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- Is co-regulation (p.76)  best achieved once students can consistently self-regulate? Or can the two be developed successfully in tandem?
- Is co-regulation an essential component of collaboration? an it be a by-product?

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- P. 37-8: photos acting out emotions & try to name the emotions others are trying to portray (a possible conclusion is that this is a more difficult task if you don't know someone well).
- Create a "Wheel of Emotions"
- Create a journal (could be inspired by the "Wreck this Journal" template)

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Pages 34 - 36: Great questions / provocations for deeper discussion or circles about SEL

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Pages 34 - 36: Great questions / provocations for deeper discussion or circles about SEL

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E.g. "Do animals have emotions?"

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p.33: "Working on self-regulation (...) should not be seen as a separate item in the curriculum."

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p.33: "Working on self-regulation (...) should not be seen as a separate item in the curriculum."

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*Fits in with our use of self-assessment using the NPDL progression charts

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Enhancing the Classroom Environment

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Enhancing the Classroom Environment

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with the variety of of academic and psychological issues can be very taxing for teachers and a challenge to their own capacity to self-regulate

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- steer away from behaviour management to understanding root causes of such behaviour and address self-regulation problems

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Enhancing the Classroom Environment: Keep clutter to a minimum, use basic and natural lighting and include flexible seating. Use fidget tools, or worry beads to help students stay calm, focused and alert. Provide activities that allow student choice. Make self regulation techniques obvious to your students. Establish a connection with students, parents and the community.

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The more students are engaged in an activity, and have a sense of control over their learning, the more likely they are to achieve a state of optimal self-regulation.

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Much the same holds true for older children in classrooms. As a teacher, you may speak quietly to one child, reduce noise stimuli for another, and seat a third child in an area with less visual stimuli. These are all ways in which you can encourage and support self-regulation in your students.

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Adults around children need to be optimally regulated themselves.

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Encouraging Emotion Regulation (strategies) p43

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Encouraging Emotion Regulation (strategies) p43

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-use age appropriate resources
-encourage emotion regulation (don't teach in isolation), raise awareness
-introduce yoga, tai chi etc.
-teach how to express verbally
-model
-parent support by informing them