In this last instalment of my self-regulation series, I focus on practical ways to co-regulate with students. (see part one here and part two here). … Co-regulation and attachment are like peas in a self-regulation pod. In order for co-regulation to happen, a positive relationship must exist between the adult and the child. Sarah Sanders, in a comment […]Read more "What’s missing from the self-regulation discussion? Part 3"
In my first post on the topic, I suggested we need to go further than environmental accommodations. This is especially true with students who don’t have the ability to self-regulate consistently. What’s missing from the discussion on self-regulation? An emphasis on external regulation and co-regulation. … Regulation is simply the return to equilibrium. We regulate […]Read more "What’s missing from the conversation about self-regulation? Part 2"
This is the first of a three-part post on self-regulation. It could be alternatively titled – Self-regulation: Beyond Environmental Accommodations and Social-Emotional Programming. Self-regulation is THE buzzword in my (and likely your) professional circle right now. What is it? What can we do in the classroom to strengthen it? Stuart Shanker is the self-regulation darling […]Read more "Self-regulation: What’s missing from the conversation?"