Final Reflection

What new professional learning did you acquire as a result of this project?”

The Writer’s Self-Regulation Project gave me a deeper understanding of stress and how it impacts behaviour. This project has expanded my classroom management skills to include new ideas and strategies about teaching students to self-regulate. Following our learning about identifying the domains of stress, naming the stressors and noticing them in the moment, I became a stress detective. I collected data, watched for trends and recurring stressors, which provided me the knowledge to co-regulate with the students in order to reduce the stress. My learning progressed throughout the year, as our team met, observed, discussed and expanded our knowledge through reading, research and conversations. Our presentations to educators at different schools generated excellent conversations and strengthened the network between educators with a common goal.

What was the impact of your TLLP learning, if any, on your students? How do you know?

Throughout the year, I observed students becoming increasingly aware of what they needed to be calm. As I learned to be a stress detective, I used variety of strategies to co-regulate with the students. The data collected presented stressors in common domains across the classroom and I used a pro-active approach to present lessons and role playing activities to address those needs. As I identified effective techniques to meet the needs of individual students, I was able to use the appropriate strategy immediately when needed. The end result was a faster turnaround time for students to return to being ready to learn.

What questions or goals do you have to sustain your learning? What are your next steps?

Starting next school year with this knowledge, what will the results be beginning the year as a stress detective? Each new class has different learners with unique needs. My goal is to continue the work we have begin, getting to know the students and any stressors they may have as I build classroom community in September. Also, I will be noting common areas that I can address through whole group lessons, as well as self-regulation strategies that work for the whole class. This will lead to a pro-active approach to meeting students needs. A combination of applying these strategies, as well as supporting and co-regulating with students as individual stressors arise, will build each student’s repertoire of strategies that work for them, as they learn to self-regulate.

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