and asked us to keep in mind, “What should have the teacher done to help Lucy?” My fellow classmates shouted words like: scaffolding, modeling, differentiated instruction and accommodations. If Lucy was given support and time to practice, she might have been able to succeed at the job. We then, as a class, went to discuss what accommodations we would put in place for Lucy.

What I have learned is that the accommodations that are put in place don’t have to benefit just for one student. For example, implementing a calming corner would benefit all the students in the class. It would be a great reminder, that sometimes, we all need a break or when we get frustrated that we should remove ourselves from the environment. That way, students aren’t singled when they have special spots in the classroom that they need to go to. Working through what accommodations are needed for each student can be exhausting because if something doesn’t work, or something ends up working, that has to be included in the paperwork and it can be a taxing journey sometimes! Keeping the student’s needs as a priority and helping them to succeed is all worth it.

Student Voice

Student voice is a key element in regulating behaviour in the classroom. I find that if students have an outlet or a platform to be able to share their ideas and way of thinking, it really helps to break down those barriers that divides us as individuals. In fact, sharing and celebrating about what makes us unique is conducive to a positive learning environment.

The material that we teach in school, is all catered to how our students learn. So, keeping those needs and diverse learning strategies in mind, is key to a successful and meaningful lesson. If students are engaged in the material, they will be less likely to act out in the classroom. Teaching students about what mindfulness is, what a growth mindset can do, and skills to be able to communicate with others will allow them to be successful citizens outside of the classroom!

Thanks for reading!

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