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Self-regulation is the ability to alter and regulate our emotional and behavioral responses. School is a highly stimulating place, which can be both great and difficult for learning. Self-regulation skills help students control their actions and reactions so they can engage positively in classroom activities.
Self-regulation skills allow students to align their responses and behaviors with standards, such as social expectations, values, and ideals, to support the achievement of long-term goals.
Content that is provided in clear, short chunks can support students' Working Memory.
Building with blocks is ideal for promoting early geometric and Spatial Skills.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
10 minutes in each math session devoted to building fluent retrieval of basic arithmetic facts sets the foundation for learning new concepts.
Daily review strengthens previous learning and can lead to fluent recall.
Dim or natural lighting provides a calming environment.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Free collaborative play supports learner interests and promotes the development of more complex social interactions.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Having space where students can go supports Self-regulation and [individual deliberate practice][1].
To promote acceptance of learning diversity, students explore learning tools and strategies to see how they work and why they and others might use them.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Short, regular mindfulness activities quiet the brain to allow for improved thinking and Emotion regulation.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
When teachers share their goals and the paths they take to achieve them, they demonstrate that learning involves effort, mistakes, and reflecting.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Providing physical representations of numbers and math concepts helps activate mental processes.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Research shows physical activity improves focus and creativity.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Pretending allows students to step back from a problem or task and think about it from multiple angles.
Students are more likely to come to school when families feel like a valued part of the community.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Decreasing extra audio input provides a focused learning environment.
When teachers connect math to the real world, students can see how relevant and applicable math is in their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Response devices boost engagement by encouraging all students to answer every question.
Many programs exist that offer lesson plans for focused sessions on understanding and managing emotions.
Incorporating multiple senses with strategies like chewing gum, using a vibrating pen, and sitting on a ball chair supports focus and Attention.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
Providing students a voice in their learning is critical for making learning meaningful.
Providing ways for students to meet their individual temperature needs supports focus and Self-regulation.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their procedural understanding.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Timed practice drills help students achieve automaticity, a critical aspect of Estimation and mental calculations.
Timers help students learn to self-pace and transition.
Tossing a ball, beanbag, or other small object activates physical focus in support of mental focus.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
Untimed tests provide students the opportunity to flexibly and productively work with numbers, further developing their problem-solving abilities.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
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