Learning Opportunities

TARGET AUDIENCE: K-12 EDUCATORS AND EDUCATIONAL ASSISTANTS ARE ENCOURAGED TO ATTEND 

Mastery of self-regulation, in addition to playing an important role in healthy development, is imperative for success in the classroom.  Students who understand their own personal needs, and teachers who understand the cues students give about their needs by virtue of their behaviours, are able to create the classroom conditions for optimal achievement. 

Our actions and behaviours give both ourselves and others clues about our regulation status. Educational staff, as well as students themselves, can become ‘regulation detectives’ to create the ideal conditions for learning. Acquiring the ability to understand and respond to self-regulation clues and cues leads to a learning environment where students can feel well and are best able to achieve. 

In this two part series about self-regulation we will explore ideas put forth by Stuart Shanker, Barry Zimmerman, and others to learn:

• What self-regulation really means in the classroom and why your students’ (and your own!) ability to self-regulate matters 
• How to respond to a student’s arousal state and emotional state to encourage their best regulated self and maximize learning in the classroom 
• The role of stress in learning and in self-regulation 
• The difference between stress behavior and misbehavior and how to promote appropriate behavior in a positive way 
• How to develop your students’ personal and academic self-regulation including practical strategies and processes