The major link to SEL/SRL that we found in the case study was that the students seem more distracted, sensitive and reluctant to settle into their work after winter break. As a result, we think that it is important to re-introduce and practice the daily routines that they utilized before the break. A consistent routine takes time to develop, but will help with students self-regulation as the semester goes on. As well, if the students are struggling to sit and do work, the teacher may want to consider including grounding exercises into her classroom. This could include reading to the class while they silently draw, guiding them in a short meditation, or simply taking a walk or having an exercise break to help calm them.
The teacher in this case study needs social emotional balance. She seems to have a lot of tasks on her to do list, has students who continue to need self regulation modelled, needs to model SEL and provide strategies for students' self awareness, self management, social awareness and problem solving.
In the case study the educators begins to create a rather large list of things to do/accomplish, on of which is to review First Peoples Principles of Learning. All of these principles;
1.) Learning ultimately supports the wellbeing of the self, the family, the community, the land, the spirits, and the ancestors.
2.) Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectness on reciprocal relationships, and sense of place.)
3.) Learning involves recognizing the consequences of one's actions.
4.) Learning involves generational roles and responsibilities.
5.) Learning recognizes the role of indigenous knowledge.
6.) Learning is embedded in memory, history, and story.
7.) Learning involves patience and time.
8.) Learning requires exploration of one's identity.
9.) Learning involves recognizing that some knowledge os sacred and only share with permission and/or in certain situations.
are embedded within SEL/SRL. Creating a synergy of knowledge and skills are the ways in which educators ensure learning is dynamic and interdisplinary. The educator in our case study should look at the First Peoples Principles of Learning and SEL/SRL and create a unit that will aid her students both in social and emotional regulation, but also engaged students in the knowledge that is provided by the peoples who have cared for the land we live on for time immemorable.