12 Self-Reg Misconceptions

12 Self-Reg Misconceptions

Do you think you understand Self-Reg? Are you sure? Stuart Shanker and Susan Hopkins have come across a number of misconceptions about Self-Reg over the past few years. They deconstruct 12 of them in this video blog series. You can watch the videos at the links below or on our YouTube channel.

12 Self-Reg Misconceptions














Looking for even more Self-Reg misconceptions? See our video series of Self-Reg myths from last year right here.

By | 2018-07-09T14:52:16+00:00 July 10th, 2018|

One Comment

  1. Geoff C. February 8, 2020 at 2:47 pm - Reply

    I am not a teacher, nor a principal of a school. I am a post-secondary school program administrator, by day; however, in this context, I am an adult student. I am enrolled in a Self-Regulated Learning course, and this post caught my eye.
    As I began working through the twelve post on this page, I enjoyed listening to Dr. Hopkins and Dr. Shanker deconstruct misconceptions of self-regulation. I was particularly intrigued by the conversations in video #2 and #11 with regards to “stress” and it’s perceived negative relation to self-regulation.

    I appreciated the comments dispelling the notion that “stress is a negative assumption. It’s hard to imagine a life without stress.” Successful self-regulating students can “strive on stress” and that “it’s important to arousal and growth.”

    I need an element of stress in my life, brought forth by the sensitivities of deadlines, quality control and in some cases, collaboration with others on deliverables that require multiple parties. I have not always preferred this “stress,” but in the same breath, I have learned to thrive on that added element of pressure. I would not expect all children to have the same competency, especially in the most formidable of years. Overstress is the concern, and human beings can learn to self-regulate themselves from the overburdens of stressful behaviour. If children learn at the earliest years of their student experience to create and nurture the tools to balance stress within the context of their self-regulated learning process, this can be an effective tool that grows with them through a lifetime of increased difficulty.

    I am also fascinated by the content in #12 that refers to the one-child whose issues extend beyond stress. A child with unique needs are not always obvious; they are not always readily available without engagement from an adult, specifically a teacher. By providing the added attention and tools to discover what factors are mentally or socially restraining a child’s learning capacity, a child can work collaboratively to overcome them. The child’s willingness to work through those stresses and challenges towards a positive outcome can transform their appreciation of a particular subject – or the school experience as a whole!

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