Self Regulation Implementing Self-Regulation and Self-Monitoring in the Classroom What is Self-Regulation? “Teachers, and particularly teachers of students with emotional/behavioral disorders, are increasingly faced with challenges, regarding the instruction and management of their students" Sutherland, 2002, p. 110). What is Self-Monitoring? “Self-Monitoring is the process of having individuals record data regarding their own behavior for the purpose of changing its rate” (Coleman& Webber, 2002, p.103). Comparing self-monitoring and group monitoring The ability to interact with peers is a basic skill (Gumpel and Golan, 2000). Hutchinson, Murdock , Williamson, and Cronin (2000), found the effects of using encouragement and self-monitoring together as an intervention as within the study of a six -year old African American boy named George, who was identified as emotionally disturbed and behavior disordered and was having problems in his classroom. References Babyak, A.E., Luze, G.J., & Kamps, D.M. (2000).
Discerning our path—Emotions as an internal GPS Despite all our technological advances, isn’t life still full of mystery? One enigma is our emotional inconsistency. Some days we are the essence of centeredness and calm. Emotions don’t always give us “accurate” information about our environment but if we learn to use this unique internal software, we can benefit from our emotional data. This week, on two different occasions, I was uncharacteristically outraged. My short fuse shows me that my choices aren’t working. My other challenge is a relationship. I don’t like being angry. All emotions send us daily data that we can use for better living.
The Puzzle of Our Inner Landscape Staying with feelings is like putting together a puzzle. At first we sit in front of a jumbled mess. But puzzle makers trust that if they contemplate the pieces, they will begin to see patterns and how pieces fit together. Don’t doubt your process. © lewis-barr all rights reserved. Related
Integrated Emotions: Rethinking the way we evaluate our feelings What does it mean to feel, and why does it happen? Today, most people see emotions as “good” or “bad” — which leaves us in a constant state of internal struggle against our own feelings. Is there another option? And how did we come to this point? Imagine the “archetypal” child and parent; let’s take a boy, about eight years old. His parent is busy dealing with 3.3 million tasks and chores, it’s been a long day and everyone’s on thin ice. What is the parent’s typical reaction? Dismissing Feelings Perhaps asking a question, perhaps comforting, but more likely dismissing: “Stop crying honey, it’s not that big a deal.” What did the child just learn about these feelings? What have you learned about these kinds of feelings – feelings like anger, fear, hurt, or jealousy? Around the world, people have told me much the same thing: Those are “negative” feelings. So, the natural, reasonable, response to something bad? What about embracing it? Emotions Are Signals How about fear? 1. 2. 3. Related
Facilitating Social and Emotional Skills Through Tech It all begins with relationship. We hear educators say this over and over, but do we really believe it? Do our actions support our words? After an unbelievable, engaging conversation I had with others at ISTE12 SocialedCon, I know that there are many passionate educators ready to go forth and make the changes we so desperately need in education. Super Session The session, which I co-facilitated with Jackie Gerstein Ed.D, was about the benefits, both hidden and explicit, of using technology to facilitate social and emotional learning. Jackie began the session introducing the topic and asking that we tweet with the tag #SELtech. The conversation gained momentum with remarks about how technology, particularly in social media, is sometimes cited as a place where people demonstrate poor social skills. Immediately, hands popped up with participants wanting to share about the positive power of technology in breaking down barriers to learning. Teachers as Guides I saw this tweet from him later:
Info-Base Glossary Antecedent An event that occurs prior to the target behavior. A child smiles every time her mother peeks over the edge of her crib, so the mothers peeking is antecedent to the child's smiling. Aromatic contingent aversive The use of a noxious odor held under the students nose immediately following an undesired behavior. Before or after school detention A school intervention which is administered outside of the school day, where by a student reports to a supervised study hall for an assigned period of time (usually thirty minutes to two hours). Behavioral contracting Behavior contracts are written documents, mutually agreed upon, between teachers and students (and other individuals if needed) which specify expected behavior, positive and negative consequences, time frame of the contract and review dates. Behavioral intervention An intervention designed to alter the subjects behavior in a very specific, directly observable fashion. Response Any observable behavior.
Glossary of Terms Glossary Terms: Behavioral Intervention Behavioral Contracts. A behavioral contract is a written document between an instructor and student which specifies: (a) expected behaviors; (b) positive and negative consequences; and (c) time frame of the contract with review dates. The contract is then signed by the instructor, student, and others who participate in the contract. Behavioral contracts are a practical and creative way for instructors to help students of all ages improve various problematic behaviors, such as: Classroom and social behavior, substance abuse, and school attendance. Link: Behavioral Contracts Curriculum: Appropriate and Motivating. Daily Schedule. Data Collection. Differential Reinforcement. Environmental Engineering. Functional Behavior Assessment. Group Reinforcement Response Contingency. Home Notes. Instructional Pacing. Parent Conference. Positive Reinforcement. Positive Responses. Precision Commands. Specialized Equipment. Staff Training. Supervision.
Spiky or Soft – Protection and Connection Perhaps self evident: When people are hurt or scared, we often protect ourselves by becoming spiky or hard – creating a shell or a wall. As we shut down our feelings to prevent more distress, we shut down not just the painful feelings but all feelings. As the spikes get sharper, the walls higher, we shut out not just the source of threat but everyone else. In those times we have a choice — to be protected, isolated, and numb vs vulnerable, open, and vibrant. While the latter sounds more obviously rich, it’s not a trivial risk. The paradox is that no matter how sharp the spikes nor high the walls, we’ll never be safe that way. What’s the first step? Related About the author - Joshua Freedman Joshua is one of the world’s preeminent experts on developing emotional intelligence to create positive change.
Resources for Teachers These web pages contain very useful material to assist your efforts in educating for character. There is a lot in this list that you can use as the basis for class discussions, writing assignments and student activities. We have not attempted to sort them according to the virtues they teach because they all teach many virtues. The Random Acts of Kindness Foundation www.actsofkindness.org This website is just packed with great stuff for propagating basic human kindness. The Laws of Life Essay Contest This project of the John Templeton Foundation offers young people the chance to reflect on and write about what they stand for. K-12 Giraffe Heroes Program - a Free Lesson Want to inspire your students to be courageous, caring, and responsible members of the community? Character Counts! Do Something If you want your kids to be passive and docile, don't let them near this website.
5 Pro-Active Strategies What’s Here The key to managing student behavior has nothing to do with tangible rewards. You don’t have to give food, toys, stickers, and pencils as rewards for children, or spend any money at all, in order to gain their cooperation! In fact, teacher control can and should be replaced whenever possible by student self-control. How is this possible? The key is classroom management that prevents problems before they start. 5 Pro-Active, Positive Behavior Management Strategies for Every Classroom 1) Have a routine in place for EVERYTHING and practice procedures, not punishment. Know all of your rules and procedures to the tiniest detail, and if a child stretches those rules even a tiny bit, call them on it. It will take weeks to get your students to where you want them to be, and you will have to continually reinforce their behavior all the way through June. I believe that the most effective whole-class plans are based on positive reinforcement for appropriate student behavior.
Attack mechanisms Explanations > Behaviors > Coping > Attack Mechanisms Description | Example | Discussion | So what? We cope with difficulties in various ways. Some are more positive than others. Perhaps the worst kind is where we may attack others. Arguably, all attacks on others are forms of coping with our own internal troubles. Acting Out: not coping - giving in to the pressure to misbehave. Not all of these lead to harm of others, but they all have the potential to do so. Guard against negative behavior that can harm others and lead you into trouble. When you are working with others, beware of them attacking you! Adaptive Mechanisms, Anger