“We cannot ignore the emotional dimension of students’ behaviour if we want to maximize their potential for learning.” Stuart Shanker
With this in mind, I acknowledge the many facets of a student when considering how to support them in their learning.
I design my lessons and activities to incorporate practices that support self-regulation in the physical, social, emotional, prosocial, and cognitive domains. Brain breaks, breathing techniques, mindfulness practices and strength and stretch are some of the activities that support students in transitions and in monitoring their own states and behaviours throughout the day’s activities.
Besides providing appropriate activities and transitions, I guide students by sharing my own metacognitive processes to self-regulate.
I also aim to create an environment that further supports self-regulation through designated areas for up-regulating or down-regulating, and by reducing sensory overload.
“The classroom is changing shape to meet the needs of learners in their efforts to self-regulate. More and more “non-traditional” learning spaces are emerging, and kids are accessing the right space at the right time to “up-regulate” or “down-regulate” so they can be productive learners – calm, focused and alert.” Canadian Self-Regulation Initiative