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

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

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).

Is This Self-Reg? 5 Misconceptions About Self-Reg In Schools - Self-Reg.ca

  • 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:

By | 2017-01-24T11:30:47+00:00 November 21st, 2016|


  1. Evette May 28, 2017 at 10:31 am - Reply

    On the Ontario Report card, self-regulation is one of the learning skills but when you read the bullet list of what skills are being looked at under that category, it is not self-regulation. Shouldn’t there be a shift then to rename that learning skill on the report card? Perhaps it should be called goal setting, self-reflection or megacogntive thinking?

  2. Tiffany November 9, 2018 at 10:01 pm - Reply

    I agree! Is there anything being done about this? My daughter is in grade 1 and just received her report card.

    I was shocked by how insufficient/lacking the report card is in terms of speaking to the child’s overall developmental health and well-being in comparison with the Kindergarten curriculum/report documents.

    In addition, the fact that the term self-regulation is being used improperly needs raises huge red flags for me and speaks volumes to how much work is still needed to modernize the curriculum and the reports for grade 1 and beyond.

    There needs to be some standard terms used consistently brith-12 around terms like self-regulation, executive functioning, social and emotional development and learning so that we are all speaking the same language (parents, early childhood educators and teachers, experts) with regard to education and child development. This is just causing confusion and sending mixed/wrong messages.

    How can we even measure children’s social/emotional health and well-being if we have not done the basic work of defining the terms we are using so that we are all on the same page? Isn’t this a basic principle of RBA and so many other outcomes measurement frameworks?

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