1. PRESENTERS NAME August 26, 2014 Title of Presentation Optional sub-title Sandra-Lynn Shortall & Judy Duncan August 26, 2014 Self-Regulation on the Home Front

2. This morning… Welcome and Introductions Reinforcing the home-school connection Why family engagement? Self-Regulation 101 Today’s classroom and today’s family Questions for the panel Concluding thoughts and thank you

3. Parent Panel Sue Howard 2 boys – elementary 1 girl - secondary Farrah Jinha 3 boys – 2 elementary,1 secondary Deanne Ouellette 2 boys – elementary Camille Sharriff 2 girls – primary

4. Purpose To share and provide information on Self-Regulation and its importance to a child’s success in school and life.

5. Parents are a child’s first teacher.

6. Emotional Glue The most important property of humankind is the capacity to form and maintain relationships. These relationships are absolutely necessary for any of us to survive, learn, work, love and procreate. Human relationships take many forms but the most intense, most pleasurable and most painful are those relationships with family, friends and loved ones. Within this inner circle of intimate relationships, we are bonded to each other with "emotional glue" - bonded with love. (B. Perry, 2001)

7. Building Capacity How can we build capacity for effective family-school partnerships in relation to Self-Regulation?

8. Impact of Family Engagement Students with engaged families; Exhibit faster rates of literacy acquisition Earn higher grade and test scores Enroll in higher level programs Are promoted more Adapt better to school and attend more regularly Have better social skills and behavior Are able to read social cues and respond appropriately inside and outside of the school context (K. Mapp, 2014)

9. Demand parents vs. Demanding parents? When we are not transparent, demand parents who want to understand become demanding parents (M. Brooks, 2014).

10. What does self-regulation mean to you?

11. What is Self-Regulation? 1.Matching energy level to the demands of a task or situation 2.Monitoring and managing emotions 3.Focusing attention and ignoring distractions 4.Understanding and engaging in social interactions 5.Connecting with and caring about others (Baumeister & Vohs, 1994)

12. Self-Regulation and the Modern Classroom? Modernization in today’s classroom moves us past simply providing/updating projectors and digital devices for teachers and students. In our schools Self-Regulation is part of modernization in today’s classroom. How we create modern learning environments has to involve both digital and Self-Regulation. Classrooms and schools at large must create multiple learning environments that have something for every child, for every ‘kind’ of learner. (C. Kennedy, 2014)

13. Self-Regulation & the Modern Classroom

14. The 5 Domains of Self-Regulation (Stuart Shanker, 2013) 14

15. Key Attributes of a Well Regulated Biological Domain Physical health Sufficient energy across the day Ability to recoup energy after taxing experiences Ability to focus around distractions Ability to follow healthy daily routines

16. Strategies Biological Domain 16

17. Key Attributes of a Well Regulated Emotional Domain Modulation of strong emotions Ability to recover from adversity Courage to learn new things Desire to achieve goals (by self and with others) Healthy and realistic sense of self

18. Strategies Emotional Domain ! 18

19. Swiftly focus and maintain focus as required Consider multiple perspectives Plan and execute several steps consecutively Problem solve and revise plan Understand cause and effect Good time management (Prioritize tasks and goals) Self reflection and self awareness Key Attributes of a Well Regulated Cognitive Domain

20. Strategies Cognitive Domain 20

21. Understanding the feelings and intentions of self and others Monitoring the effects of responses and adjusting when necessary (“appropriate responses”) Key Attributes of a Well regulated Social Domain

22. Strategies Social Domain 22

23. Key Attributes of a Well Regulated Pro-Social Domain Caring about another’s feeling and helping that person deal with them Putting the needs and interests of others ahead of one’s own Wanting to “do the right” thing, and having the conviction to act upon it

24. Strategies Pro-Social Domain

25. Self-Regulation Key Points Self-regulation has many domains Biological and emotional self- regulation come first (center of circle) Behaviour can be because of dis- regulation in several domains Co-regulate with your child/student – self-regulation begins with ‘self’

26. Parent Education VS Parenting? There is a difference between parenting and parent education. Parents are all parent their children, from our unique experiences we make judgments about how parents parent. When researchers and educators work with parent communities - the goal should be to give parents the tools for the proverbial tool box so they can deal with what may come their way based on research. This is parent education and the real path to family engagement in our communities. (M. Brooks, 2014)

27. Again… Family Engagement? Family related offices in many districts (organizations), become caught up in what experts call random acts of family engagement (K. Mapp, 2014). For parents the goal needs to be ‘build confidence in their own ability to navigate the school system, advocate for their children, partner with their teachers to support student learning’ and to help them become ‘ demand parents ’ (M. Brooks, 2014).

28. Family Engagement Family and Self Values Knowledge Neonatal & beyond Developmental theory Research Communication Consistent and shared vocabulary Community Supports and connectedness

29. Questions for the panel

30. Thank you… We need to focus on the emotional qualities that create mentally healthy children: their motivation, curiosity, empathy, emotional range, self- esteem, internal discipline, creativity, moral integrity. (Stuart Shanker, 2013) 30

31. Keep in touch Judy Duncan Principal, West Bay Elementary, WVSD jduncan@sd45.bc.ca twitter@judydduncan Sandra-Lynn Shortall District Principal, Early Learning, WVSD sshortall@sd45.bc.ca Twitter @SLShortall