Build intrinsic motivation
In order to combat negative feelings and associations wiht dysreulated learning in the classroom, teachers need to feel empowered and able to crate a safe envioornment
Foster Supportive Learning Environment
Establish and maintain effect communication network
Practice Mindfullness
Foster Community - School/Home Connection
Time Sensitive Strategies
Grounding
Engage the five senses - make a ‘sensory kit’ that holds 2-3 objects representing each of the five senses.
Take Me There Pictures
Print out a few pictures of landscapes (make them all very different) and ask your child to ‘jump into the picture’ with you. Then, ask the child to describe to you what they taste, hear, see, smell, and feel. Have them use as much detail as possible.
Hot Chocolate Breathing
Have child picks a picture of hot chocolate (print out a few) and focuses on inhaling (smelling the drink) and exhaling (blowing on the drink to cool it down). Practice this breathing for 5-10 breaths.
Draw Feelings
Give child an index card (the smaller the better) and a pen or maker, and ask them to “fill the page.” Try not to give too many details for this exercise. Allow them to take the lead and create whatever they want. Use this as a facilitator to have a conversation about what they are experiencing
Teaching Emotional Regulation
Connect idea that emotions drive behaviours
Set the tone first thing in the morning
Be patient
Help students understand emotions in real time
Check in
Build an emotional vocabulary
Designate a calm down spot
Take focus off academic success
Share your own feelings
PHC Treatment Center. (2019). Emotional Dysregulation. Retrieved from https://www.pchtreatment.com/who-we-treat/emotional-dysregulation/
Cutler, G. (2019). Educators Report Growing Behavioral Issues Among Young Students. Retrieved from https://www.globenewswire.com/news-release/2019/02/14/1725406/0/en/Educators-Report-Growing-Behavioral-Issues-Among-Young-Students.html
Townsend, M. (2013). Massive rise in disruptive behaviour, warn teachers. Retrieved from https://www.theguardian.com/education/2013/mar/24/schools-disruptive-behaviour
Rappaport, N. & Minaham, J. (2019). Breaking the Behavior Code: How teachers can read and respond more effectively to disruptive students. Retrieved from https://childmind.org/article/breaking-behavior-code/
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Dignath-van Ewijk, C. & van der Werf, G. (2012). What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students' Self-Regulation. Hindawi Publishing Corporation, 2012, 1-11.
Jones, S. M., & Bouffard, S. M. (2012). Social and Emotional Learning in Schools. Retrieved from https://www.srcd.org/sites/default/files/documents/spr_264_final_2.pdf
Child Mind Institute. (2019). How Can We Help Kids with Self-Regulation? Retrieved from https://childmind.org/article/can-help-kids-self-regulation/
Glovinsky, I. (2018). Emotional Dysregulation in Children: The Problem and How to Intervene. Retreived from https://self-reg.ca/2017/07/14/emotion-dysregulation/ic
Riley, M. (2018). My Favorite Coping Skills for Dysregulated Children. Retrieved from https://psychcentral.com/blog/my-favorite-coping-skills-for-dysregulated-children/
Kath, A. (2017). Emotional Dysregulation in Children. Retrieved from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1756&context=msw_papersopic
McCaskey, J. (2015). Elementary School Teachers Level of Concern with Disruptive Student Behaviors in the Classroom. Waldon University. Retrieved from https://pdfs.semanticscholar.org/5b01/cbb8490676cc2c2295a5d6e9f618a53eb98e.pdf
Refers to "the inability of a person to control or regulate their emotional responses to provocative stimuli." (PHC Treatment Center, 2019)
Lead to Disruptve Bahviours
Instantaneos Reactions
Built up reactions
Disruptive behaviors have increased rapidly in elementary school classrooms in the last three years, according to a new survey of nearly 1,900 elementary school teachers, administrators, and staff. The trend is alarming teachers, who often feel they lack guidelines and training to address the growing number of disturbances. (Cutler,2019)
Young students who have challenges in
the area of mental health often have difficulty regulating their emotions and as a result, have the
potential to be inflexible, oppositional, disengaged, disruptive, and verbally and physically
violent and aggressive (Townsend, 2013)
About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder (Rappaport & Minaham, 2019)
LM Kindergarten Classroom
J climbing cabinets, throwing toys, running through school/other classrooms, hitting
BL Grade 2/3 Classroom
JC throwing chars, flipping desks, running from school through neighborhood/home
SW 1/2 Classroom
VI sobbing, blame on other students, unable to communicate issues that arrise
CB violence, inability to calm, express feelings or see other sides of an issue
Personal Experience
Visible increase in school, friendship, and performance anxiety
More referrals to SBT/need for school counselling support
BH levels of anxiety/inability to calm - sleep? processing of worries, home connection
EW unable to regulate behaviour, difficulty getting back from heightened state, blame placed on other students, no self-reflection
Self-Regulated Inquiry & Learning
Elements of Professional Self-Regulated Learning
in regards to developing strategies that work to max
student performance
Independence
Initiative
Enagagment
Collaboration
Consideration
Monitoring Performance
Organizational Leadership
Application of social and cultural construction of leadership to look at roles and responsibilities that an administrator has within the construct of dysregulated learners and disruptions in learning
Organizational Learning
Application of four frames thinking (structural, human, political, symbolic) in format presentation
Inncative Cuuriculum Planning
Application of contemporary curriculum and instructional innovations to help meet need of dysregulated learners
Maker Education
Flipped Classroom
STEAM
Outdoor Education
Inquiry Based Learning
Experiential Learning
The Connected Classroom
Examination of home/school connections influencing dysregulation