Calm, Alert and Learning. January, 2014

Transcription

1 Calm, Alert and Learning January, 2014

2 What We Have Learned Self regulation is a framework Co-planning, co-creating, co-teaching, coreflecting, Co-regulation is important before self-regulation, and on-going it is in the pro-social domain Meet regularly with team a school committee to take the lead in the learning Brain research provides understanding about how students are engaging with each other, their learning and environment

3 Book Organization One chapter dedicated to each domain Additional chapters Self Regulation and Special Education Self Regulation and Mental Health Links to websites and research Tips for working with parents Classroom Scenarios Strategies Snapshot

4 Biological level of energy Emotional feelings and moods Cognitive mental processes To work on any one domain of self regulation, we have to work on all of the domains. p 104 Social understands social cues, socially appropriate Prosocial behaviours promote social acceptance, empathy 5 Domains of Self Regulation

5 Up regulation & Down regulation Up regulate increase level of energy Down regulate decrease level of energy Person has shut out the stimuli, may appear to be withdrawn needs to up regulate Person has become overstimulated needs to down regulate Children acquire the ability to self regulate by first being regulated.as the child s capacity to pay attention to her caregiver increases, she internalizes the regulating intention of these techniques p 9

6 Biological Domain Students who are optimally selfregulated in the Biological Domain show: Physical health Energy Healthy daily routines Engagement in physical activity Calmness amid distracting stimuli An ability to recoup energy Involves: human nervous system Ability to up-regulate and down-regulate to achieve optimal state of learning optimal self regulation requires a child to match his or her energy levels to meet the demands of a situation in a maximally efficient manner. p 5

7 Emotional Domain Students who are optimally self-regulated in the Emotional Domain show: An ability to modulate strong emotions Emotional resiliency Healthy self-esteem A willingness to learn and cooperate A desire to create and innovate Involves: Close connection between a child s state of arousal and their ability to learn. Adults around the child need to regulate their emotions as well Emotional regulation is as much about up regulating positive emotions as it is about downregulating negative ones. p 27

8 Cognitive Domain Students who are optimally self-regulated in the Cognitive Domain can: Focus, and switch focus Look at others points of view Think logically Set goals and assess themselves Manage time Involves: Sustained attention Support while developing the ability to focus attention the student s ability to process the myriad visual, auditory, tactile, kinesthetic and propioceptive stimuli p46

9 Social Domain Students who are optimally self-regulated in the Social Domain can: Understand feelings and intentions Respond appropriately Effectively communicate Have a good sense of humour Recover and repair from conflict Involves: Social intelligence Mind Reading Skills Co-regulation general development as social beings, they need to co regulate, not just regulate each other. p 79

10 Prosocial Domain Students who are optimally self-regulated in the Prosocial Domain show: Involves: Intimate connection with the ability to empathize Co-regulation skills Honesty An ability to put the needs of others ahead of their own A desire to do the right thing Children can be easily overloaded by other children s emotions Students with optimal prosocial regulation have a heightened ability to stay calmly focused and alert in the face of stressors p94

11 Ah Ha s Teach & learn with the students Really ask questions about the difference between quiet vs calm Consider the difference between student compliance and student self regulation and the value of each. Both may appear the same in the beginning Understand that just because a student appears to be in need of up-regulation, the opposite may be true

12 From the Start, We Wish Had Considered where we would get data Taken an inventory of resources that we already had Spent more time on two websites

13 Where We Are Now Provided each school with The Stress Lessons Toolkit and Growing Up Resilient Highlight from CAM-H and the September 2013 Educational Leadership: Resilience & Learning Creating o A list of system resources o A list of programs that could used in conjunction with the framework o A team space on the portal

14 Small wins are a steady application of a small advantage. Once a small win has been accomplished, forces are set in motion that favour another small win. Small wins fuel transformative changes by leveraging tiny advantages into patterns that convince people that bigger achievements are within reach. (Alan Krueger as cited in Duhigg, 2012)