“Behaviour management”: not systems, but relationships | Miss Night's Marbles. UPDATE, July 16, 2014: This post has morphed into a whole series of posts about how and why to manage your classroom using relationships instead of charts and systems. To read the whole series, please visit my Chuck the Chart page. Preface: I continue to be overwhelmed, in the best possible way, at the response to Too High A Price: Why I Don’t Do Behavior Charts. It seems I really struck a chord with many readers. Thanks to all of you who shared that post, and especially to those who commented, saying it changed (or was going to change) your practice.
I am honoured. In the comments on that post (as well as in a question submitted to Ask Miss Night), many of you asked how I DO manage behaviour in my classroom. At long last, here is the follow-up! How do I manage behaviour in my classroom? As silly as it sounds, this question caught me a little off-guard. That answer, of course, is woefully inadequate. Fact: I do not run a permissive classroom. It's About Self-Regulating | Kindergarten Matters: Intentional Play-Based Learning. Mehritcentre. Mehritcentre. Self-Regulation: The Second Core Strength. The ability to self-regulate is the second of six core strengths that are an essential part of healthy emotional development. These core strengths are the foundation of Scholastic's company-wide program, Keep the Cool in School: A Scholastic Campaign Against Violence and Verbal Abuse. In this article, Bruce D. Perry, M.D., Ph.D., explores self-regulation and how it contributes to preventing aggression and anti-social behaviors in children.
Self Regulation The Second Core Strength "Mine! Mine! " A just-fed newborn, rocking in the arms of her loving parent, is warm, full, calm, and safe. Again and again, attentive teachers respond to the needs of the dependent child. At the same time, in these same interactions, other crucial areas of the infant's brain are being shaped-the stress-response systems.
Responding to Stress The brain is continually sensing and responding to the needs of the body. Much of this regulation takes place automatically-beyond our awareness. Understanding Body Signals Dr. Self-Regulation: Calm, Alert, and Learning* Two recent Government of Ontario publications, With our Best Future in Mind[1] and Every Child Every Opportunity,[2] have brought self-regulation to the fore of that province’s early learning initiative. This thematic core reflects a growing awareness among developmental scientists that the better a child can self-regulate, the better she can rise to the challenge of mastering ever more complex skills and concepts.[3] But what exactly is self-regulation, and why is it so important for learning? In the simplest terms, self-regulation can be defined as the ability to stay calmly focused and alert, which often involves – but cannot be reduced to – self-control. The idea that self-regulation and self-control are one and the same is surprisingly ancient, dating back to Plato.
Five-domain Model Now, to be sure, what developmental scientists refer to today as effortful control (e.g., being able to inhibit one’s impulses or ignore distractions) is a critical element of self-regulation. . [1] C. BTJ_Primary_Interest.