Summary of "108 - Social-Emotional Learning and Trauma - Session 2 - Lesson 4"

Core concept

Self-regulation (per the APA) is the control of one’s behavior through self-monitoring, self-evaluation, and self-reinforcement. It connects to self-awareness and social awareness and is the ability to return yourself to a calm, content baseline.

Self-regulation: control of one’s behavior through self-monitoring, self-evaluation, and self-reinforcement. (American Psychological Association)

Two types of regulation

Behavioral regulation — choosing actions aligned with long-term values (examples: mindset when entering work, exercising, completing errands instead of procrastinating).
Emotional regulation — managing emotional responses so they support goals (examples: talking yourself out of a bad mood, using calming tools, “cheering up” reframes).

Three-step self-regulation learning methodology

Use this iterative approach for both students and adults: Plan → Monitor → Reflect.

1. Plan

Observe patterns and co-create a specific plan with the student (e.g., predetermined calming options).
Tailor interventions to individual needs:
- Busybody students → movement breaks.
- Internal processors → quiet space or writing.

2. Monitor

Combine student self-monitoring with teacher/staff observation; involve behavior specialists if needed.
Track frequency and context of exits/strategies with simple tools (sticky notes, passes, brief logs).

3. Reflect

Review whether a tool or plan is helping; revise and try alternatives when needed.
Use this iterative process as a first-line approach before formal behavior plans.

Practical classroom and individual strategies

Ready-to-use options that can be adapted by preference and context:

Circle of Control
- Visual activity where students list what they can vs. cannot control to reduce reactivity and focus on responses.
Personal mantras / affirmations
- Sticky notes on mirrors or classroom posters with short reminders; co-create a classroom poster of strengths/joys.
Calming / coping options (tailor to student style)
- Movement breaks (laps, sensory or exercise balls)
- Stress toys, quiet corners, timed doodling, letter-writing, or other calming tasks
Positive refocusing
- Use pro/con lists or a personally meaningful positive (e.g., “remember your dog”) to shift mood when appropriate.
Conflict management
- Pause heated interactions and separate people to cool off before reconvening.
Real-world modeling examples
- Staying calm with difficult customers (service-worker scenario).
- Choosing study over immediate fun to preserve long-term goals.

Teacher self-care and productivity tips

Build your own self-regulation supports (personal mantras, visible affirmations).
Apply the plan-monitor-reflect stance to your emotional responses and classroom decisions.
Use mindset reframes (e.g., “I get to…” rather than “I have to…”) to boost attitude and productivity.
Use brief physical activity or exercise to regulate energy and focus before tasks.

Implementation notes and cautions

Self-regulation is continuous and relies on trial-and-error; plans should be individualized.
Monitor for unintended effects (for example, a student leaving class but escalating negative behaviors elsewhere).
Get permissions and involve families for home-based suggestions (e.g., window notes).
When classroom-level strategies aren’t sufficient, collaborate with behavior specialists or escalate to formal behavior plans.