Résumé de section

  • What is it?

    Effectively controlling your feelings, thoughts and behavior in different situations to deal with a (possible) problem effectively and purposefully.

    How does it show?

    The student:

    • Recognizes and names emotions.

    • Explains how emotions, thoughts and behavior are related.

    • Recognizes behavioral chains (cause-effect).

    • Uses techniques to prevent impulsive behavior.

    • Uses techniques to calm themselves as situations escalate.

    • Know what his behavior causes in the other person.

    • Can name his part in a situation that got out of hand.

    • Is able to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.  

    What can we do to stimulate?

    • SEL scan for the teacher.

    As a teacher, it’s important to reflect on our self-management. We can use the 'Self-management - scan' below:

    • Control of emotions in stress

    • Acting with a purpose

    • Persevere in difficult situations

    • Looking for help in time

    • Using feedback from others

    • Modelling self-management behaviours as a teacher or support staff member.

    When modelling it might be useful to point out the behaviours to the students so that they can see it in action.

    It is important to offer the children strategies so they can experience for themselves what works. Frog in Rest offers such opportunities.

    • Frog in Rest.

    'Frog in Rest' is a rest bench in the classroom where cards can be found with exercises that students can do to find peace and be able to calm their emotional state e.g. drinking a glass of water, walking in the playground, reading a book, drawing...

    A student who sits down on a bench can also be a signal for the teacher to respond and ask: “What is wrong and what do you need to feel better?"bears by meichenbaum.png

    • Stop-think-do-check. The 'stop-think-do method' is a way of working that is based on a self-instruction method.

    Stop: I read my assignment.

    Think: How do I plan my work? What do I need to make my work?

    Do: I do my work

    Check: I check my work, did I forget something?

    • Reflection scheme. This can be used to think about things that have already happened.  It helps you understand the consequences of your actions and behaviours so that we can celebrate achievements and consider how things could be better next time.

    What have I learned?
    What new ideas have I received?  
    What am I going to change?
    What went well?