Design self-awareness lessons.
Discuss and role play appropriate ways to manage and express their feelings. 3. Explicitly teach students about self-regulation using circle time activities. Have students come up with ways to self-regulate e.g. deep breathing, walking away, count to 10, take some space, have a drink.
There are four basic self-regulation strategies that all students need to be able to use: goal-setting, self-monitoring, effective use of self-instructions or self-talk, and self-reinforcement.
Examples of Self-Regulation in Children
Regulating their reactions to emotions like frustration or excitement. Calming themselves down after something exciting or upsetting happens. Being able to focus on a task. Refocusing their attention on a new task.
“Self-Regulation refers to the self-directive process through which learners transform their mental abilities into task related skills” (Zimmerman, 2001). This is the method or procedure that learners use to manage and organize their thoughts and convert them into skills used for learning.
Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. … It is a set of skills that enables children, as they mature, to direct their own behavior towards a goal, despite the unpredictability of the world and our own feelings.
Self-regulated learning strategies are research-based instructional techniques to help learners monitor and manage their own learning skills and habits. When paired with strat- egy instruction and metacognitive processes, instruc- tors have a powerful learning toolkit to share with learners.
The three essential components of academic self-regulation—planning, problem solving, and self-evaluation—usually occur in a specific sequence (Cleary & Zimmerman, 2002; Zimmerman, 2008).
Respond with warmth and structure during stressful moments.
Infants need the most co-regulation support when they are upset and unable to regulate their own emotions. You can promote self-regulation development by being warm and responsive and providing physical comfort to help babies calm down.
Self-regulation is the ability to monitor and manage your energy states, emotions, thoughts, and behaviors in ways that are acceptable and produce positive results such as well-being, loving relationships, and learning.
The three essential components of academic self-regulation—planning, problem solving, and self-evaluation—usually occur in a specific sequence (Cleary & Zimmerman, 2002; Zimmerman, 2008). Academically self-regulated students take time to plan.
In the educational psychology literature, researchers have linked these characteristics to success in and beyond school. Self-regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals.
The act of self-regulating is dependent on several different factors that interact with each other, those that are individual to the child or youth as well as those that are external or environmental, including biology, skills, motivation, caregiver support, and environmental context.
In infancy, the brain is primed to create connections that support the beginnings of self-regulation. Across early childhood, brain-based capacity for self-regulation increases rapidly. Just like with literacy or math, however, this capacity will not be fully realized without support from the environment.
Let’s look at two types of self-regulation: behavioral self-regulation and emotional self-regulation. Behavioral self-regulation encompasses how you respond to situations and how you act in accordance with your long-term goals and deepest values.
Teach phrases that build self-control.
Give kids language to use that shows self-control. Teach phrases like “I’ll wait my turn,” “I can share it with you,” and “I’d like it now, but I’ll wait until later.” Sometimes just saying the words can help put the brakes on impulsive behavior.
The Benefits of Self-Regulating Learning
As mentioned earlier, self-regulated learning is a sequenced series of practices that virtually any learner can understand and develop. It does not require any particular level of ability or intelligence (Schraw, 1998; Schraw & Dennison, 1994; Schunk & Zimmerman, 1998).
Factors such as having initial knowledge about self-regulation, being motivated, having high self-esteem and self-efficacy, a successful academic record, personal desire, positive attitude, confidence, self-encouragement, and religious beliefs were factors facilitating self-regulation in students.
As we learned earlier, self-regulation requires self-awareness and monitoring of one’s own emotional state and responses to stimuli. Being conscious of your own thoughts, feelings, and behavior is the foundation of self-regulation: Without it, there is no ability to reflect or choose a different path.