Français

Teachers' Staffroom

Student Support Services

The goal of education in the Yukon is to meet the unique needs of every child and to develop the whole child.

 

Self-Regulation

Home About Resources Domains Partnerships Parents & Guardians
                     

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)

Six Critical Elements to Optimal Self-Regulation
1. When feeling calmly focused and alert, the ability to know that one is calm and alert
2. When one is stressed, the ability to recognize what is causing that stress
3. The ability to recognize stressors both within and outside the classroom
4. The desire to deal with those stressors
5. The ability to develop strategies for dealing with those stressors
6. The ability to recover efficiently and effectively from dealing with stressors

Self-regulation is the ability to manage your own energy states, emotions, behaviours and attention, in ways that are socially acceptable and help achieve positive goals, such as maintaining good relationships, learning and maintaining wellbeing. An important difference is revealed by studies at the Milton and Ethel Harris Research Initiative (MEHRI) in York University, between self-regulation and self-control. The difference between self-regulation and self-control is how impulses are managed. Self-control means the inhibiting of impulses whereas self-regulation is able to deal effectively and efficiently with stressors so that the child is able to remain in a calm and alert state, able to learn (www.self-regulation.ca)

Self- regulation works like a muscle. It gets tired when you use it. But it also gets stronger with regular exercise.

Recent studies show that children have far too much stress in their lives, because of biological, social, psychological, and/or environmental reasons. There has been a growing body of work showing that when a child’s brain is overloaded, the thinking part of the brain shuts off and the automatic brain processing for fight and flight kick in.

Self-regulation is not a program. It is a philosophy or process. It is an understanding of how to take care of ourselves through increased self-awareness of feelings of calmness and states of lethargy, and agitation or escalation, and how we reset back from these latter states to a state of calm and alertness ready for engagement.

Managing these states is a critical skill for successful social and independent functioning. These skills are necessary to foster and enhance our interactions with students and with each other, and are part of the practice of building classroom communities with students. Typically, students are in different energy or arousal states. If students can label these feelings, and gain insight into how they manage and modulate their emotional and social interactions then they will be able to build social and pro-social skills to communicate with others.

Interest in learning about self-regulation starts with becoming self-aware, then aware of the environment and then others. The self-regulation framework gives us an access point to the science behind who we are, why we do what we do, and feel what we feel. Pretty quickly, we start to make meaning by engaging in the fascinating detective work of analyzing cause and effect relationships and why certain automatic and voluntary responses seem to emerge in specific situations in our own experience (Mike Mckay, 2013).

Self- regulation, is for all of us, children, and adults. Self-regulation provides a lens for understanding behavior and it allows students to use the tools to manage their own energy or arousal states. Self-regulation empowers students to take charge of their learning and their behaviour.

A child with good self-regulation knows:

Step 1: What it looks like to be calmly focused and alert
Step 2: How to recognize stressors and how to return to the optimal state of regulation

Enhancing a child’s ability to regulate him or herself has a dramatic impact, not only on the child’s wellbeing and capacity to learn, but an equally dramatic impact on the wellbeing of parents and educators
www.self-regulation.ca

Self-Regulation Presentation

Self-Regulation Pamphlet
5 Domains


 

 

 

Yukon Education Student Network

The Yukon Education Student Network is the central portal for all Yukon school websites, curriculum links and educational resources. Information & resources for First Nations, the First Class Communication System, Digital Literacy, the Yukon Student Information System (YSIS) and the Yukon School Athletic Association are all are available on YESNet.