Scenario 1 04/10/2017 What is self-regulation, anyway? Comes in - - PDF document
04/10/2017 Formerly Calgary Learning Centre When its Tough to Make Friends: Self-Regulation Strategies that Work Presenters: Larissa Predy, M.A., Registered Psychologist Jaime Gaber, M.Sc., Provisional Psychologist Alethea Heudes, M.Ed,
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Presenters: Larissa Predy, M.A., Registered Psychologist Jaime Gaber, M.Sc., Provisional Psychologist Alethea Heudes, M.Ed, Doctoral Student
Formerly Calgary Learning Centre
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https://www.youtube.com/watch?v=B7FSYKcF1pc
The frontal lobes undergo two periods
Emotional awareness Metacognition Introspection
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What is Pro-Social Behaviour?
Helping others Obeying rules Conforming to socially acceptable behaviour Cooperating with others Self-belief and confidence Environment of safety for taking risks
Findings from studies of children participating in social-emotional programs:
Improved academic performance – test and grade scores (11% gain) Students are more likely to attend school Students feel more connected to their schools
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Findings from studies of children participating in social-emotional programs:
Reduced conduct problems and high –risk behaviors Enhanced social/emotional skills Improved attitudes towards self and others Enhanced positive behaviors
EXPAND EMOTIONAL VOCABULARY TEACH EXPECTED AND UNEXPECTED
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TEACH COPING STRATEGIES POSITIVE REINFORCEMENT
The Zones of Regulation
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Build self-awareness and knowledge of social expectations
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Changing unhelpful thoughts to helpful thoughts Calm-down cards/cool down kits Relaxation
Using I messages to communicate feelings
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Sheldon Trains Penny using Operant Conditioning (Positive Reinforcement) https://www.youtube.com/watch?v=qy_mIEnnlF4
How it works: Children are told they will have the
noticing and reporting a peer’s positive behavior. Procedures
children are given an opportunity to report aloud any positive behaviors they observed from the star student that day.
school-wide token).
If students can learn to report problem behaviors of their peers, they can also be taught to monitor and report instances of prosocial or appropriate behaviors from peers.
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TOOTLING!
During Positive Peer Reporting (PPR) students focus their attention on the positive behaviors of one selected student. In contrast, Tootling provides an opportunity for the entire class to report on positive behaviors of any student in the group. Description:
Tootling is like tattling in that students report the behavior of another child. However, tootles can only report instances of desired/appropriate behavior (e.g., positive behaviour expectations).
Procedures:
Teacher introduces and defines tootling. Provides instruction for how to tootle & sets a tootling goal. Students record “tootles” using an index card that is taped to their desk. At the end of the day the cards are turned in to the teacher. The next day the teacher reports out on the number of tootles recorded.
The positive behaviour game is played throughout the day and rewards children for displaying appropriate behaviours toward peers. Points are earned by all students and add up to a classwide reward when a specified goal is reached. Students DO NOT lose rewards that have been earned (this is where consequences come in, but they are kept separate from the game)
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If students have the skills, know the expectations, and are motivated to perform the appropriate behaviour, a problem behaviour may have a specified and expected consequence (e.g., hitting results in a loss of privilege). Be careful! We must consider the function of the behaviour For example, imagine a child who throws his pencil during desk work time – you consequence by removing the child from the classroom, or requiring that student to clean up a bigger mess – BUT, did that just serve the purpose of the behaviour? Did that child want to avoid the desk work? Is the behaviour a function of something else?