Self-Regulation strategies in the classroom and outside
Encourage and teach morals and respect
Create projects where students can write down on a card when they have witnessed something positive or someone doing something good (Slater, A. 2021). Put all these cards into a share box and once a week have a few students read these cards in front of the classroom.
Offer Choices and demonstrate trust
A child may become dysregulated in a classroom when something has upset them, or a sudden change has occurred. In this event, encourage a trusted buddy system. Depending on the age and circumstances, a reliable friend or an adult can offer to take the child who is struggling outside for a walk or to the swings for a quick break.
Provide a sense of safety and belonging
In a classroom setting, a child needs to feel safe and comfortable in their environment. A teacher can establish this by greeting every child through verbal or online interactions. They can use visual check ins or technology (Slater, A. 2021). The examples would be a google slide show with various emojis to choose from, or an individual survey on paper. If an educator can see a child is struggling, they can take proactive steps to individually talk with them or provide the resources needed to help them through their day.
What is Self-Regulation?
Self-Regulation is more than just controlling your emotions. It is controlling your thoughts, actions and responses. The way you maintain self-regulation and how you return to your normal status will determine how you controlled the whole picture. The brain plays a big part in self-regulation, specifically the temporal and frontal lobes (Slater, A. 2021).
These parts of the brain affect many categories such as speech and language, emotions, how you reason, behaviors, listening, and your memory. Adults in general, whether a parent or an educator can influence this all greatly (Slater, A. 2021). The way we learn to self-regulate as a child will influence how we handle adulthood. The definition of self-regulation can be described as how much you are aware of how your body and brain responds to daily stresses and how you much you are capable of returning to normal status (Slater, A. 2021).
A child will be able to self-regulate and become an effective social-emotional adult if all adults in the child's environment are able to know how to implement the proper strategies and have a calm environment for the child to learn in. An environment needs stability, compassion, routines and respect for a child to feel accepted and be able to regulate properly. Self-regulation should be taught and encouraged both at home and in the school environment.
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