​Is this Self-Reg? 5 Misconceptions about Self-Reg in Schools​

Is this Self-Reg? 5 misconceptions

We are seeing the most extraordinary results when educators and parents practice Self-Reg. There are also MANY Self-Reg misconceptions out there, even from those advocating for self-regulation as a foundation of education. In this video blog, I explore 5 misunderstandings that I often come across often in my work as the Executive Director of Dr. Stuart Shanker‘s organization, The MEHRIT Centre (TMC).

  • Misconception #1: Shanker Self-Reg is the same thing as Social Emotional Learning (SEL).
  • Misconception #2: Having good self-regulation means: not misbehaving, showing accountability, having good self-control. 
  • Misconception #3: Only students have problems with self-regulation.
  • Misconception #4:  Working on self-regulation means: reporting on student work habits, independence, organization, and problem solving, 
  • Misconception #5: There is very little that schools can do for students who struggle with self-regulation if their problems stem from difficulties encountered in the early years or their day-to-day home life. 

Watch the full video below:

Dr. Susan Hopkins is the Executive Director of Dr. Stuart Shanker's organization, Susan has been a teacher, school administrator, inclusive schooling coordinator, curriculum developer, educational researcher, and educational leader. She has worked in every area of education from the early years to post-secondary, from remote Northern schools to the Department of Education, and across contexts that include Italy and the Northwest Territories.
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