1. An outline for the next two classes Let’s begin thinking about self-regulation, Thoughts on the website: http://www.self-regulation.ca Highlights from the website We can begin by reading a short piece on self- regulation that puts Dr. Shanker’s work in context

2. Self-Regulation: Calm, Alert and Learning by Stuart Shanker ❖ Education Canada: 2010, 50:3

3. Can We Teach Emotional Intelligence? ❖ In your group, select questions to answer, based on the article we read: ❖ Does it surprise you that, “So-called noncognitive skills — attributes like self-restraint, persistence and self- awareness — might actually be better predictors of a person’s life trajectory than standard academic measures?”

4. More questions… ❖ Do you think social-emotional programs can have long- lasting effects? ❖ How might they impact children whose parents raise them in rather different ways? ❖ Do you feel you would be able to make this approach to supporting emotional intelligence part of your classroom?

5. And lastly… ❖ Do you agree with the quote from the article: “But fostering these skills in a child is a complex undertaking.” Explain.

7. What Can We Do? ❖ Teach It ❖ Relationship ❖ Model It ❖ Name It ❖ Coach and Scaffold ❖ Discuss and Talk ❖ Environment ❖ Self - Regulation

8. Teach It It’s in the Curriculum! ❖ “...the school plays a vital role in developing social competence...” ❖ “the learning and teaching program should provide opportunities for children to...develop their relationships with others.” ❖ “Children need regular opportunities throughout the day to learn and value the interpersonal skills required to communicate and co-operate with others.”

9. Teach It It’s in the Curriculum! ❖ “Social, personal, and emotional growth and learning develop through interactions with others” ❖ “Children need opportunities to interact with others in many contexts and for many purposes.” ❖ “Children can engage in activities that increase their awareness of others and foster respect for individual differences.”

10. Teach It - Model It ❖ Social 1.1 act, talk with peers and adults by expressing and accepting positive messages ❖ Situation: Educators notice children taking blocks from the structures of others... ❖ Responding: Educators model strategies on cooperation for children. They notice and name positive strategies used by the children to support development of self-regulation.

11. Teach It - Name It ❖ Social 1.2 Demonstrate the ability to take turns in activities and discussions ❖ “I notice you came back when their was space for you at the table. You waited your turn” ❖ Social 1.3 Demonstrate an awareness of ways of making and keeping friends ❖ “I was watching you share the trucks at the sand centre. You were being a good friend to share the toys.”

12. Teach It - Coach and Scaffold ❖ 2.1 Use a variety of simple strategies to solve social problems ❖ Educator asks a small group of children to help solve the problem that the water is getting all over the floor and works with them to choose and implement one of them. ❖ Social 3.2 Demonstrate respect and consideration for individual differences and alternate points of view ❖ Educators notice children debating over what to build with blocks and scaffolds their learning by prompting their thinking: “He feels differently about what you should make. How are you going to solve this problem?”

13. Self Regulation Stuart Shanker on TVO