Self-regulation and Self-management Strategies for K-12 Classrooms
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.
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.
