An outline for the next two classes

Let’s begin thinking about self-regulation, Thoughts on the website:http://www.self-regulation.caHighlights from the websiteWe can begin by reading a short piece on self-regulation that puts Dr. Shanker’s work in context

Self-Regulation: Calm, Alert and Learning by

Stuart Shanker

❖ Education Canada: 2010, 50:3

Can We Teach Emotional Intelligence?

❖ In your group, select questions to answer, based on the article we read:

❖ Does it surprise you that, “So-called noncognitive skills — attributes like self-restraint, persistence and self-awareness — might actually be better predictors of a person’s life trajectory than standard academic measures?”

More questions…

❖ Do you think social-emotional programs can have long-lasting effects?

❖ How might they impact children whose parents raise them in rather different ways?

❖ Do you feel you would be able to make this approach to supporting emotional intelligence part of your classroom?

And lastly…

❖ Do you agree with the quote from the article: “But fostering these skills in a child is a complex undertaking.” Explain.

What Can We Do?❖ Teach It

❖ Relationship

❖ Model It

❖ Name It

❖ Coach and Scaffold

❖ Discuss and Talk

❖ Environment

❖ Self - Regulation

Teach ItIt’s in the Curriculum!

❖ “...the school plays a vital role in developing social competence...”

❖ “the learning and teaching program should provide opportunities for children to ...develop their relationships with others.”

❖ “Children need regular opportunities throughout the day to learn and value the interpersonal skills required to communicate and co-operate with others.”

Teach ItIt’s in the Curriculum!

❖ “Social, personal, and emotional growth and learning develop through interactions with others”

❖ “Children need opportunities to interact with others in many contexts and for many purposes.”

❖ “Children can engage in activities that increase their awareness of others and foster respect for individual differences.”

Teach It - Model It❖ Social 1.1 act, talk with peers

and adults by expressing and accepting positive messages

❖ Situation: Educators notice children taking blocks from the structures of others...

❖ Responding: Educators model strategies on cooperation for children. They notice and name positive strategies used by the children to support development of self-regulation.

Teach It - Name It❖ Social 1.2 Demonstrate the

ability to take turns in activities and discussions

❖ “I notice you came back when their was space for you at the table. You waited your turn”

❖ Social 1.3 Demonstrate an awareness of ways of making and keeping friends

❖ “I was watching you share the trucks at the sand centre. You were being a good friend to share the toys.”

Teach It - Coach and Scaffold❖ 2.1 Use a variety of simple

strategies to solve social problems

❖ Educator asks a small group of children to help solve the problem that the water is getting all over the floor and works with them to choose and implement one of them.

❖ Social 3.2 Demonstrate respect and consideration for individual differences and alternate points of view

❖ Educators notice children debating over what to build with blocks and scaffolds their learning by prompting their thinking: “He feels differently about what you should make. How are you going to solve this problem?”

Self RegulationStuart Shanker on TVO