MAKING SENSE OF SELF-REGULATION
Creating independent learners
A one-day event for school leaders and classroom teachers
“Metacognition and self-regulation provide “high impact for very low cost, based on extensive evidence” (Education Endowment Foundation) But what is self-regulation, and what does it look like in the classroom?
In recent years, schools have become increasingly engaged with education research in an attempt to become more evidence-informed. However, many schools are finding that engaging with research is harder than it sounds. The Education Endowment Foundation cites self-regulation and metacognition as providing “high impact for very low cost, based on extensive evidence”. But what does it look like in the classroom? What comes first, metacognition or self-regulation? And what’s the difference between the two?
In this one-day event for teachers and school leaders we will focus on the question: What is self-regulation and what does it look like in the classroom? Self-regulation is about monitoring and controlling our emotions as well as our behaviours. Stress is a normal part of a healthy life; however, what may feel like healthy levels of challenge for one person can overwhelm someone else.
A well-regulated nervous system is able to manage even the most challenging situations appropriately, so we need to discover effective ways to self-regulate. There is no one solution that will work for us all, but something works for everyone. The more aware we are of ourselves and what we need in order to thrive, the more able we are to manage our own needs and those of our students. This is self-regulation in a nutshell: using our bodies and our minds to manage situations as they arise.
Don’t miss out on this intensive one-day deep dive into self-regulation, an essential tool for any school leader seeking to improve learning and well-being in their school.