How does building common language and consistentroutines help developself regulationin students whilebuilding classroom community and connection?
Why ask this question?
We are noticing that students are struggling more withself regulationthan in previous years. In our K/1classrooms, students are unable to attend for evenshort periods of time, sitting still is challenging, sharingof materials and taking turns often requires teacherintervention. There seems to be a lack of connectionand problem solving often involves physical altercation.
Many children are coming to school without basic skillssuch as holding a pencil, using scissors, or zipping up ajacket independently.
How has your inquiry made a difference for students?
As the year progressed, students developed connectionswith peers and teachers. In using common language, itgave everybody a structured starting point to reference andbuild upon. The common language became the culture ofour classroom is woven into all areas of the curriculum.The language was incorporated into our Kindness Circle,breathing/calm down activities, morning routines, CentreTime, and story time. We have noticed that students areusing this language to problem solve and to correct oneanother in a respectful way. This has been an essential toolfor building a meaningful community.
What are the next steps?
Our school is developing a model for common language.We have recently engaged in Pro-D as a staff to create amatrix. Our matrix is built around “JessieWowkCares”…Care for Place, Care for Others, Care for Self. We would liketo use this broader language to build upon schoolcommunity as an extension of what we have seen developin our classrooms.
