self-reg is about understanding stress
across
five domains those are the five domains
we just went through in the last video
and about learning to manage energy and
tension and the five practices of
self-reg are the way we do that
before i introduce you to the five
practices i want to emphasize a point
suffrag is not a program it's a practice
it's actually a way of being a way of
viewing the world
it involves a lot of reflective practice
that involves taking our own expertise
as
educators and human beings and applying
them to our context to see differently
so this these five practices are really
helpful
for implementing this social emotional
learning strand the first of the five
practices is reframe reframe the
behavior
we reframe behavior that we see in
children
and ourselves and others and it's a
helpful tool it's a way of shifting
from seeing it just from one angle to
beginning to understand what
why and why now and what more might be
going on it really applies
to this strand the social emotional
learning strand so i see very worthy
goals
identify and manage emotions maintain
positive motivation and perseverance
build relationships and communicate
effectively
develop self-confidence think critically
and creatively
so i've named almost everything on that
strand i've missed a couple on purpose
because they fall really directly into
the cell freak five practices and i
think that can be useful here
all of those areas are really important
i want those for my daughter
i want those for every student i i wish
you classrooms full of students
that are showing those qualities those
characteristics
we're not seeing that sometimes we do
and we want to be really careful to not
to not group all children into one group
because many are thriving
and many in ontario are thriving and
many are thriving in math
what do we do when they aren't what do
we do when they're not motivated
we could slip back into a self-control
approach which is
you know we could try sort of carry it
on the stick staff we could try
the competition approach trying to get
kids to keep up with other kids but that
doesn't really work
right and if it does work for a little
moment in time if we can push
a student to stick stick with something
after they've shown us that it's outside
of their window
of tolerance that's the key so it's not
suggesting self-righteous about
not facing challenges not allowing for
struggle that's actually
really important part of growth when
it's outside of the window of tolerance
what do we do right so very first step
is reframing the behavior
just as one example if we were to unpack
a lack of motivation which we've done in
our work and we'll share that with you
down the road or you can certainly look
up some of the links that go with this
a lack of motivation can actually show
be a sign of a dysregulated stress
response system so
underpinning brain and body not just in
the brain
but physiologically in the brain and
body just think about a time
that you have been totally depleted
maybe you didn't sleep the night before
maybe it's been going on for months and
there's things that you're worried about
or taking care of in your world
and then you go in to teach are you your
best self as you're teaching
no well how could you be you're depleted
you're probably eating
you know less well because of that and
all of these things are compounding so
that's what it's about it's about
reframing and recognizing there's more
beneath it
okay so the very first thing is seeing
something differently
seeing these behaviors seeing the child
that's throwing down their pencil that's
refusing to work that's not coming to
school that's head down in the hoodie
that's
bursting out or in tears or mad all
these as signs
signs to refrain then we go to practice
two which is recognize the stressors
i talked to you about that in the last
video a little bit but just remember
there's those five domains
and what's key here is that you don't
just look at the obvious ones
we can't just get stuck in oh they
didn't get a good night's sleep last
night and they came
to school without a healthy breakfast
those are part of it that school itself
has many stressors that students are
experiencing
and there's individual differences there
is always more to understand
you're looking for the little hidden
ones as you recognize the stressors and
you can look across
all five domains and begin to think
about what more is there to understand
reduce the stress this is what you might
find on an iep
anytime you add an accommodation or you
try to dial down tension in some way or
you add a strategy that's meant
to help cope so this is this is a really
important area we do it for ourselves as
educators
because remember your stress matters in
the balance you cannot lend calm if you
are not calm
so what are some of the stressors that
we can reduce so that's step two and
step three and there is a profile tool
we have resources with the self reg
schools handbook that you can use
to begin to build your own profiles and
you can certainly do those with kids
themselves as well
practice number four is really
interesting because it is
in the strand from the math curriculum
and where i see it
in there is number five develop
self-awareness
develop self-awareness stress awareness
and we could say are you calm yes i'm
calm kids don't know
so many kids don't realize when they're
calm at all and what they have the
anxiety
can well up inside and and you what
you're looking at
is quiet but you see something bursting
if you were to look inside a child i
often
talk about the idea of the fitbit of the
future that we could see inside
inside a child and would we see a stress
storm of such going on inside
and how would we see that differently so
we're beginning to become aware and it's
not just
in the moment it's actually very hard to
be aware
when you're in the moment think of one
when you haven't handled things great
you know maybe you've been wonderful all
day long for everybody in
in your school all the kids that you're
supporting and then you're a little
snippy you go home with your own family
why because you don't care no of course
you care these are all signs
of just reaching being overstressed
and not recognizing it in advance it's a
very proactive process
trying to get it upstream as much as you
can i like to think of it as a sneeze
recognized when it's coming on we also
need stress awareness around when we're
in our just right
place sometimes we'll be
really focused and we're in our flow and
it's wonderful but we miss the cues our
body is sending us that we needed a
little break
you know you can do little things in
your chair a little bit of movement
sometimes just taking a moment to go
right these are all
part of stress awareness and practice
number five
really it's about restoring so we
respond these are strategies
for resilience and and and restoration
but i want you in this particular area
to recognize that
you're seeing these signs of really
struggling when it comes to math
it can't always be just about coping
it has to be about filling up that tank
in longer
for the longer term for the longer
vision doing things laughing a little
bit of laughter
a little bit i love that the curriculum
talked about the joy of math
you can be infectious and pass that on
taking a moment to take a little break
before you dive into something
about to write a big test how do you
prepare for that in advance
is part of it but also some of the
things that can pass on to students
recognizing that we're trying to stay in
balance states we're trying to recognize
them
which is practice number four we're also
trying to recognize those sources of
stress which is
also in the strands and knowing what to
do about them but this is about joy it's
about enjoying the math it's about
feeling confident as the learner
and knowing what to do when we're
getting off track and how to get
ourselves back in balance
so the five practices are a terrific
tool a terrific point of entry
for any educator teaching math grade one
to eight
if you are lucky enough to have students
all day long or a good portion of the
day
really put some emphasis on that
practice number five the restoring the
part that comes
after the energy expenditure or before
the energy expenditure
of of learning you're looking for that
attention and that focus
if you only have them you're teaching
grade seven and you only have them for a
math class well how do you
start your math class what do you do at
the midpoint
how do you finish it all of those
moments
in time can actually be a lived practice
of the five practices of self-reg
you