self regulation what is it, why are we talking about it, what’s new? n2n1ece 2015 dean
TRANSCRIPT
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Self RegulationWhat is it, why are we talking about it, what’s new?
N2N1ECE 2015
Dean
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What’s old Behavior management techniques that work on
punishment/reward tend not to be effective Most students want to do well, and follow rules but struggle Expect ‘self-control’ – purposeful exert selves to stop
ourselves from doing something, or to behave – effortful, taxing and draining
Need to learn “self-control”
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What we know… If you’re overly excited, agitated, or upset you can’t think Difficult to maintain self-control over long periods of time Some stress is good
Killing the mastodon, running from the T-Rex Escaping the speeding car
Some stress is bad Paralyzed in fear Duration is long and intense Can create epigenetic changes
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What’s newish about stress Some stress helps us develop skills to adapt to new
situations Our body regulates stress by releasing hormones through
the body Our students are facing a lot of stress – causes the brain to
work less effectively Autonomic nervous system releases epinephrine and
neorepinephrine, triggering fight or flight response Also releases cortisol (and other glucocorticoids)
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What’s NEW about stress Cortisol (and the other glucocoricoids) attach to receptors Outside the brain it binds to the GR receptor Inside the brain cells it binds to GRs and MRs MRs regulate “normal” stress (and waking) GRs regulate stress responses – GR’s impair neural
flexibility and processes involved in learning and memory
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More About Cortisol Repeated increases in cortisol for many days…
Increases fear behaviors Increased caution Turns the stress pathway into a superhighway (SAM system)
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Other causes of Stress Low SES/ living in poverty
Children from homes of poverty have higher cortisol levels Over scheduling Screen time – tv, video games Lack of play, free physical activity Lack of sleep/interrupted sleep Intake of sugar, salt and fat Parental stress
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Amygdala Hijack
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What’s newCauses of many poor behaviours is self-regulation (or lack thereof) Reframe behavior, understanding why a child may have
trouble: Paying attention Ignoring distractors Inhibiting impulses Modulating emotion Maintaining calm focus and alertness
SR is being calm and alert
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“The better a child can stay calmly focused and alert, the better he integrates the diverse
information coming in from his different senses, assimilates it, and sequences his thoughts and
actions.”
Stuart Shanker
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What’s newRecent research is showing that self-regulation is a more important indicator of educational performance than IQ (Blair & Diamond, 2008; Duckworth & Seligman, 2005).
Good self-regulation helps individuals deal with and address stress
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HAVE I CONVINCED YOU THAT WE NEED TO LOOK AT SELF REGULATION?
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Definition Self-regulation is the ability to:
Attain, maintain, and change one’s level of energy to match the demands of a situation or task
Monitor, evaluate and modify one’s emotions Sustain and shift one’s attention when necessary and ignore
distractions Understand both the meaning of a variety of social interactions
and how to engage in them in a sustained way Connect with and care about what others are thinking and feeling
– to empathize and act accordingly(Shanker, 2013)
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5 Domains of self-regulation Biological (e.g. how well the child regulates her arousal
state) Emotional (e.g., how well the child monitors and modifies
her emotional responses) Cognitive (e.g. how well the child can sustain and switch her
attention; inhibit impulses; deal with frustration, delay, distractions; sequence thoughts)
Social (e.g., the child’s mastery of rules of appropriate behaviour; how well they can co-regulate and develop pro-social attributes)
Pro-social
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Critical Elements to Optimal Self Regulation When feeling calmly focused and alert, you know it When stressed, you can recognize what is causing stress Recognize stressors both within and outside the class Desire to deal with the stressors Ability to develop strategies for dealing with those stressors Ability to recover efficiently and effectively form dealing with
stressors
(Shanker, 2013)
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Stages of Arousal Inhibition
1. Asleep
2. Drowsy
3. Hypoalert
4. Calmly focused and Alert
5. Hyperalert
6. Flooded
Activation
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Required for SR A child cannot be self-regulated, or in earlier stages, co-
regulated, unless the adult is self-regulated Not a set of tools but a process As a teacher you have an important role to take care of
yourself, to be self-regulated so you can assist your students in regulating themselves
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RULE SR must be explicitly use AND taught Forms a framework for all work done in the class Students learn to up-regulate/down-regulate Identify states of hyper-arousal/hypo-arousal
“Herd the cows or build the fence” (Richard Lavoie)
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Self Regulation A student with good self-regulation knows:
What it looks like to be calmly focused and alert in each of the 5 domains
How to recognize stressors and how to return to the optimal state of regulation
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Self-Regulation Students acquire the ability to self regulate by first being
regulated Newborns have no capacity to self regulate Some children need more external regulation from school due to
an inability to internalize regulation techniques
WE ARE THE CO-REGULATORS
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5 Domains – what does it look like?
BIOLOGICAL EMOTIONAL COGNITIVE SOCIAL PRO-SOCIAL
Health
Nutrition/ Water
Sleep
Exercise
Sensory Inputs
Modulate Emotions
Sustain and switch attention
Appropriate task and language demands
Perspective
Impact of actions on others
Development of empathy – doing the right thing
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Tools – Biological Domain Environmental Adaptation
Up-regulation Down-regulation-safe space
Slow Starts Sensory Circuits Food/Hydration
Body/Brain & Emotional Language Child-centred mindful language
Lessons: breathing/brain/mindfulness
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Physical Environmental Metacognition
Visual Zones Walls: color, organization, relevancy Ceiling/Lighting Storage Desks: placement, style, size
Temperature
Auditory Acoustical interruptions
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Strategies Snapshot for Environment (biological domain)
Limit visual material (bright, commercially made posters, borders etc. Use bright colors for what REALLY counts
NOTHING hanging from ceiling Use basic, natural light colors for calming Keep clutter to a minimum – out of sight Try to limit chair/desk noise (sliding on floors) Arrange zones in classroom so noise in one area, quiet in
another Limit outside noise (hallways – shut doors, etc.) Avoid noisy fans, turn off computers when not in use Use natural light as much as possible (Remember we have
full spectrum lighting) Plan seating that will encourage students to remain calm Provide quiet, calming area for down-regulation
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Strategies Snapshot for Classroom Mgt. (biological domain) Use a chime, drum or music to signal in class transitions Keep your schedule predictable to help students anticipate
transition Plan to include transition time for each period Use fidgets, exercise bands, worry beads etc to help student
regulate (have them make them for themselves) Observe your class; note when a number of students have
trouble regulating during transitions – plan small changes such as a brief physical activity to aide transitioning (e.g. – Simon Says)
Provide choice in learning activities Personally use self-regulation techniques and EXPLAIN to
the students what you are doing to regulate yourself
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Tool Metacognition
Body: movement, furniture
Hand: fidgets, exercises
Mouth; chewing, sucking
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Routines Metacognition
Breakfast/Lunch & Check in Routines Playground Routine Organizational Routine Transition Routine
Coming into class In-class Between classrooms Leaving class
Morning Routine Board Routine
Listening Work
Movement Routines: Embedded within lesson, chunked in lessons; between lessons
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Emotional Environmental Metacognition
Metacognitive Differentiated Instruction Knowing learning styles Knowing how to maximize opportunities
Metacognition of Learning Study Skills
Mindfulness MindUp Curriculum SEL Learning
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Avoid Dys-regulation Explicit teaching and asking what is happening for the child Predictable routines – talk about upcoming changes (why
and when) – keep schedules on the wall Regular breathing techniques Ask “what you need” not “what are you doing” Tone of voice, level and pace Teach both emotional and body language