Presentation is loading. Please wait.

Presentation is loading. Please wait.

An outline for the next two classes Let’s begin thinking about self-regulation, Thoughts on the website: Highlights from.

Similar presentations


Presentation on theme: "An outline for the next two classes Let’s begin thinking about self-regulation, Thoughts on the website: Highlights from."— Presentation transcript:

1 An outline for the next two classes Let’s begin thinking about self-regulation, Thoughts on the website: http://www.self-regulation.ca Highlights from the website We can begin by reading a short piece on self- regulation that puts Dr. Shanker’s work in context

2 Self-Regulation: Calm, Alert and Learning by Stuart Shanker ❖ Education Canada: 2010, 50:3

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?”

4 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?

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

6

7 What Can We Do? ❖ Teach It ❖ Relationship ❖ Model It ❖ Name It ❖ Coach and Scaffold ❖ Discuss and Talk ❖ Environment ❖ Self - Regulation

8 Teach It It’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.”

9 Teach It It’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.”

10 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.

11 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.”

12 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?”

13 Self Regulation Stuart Shanker on TVO


Download ppt "An outline for the next two classes Let’s begin thinking about self-regulation, Thoughts on the website: Highlights from."

Similar presentations


Ads by Google