Equitable & Inclusive Learning Strategy:
Teach Self-Regulation Techniques
NOTE: This strategy is part of the self-paced Nurture a Meaning Learning Community Course
The concept of self-regulation does not just apply to a child’s emotional health; it also influences a child’s cognitive ability. The ability to notice and name feelings and then regulate emotions to be more in control of actions is a critical foundation for learning.
Bright Spots
Gain inspiration from authentic examples of this strategy shared by teachers who have used them with their learners.
Creating your own Bright Spots? Let’s get them out into the world! Share yours here.
Use Images and Analogies
Teach students how to notice and name their thoughts and the feelings those thoughts generate in their bodies. It’s important to model for your class as the teacher (“I was feeling really frustrated last night during family dinner, so I decided to go outside for a walk to calm down before having a conversation with my daughter.”)
Use Anchor Charts and Sentence Stems
It’s important to explicitly teach students how to notice, name and share their feelings with others. The ability to notice and name feelings allow students to engage effectively in conflict resolution and strengthen relationships with peers.
Use Art
Students at the WIDE School in Texas reflected on what causes them stress. They created art to represent the eye/eyes of their “anxiety monster.” This art piece also contained words that describe the moments that bring them stress. Then, they did deep reflections to identify how they overcome those stressors and created a second piece to represent their strengths.
Resources
Inspired? Use the resources below to bring this learner-centered strategy to your learning community.
Related Learner-Centered Content
If you found this helpful, try this related strategy:
Learn More in this Learner-Centered Course:
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