As this topic area gains popularity, an increase in studies have been looking at practical strategies that teachers can use to incorporate Self-Regulated and Emotional-Learning (SRL/SEL) into their classrooms. In this section, we have highlighted a few of these studies for teachers to use in their own practice.
In order to implement strong and authentic SEL strategies within the classroom, teachers must first ensure that their own social emotional wellbeing is well established. Teachers' well being strongly influences the wellbeing of their students and therefore the classroom culture and whether it is a safe and effective environment for learning (Schonert-Reichl, 2017). This can be done by using the following strategies throughout the school year:
1. Regularly reflect on guiding questions to deepen your understanding of how your own SEL can benefit students.
2. Observe and name your own emotions in front of students.
3. Engage fellow educators as resources in problem solving.
4. Practice self-care.
(Woolf, 2021)
In an article by Edutopia (2018), Parish outlines how to teach self-regulation in the classroom, with real life examples. The strategies mentioned include the importance of providing structure and tools in your classroom by creating a safe space. You can do this by emphasizing strengths of your students versus their stretches. For example, if a student ‘misbehaves’ you can have a private conversation with them after they have cooled off and give yourself time to examine why they may have acted out, versus reprimanding them immediately in front of the class. This helps to create a more respectful and empathetic environment (Parish, 2018).
As well, teachers should provide space for a one on one conversation between the teacher and a student after a problem behavior occurs to reflect on what happened. This allows for reflection from the student of ways to better react to a situation in the future. As well, it helps provide the student with their own strategies and vocabulary to manage their emotions going forward (Parish, 2018).
Another strategy is to create clear guidelines in your classroom in regard to expectations, standards and procedures. This adds to creating a safe environment as routine is a large part of trauma- informed practice. Teaching regulation skills themselves through modeling, lessons, and scaffolding, is also important. Students are not born knowing organization, study skills, and time management, so teachers preparing lessons on these topics is very beneficial for student’s self-regulated learning. These are all just a few examples of simple and tangible ways teachers can begin to promote SEL/SRL in their classrooms (Parish, 2018).
When looking at teaching SEL/ SRL specifically from a highschool perspective, educators may need to be even more cognisant of what kind of strategy they use to teach students SEL/SRL. In an article by Sawchuk (2021), it was brought to the attention of educators that what works in primary years may come across as in-authentic and misses the point of high schoolers' needs. To combat this, the paper discusses strategies to use with highschool students (Sawchuk, 2021).
The research has found that ‘programs’ to teach SEL/SRL are ineffective after grade 7. Therefore, in order to relate to teenagers, it is best to teach these strategies implicitly, without the students knowing your specific learning outcomes. You can do this by integrating highschool SEL programs into your academic teaching. An example is when your students have a disagreement in class, you can use this as an opportunity to teach self-monitoring and communication skills, by giving them tools on how to settle the dispute, opposed to shutting it down. Coherence across subjects and classrooms also helps the success of SEL. Do not compartmentalize SEL from the academic courses you are teaching. Give opportunities for students to be leaders, in and out of the classroom. Lastly, peer-mentoring groups have been shown to effectively promote SEL/SRL in students. This allows for older students to practice their leadership skills, as well as helps younger students learn how to adapt to highschool and gain their own SEL skills (Sawchuk, 2021).
Paris et al. provide insight into both the “transmission view” and the “developmental view” of self regulated learning in their article “Classroom Applications of Research on Self-Regulated Learning” (Paris et al., 2001). Although Paris et al. list 12 principles, we have chosen four to share here.
The first example falls under the principle heading: self-appraisal leads to a deeper understanding of learning. The strategy here is suggesting that students should evaluate both what they do know and what they do not know in order to discern their depth of understanding and to better allocate their time moving forward. This will help both the student and the teacher understand where the student is at and what their focus can be next.
The second strategy is under the principle heading: self management of thinking, effort, and affect promotes flexible approaches to problem solving that are adaptive, persistent, self-controlled, strategic, and goal-oriented. This strategy promotes the importance of students reviewing their work. This can be done using a multitude of formats and can help identify “personal commitment to high standards of performance” (Paris et al., 2001).
Under the principle heading: self regulation can be taught in diverse ways Paris et al. promote the idea that self-regulation can be modeled in such a way as to indirectly inspire students. This could be exhibited by a teacher who persists despite challenging circumstances, remains flexible and adapts to evolving situations, and maintains positive self talk.
The final strategy we will share is under the principle heading: self-regulation is woven into the narrative experiences and the identity striving of each individual. Community is essential within a classroom and as part of self-regulation as well. In fact, this strategy suggests that by participating in a reflective community a person's ability to self regulate is enhanced by their depth of examination of their own self. Therefore, building community within the classroom is an integral part of creating space for students to construct their self regulation theories.