How does building common language and consistent听routines help develop听self regulation听in students while听building classroom community and connection?
Why ask this question?
We are noticing that students are struggling more with听self regulation听than in previous years.听 In our K/1听classrooms, students are unable to attend for even听short periods of time, sitting still is challenging, sharing听of materials and taking turns often requires teacher听intervention.听 There seems to be a lack of connection听and problem solving often involves physical altercation.鈥
Many children are coming to school without basic skills听such as holding a pencil, using scissors, or zipping up a听jacket independently.
How has your inquiry made a difference for students?
As the year progressed, students developed connections听with peers and teachers.听 In using common language, it听gave everybody a structured starting point to reference and听build upon.听 The common language became the culture of听our classroom is woven into all areas of the curriculum.听听The language was incorporated into our Kindness Circle,听breathing/calm down activities, morning routines, Centre听Time, and story time. We have noticed that students are听using this language to problem solve and to correct one听another in a respectful way.听 This has been an essential tool听for building a meaningful community.
What are the next steps?
Our school is developing a model for common language.听听We have recently engaged in Pro-D as a staff to create a听matrix.听 Our matrix is built around 鈥淛essie听Wowk听Cares鈥濃μ鼵are for Place, Care for Others, Care for Self.听 We would like听to use this broader language to build upon school听community as an extension of what we have seen develop听in our classrooms.
