Self-regulation and Self-management Strategies for K-12 Classrooms
First Presenter's Institution
University of South Carolina Aiken
First Presenter's Brief Biography
Dr. Melissa Martin is an Assistant Professor in Special Education at the University of South Carolina Aiken. Previously, she was a K-5 self-contained special education teacher. Her research interests include writing instruction for students with disabilities, mental health education, and pre-service teacher self-efficacy.
Second Presenter's Institution
University of South Carolina Aiken
Second Presenter’s Email Address
michelle.rasheed@usca.edu
Second Presenter's Brief Biography
Dr. Michelle Rasheed is an Assistant Professor in the School of Education at the University of South Carolina Aiken. She teaches K-12 literacy courses. Previously, she taught English / Language Arts in general and special education classrooms from first grade to graduate school. Most of her 20 years in education were spent teaching high school English. Her research interests include place-based pedagogy, critical literacy, and access, equity, and opportunities in high-poverty, rural communities.
Document Type
Event
Primary Strand
Social-Emotional Learning
Relevance to Primary Strand
This proposal is related to the social-emotional learning (SEL) strand. Presenters will provide and analyze strategies related to self-management and self-regulation for students in K-12 classrooms. Additionally, presenters will explore potential adaptations of these classroom-based strategies for students with disabilities.
Brief Program Description
Presenters will discuss the importance of social-emotional learning (SEL) for K-12 learners, as well as provide strategies related to self-management and self-regulation that are teacher-friendly. Potential adaptations for students with disabilities will also be explored. Implications for teachers and other educators will be analyzed.
Summary
Social-emotional learning (SEL) skills are critical for students. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) organization outlines SEL competences for learners including self-awareness, self-management, social awareness, responsible decision making, and relationship skills. These skills can impact students across the lifespan, so it is important they develop these skills and have opportunities to practice and implement strategies related to these skills in classrooms. Additionally, it may be more important than ever to provide explicit instruction related to self-management and self-regulation due to the instability associated with the pandemic. School closures may negatively impact student performance, as well as a student’s ability to regulate emotions amid chaos. Therefore, all teachers may need to implement a variety of strategies for students.
To help students regulate emotions, teachers can implement strategies that can be used throughout the day. That is, strategies should not just be used at the beginning of the day or class period. Instead, students should “check in” with their emotions throughout the day. Teachers can also participate in these strategies so students can begin to generalize. Strategies may include the Turtle Technique (see the Center on the Social and Emotional Foundations for Early Learning) in which students are asked to breathe when they feel frustrated. Social stories (see Carol Gray’s work) can help students learn to ask for help, transition from one class to another, and manage their own behavior. These stories can also be individualized to provide direct support. The use of visuals (like mirrors) and mindfulness activities can help students identify and respond to their emotions. Additionally, video modeling may accompany these strategies in order to show the students the how to use the techniques. Self-management strategies may also need to be taught to students, including self-monitoring, self-evaluation, and goal setting.
Strategies can be class-wide or individualized to provide the needed supports to all students. Furthermore, researchers will share potential adaptations of strategies to meet the needs of all diverse learners, including those with disabilities.
In addition to research about SEL strategies, researchers will share personal experiences implementing these strategies in classrooms.
Evidence
Researchers have noted the implementation of systematic SEL instruction using the multi-tiered system of support (MTSS) has increased student achievement (McCart & Choi, 2020). That is, there seems to be a relation between SEL competencies and the outcomes and performance of K-12 learners. Thus, it is critical educators provide research- and evidence-based strategies to all students.
Furthermore, CASEL (2020) noted the COVID-19 pandemic may have negatively impacted students globally. That is, our students may have felt the stress of a pandemic on themselves and their families. Therefore, teachers may also need to consider implementing strategies and interventions related to SEL to help during this time as students have missed school and routines. Darling-Hammond and colleagues (2020) echoed this concern. “Social and emotional skills, coupled with mental health supports and restorative practices, are critical for supporting children, youth, and adults as they cope with the challenges, uncertainty, and stress presented by the pandemic…” (Darling-Hammond et al., 2020; p. 33).
The presentation will provide participants with practical research-based, and evidence-based practices that can be easily implemented in classrooms. Researchers will also evaluate how to implement these strategies for diverse learners, including those with disabilities.
Learning Objective 1
1. Participants will be able to discuss the importance of social-emotional learning in the classroom
Learning Objective 2
2. Participants will be able to evaluate the use and impact of strategies related to social-emotional learning (e.g., self-regulation) in their classrooms and schools
Learning Objective 3
3. Participants will be able to implement strategies related to social-emotional learning and adapt the strategies to provide access to all learners
Recommended Citation
Martin, Melissa S. and Rasheed, Michelle, "Self-regulation and Self-management Strategies for K-12 Classrooms" (2022). Southeast Conference on School Climate. 14.
https://digitalcommons.georgiasouthern.edu/secsc/2022/2022/14
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Self-regulation and Self-management Strategies for K-12 Classrooms
Social-emotional learning (SEL) skills are critical for students. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) organization outlines SEL competences for learners including self-awareness, self-management, social awareness, responsible decision making, and relationship skills. These skills can impact students across the lifespan, so it is important they develop these skills and have opportunities to practice and implement strategies related to these skills in classrooms. Additionally, it may be more important than ever to provide explicit instruction related to self-management and self-regulation due to the instability associated with the pandemic. School closures may negatively impact student performance, as well as a student’s ability to regulate emotions amid chaos. Therefore, all teachers may need to implement a variety of strategies for students.
To help students regulate emotions, teachers can implement strategies that can be used throughout the day. That is, strategies should not just be used at the beginning of the day or class period. Instead, students should “check in” with their emotions throughout the day. Teachers can also participate in these strategies so students can begin to generalize. Strategies may include the Turtle Technique (see the Center on the Social and Emotional Foundations for Early Learning) in which students are asked to breathe when they feel frustrated. Social stories (see Carol Gray’s work) can help students learn to ask for help, transition from one class to another, and manage their own behavior. These stories can also be individualized to provide direct support. The use of visuals (like mirrors) and mindfulness activities can help students identify and respond to their emotions. Additionally, video modeling may accompany these strategies in order to show the students the how to use the techniques. Self-management strategies may also need to be taught to students, including self-monitoring, self-evaluation, and goal setting.
Strategies can be class-wide or individualized to provide the needed supports to all students. Furthermore, researchers will share potential adaptations of strategies to meet the needs of all diverse learners, including those with disabilities.
In addition to research about SEL strategies, researchers will share personal experiences implementing these strategies in classrooms.
