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Self-Reg for Education Assistants

Level 1 Certificate Program 

$745 CAD


Education Assistants (EAs) serve as the unsung heroes of the educational system, providing invaluable support to students with unwavering dedication, knowledge, and heart. From guiding students in their earliest learning stages to navigating the complexities of secondary education, their influence reverberates throughout every classroom and corridor, profoundly shaping the educational journey of countless students.

In the course “Self-Reg for Education Assistants,” participants embark on a transformative journey spanning 12 modules over 3 months. Learners will delve into the nuances of Shanker Self-Reg®, refine their abilities in reframing behaviour, identifying and mitigating stressors, and enhancing brain-body state awareness. Additionally, they learn techniques for restoring energy, focus, relationships, and hope. By the journey’s end, participants will enhance their understanding and application of Self-Reg and develop a comprehensive toolkit of new strategies and insights to apply in their daily work and within their schools. This course is a collaboration between The MEHRIT Centre and Kristin Wiens, whose upcoming book, brimming with new graphics and strategies, is set for publication by TMC in fall 2024 and forms an integral part of the curriculum.

Stay tuned for more details on this exciting book coming soon and Register today for our very first cohort starting September 12, 2024.

A Self-Reg course for EDUCATION ASSISTANTS The unsung heroes of the educational system

About the Program

"You are the Strategy" Susan Hopkins

Learning Outcomes

1) Recognize the Vital Role of EAs: Understand how Self-Reg highlights EAs’ crucial role in managing challenging behaviors, supporting disengaged learners, and nurturing social-emotional development amid dysregulation in schools.

2) Apply Practical Strategies: Gain a deep understanding of the Shanker Self-Reg® Framework and acquire actionable techniques to effectively apply it in real-world situations.

3) Identify Root Causes of Behavior: Learn to differentiate between signs of stress and intentional misbehavior, responding with a blend of empathy and structure.

4) Address Behavioral Challenges: Develop the skills to identify and tackle various behavioral issues through Self-Reg practices, using empathetic and proactive intervention methods.

5) Collaborate for Regulation: Engage with students during moments of dysregulation using Co-Reg techniques to promote self-regulation.

6) Harness Student Strengths: Shift your approach by leveraging students’ strengths and assets to empower them.

7) Manage Environmental Stressors: Recognize and address stressors across five domains contributing to dysregulation and disengagement, implementing practical interventions to create a supportive learning environment conducive to social-emotional development.

8) Build Resilience: Encourage growth and enhance resilience through reflective practices and supportive relationships.

Module Sneak Peek

Module 1: Self-Regulation vs Self-Control: Why it Matters
Module 2: Misbehaviour vs. Stress Behavior
Module 3: Co-Reg with Dysregulated Students
Module 4: Identifying Student Stressors
Module 5: Co-Reg within 5 Domains
Module 6: Dial Down the Stress Load and the Stress Response

Module 7: Co-Reg and Strategies to Deal with Stress
Module 8: Reflective Practice and Brain-Body States
Module 9: Co-Reg for CLEAR: Calm, Listen, Embodied Awareness, Reflect
Module 10: Restore Energy, Focus, Relationships and Hope
Module 11: Co-Reg and Why Restoration is the Key
Module 12: EAs are Difference Makers




Module 1: Self-Regulation vs Self-Control: Why it Matters

  • Intro to Self-Regulation: Grasp self-regulation’s essence and distinction from self-control, crucial for Education Assistants (EAs) in K-12 settings.
  • Exploring Shanker Self-Reg® Framework: Adopt Stuart Shanker’s framework for effective student support.
  • Exploring the Five Domains of Stress and Self-Reg: Delve into the pivotal role of stress domains–biological, emotion, cognitive, social, prosocial– in the self-regulation journey across K-12.
  • EAs have Stress Too!: Acknowledging the stress inherent in this role

Module 2: Misbehaviour vs. Stress Behavior

  • Self-Reg Practice 1 ~ Reframe: Empower EAs with a strengths-based approach that starts with “why” and “why now” reflecting grounded in science.
  • Honouring the Work of EAs: Nurture self-compassion in EAs to enhance their capacity to support students’ self-regulation journey.
  • You Are Enough: Highlight EAs’ essential role in guiding students’ Self-Reg and Co-Reg journey and why relationships are the foundation.
  • Our Use of Language is a Strategy: Investigate language’s influence on crafting supportive environments and narratives

Module 3: Co-Reg with Dysregulated Students

  • Co-Reg Practice 1 ~ Reframe: Practice reframing student behaviour to better understand the roots, going beyond the idea of seeking or avoiding something to better understand: why and why now?
  • Responding to Stress Behaviours: Explore strategies and tools to differentiate and respond to stress behaviours more effectively.
  • Seeing Dysregulation as an Opportunity: Consider dysregulation moments as avenues for growth in the classroom.
  • Challenges Unpacked: Examples, strategies, tools and skills for identifying stress behaviours empathetically.

Module 4: Identifying Student Stressors

  • Self-Reg Practice 2 ~ Recognize Stressors in Five Domains: Identify stressors – obvious and hidden ones– impacting students’ self-regulation.
  • Understanding Stress Domains: Identify common stressors faced by students (and adults) and their brain-body impact.
  • Self-Reg is Continuous and Ongoing: Recognize Self-Reg as a dynamic journey with in-the-moment challenges and preventative upstream priorities
  • Building Healthy Relationships: Highlight positive relationships’ role in fostering supportive environments and Self-Reg Havens.

Module 5: Co-Reg within 5 Domains

  • Co-Reg Practice 2 ~ Recognize: Practice identifying and mapping stressors across the 5 Domains.
  • Addressing Immediate Needs: Prioritize when to reduce stressors and dial down the tension across the 5 domains.
  • Understanding Student Stressors: Explore potential student stressors and strategies to mitigate their impact.
  • Challenges Unpacked: Consider a range of personalized strategies for EAs to manage stress across all 5 domains and also prevent burnout.

Module 6: Dial Down the Stress Load and the Stress Response

  • Self-Reg Practice 3~ Reduce: Delve into tangible Self-Reg methods for alleviating stress across the 5 domains
  • Identify what’s Already Working: Explore current strategies and approaches that are already making a difference for students and consider with a Self-Reg lens
  • Quick Relief Measures: Unpack interventions and responses to aid students during moments of distress.
  • Being Part of a Team: The importance of team cohesion, what EAs can contribute, and how to deal with others’ stress or different viewpoints.

Module 7: Co-Reg and Strategies to Deal with Stress

  • Co-Reg Practice 3~ Reduce: Mini action research: practice Co-Reg strategies and reflect on the results and lessons learned
  • Brightening a Student’s Day: Strategies for the day after a tough day for a student
  • View of the Child: Strategies to deal with the most challenging student and still believe there is no such thing as a bad child (even if we doubt it for a bit!)
  • Spotlight on Strategy: Comfort Kits: Plan and develop personalized kits with sensory tools and calming resources to aid students in emotional regulation.

Module 8: Reflective Practice and Brain-Body States

  • Self-Reg Practice 4 ~ Reflect: Engage in reflective practice while exploring brain-body stress states
  • Interoception: Develop awareness of internal sensations to recognize and address stressors and identify states.
  • BEST BET Reflection: Utilize the BEST BET framework to assess responses to stress and develop coping strategies.
  • Recognizing Burnout Signs: Identify burnout indicators and implement personally chosen routines for maintaining well-being.

Module 9: Co-Reg for CLEAR: Calm, Listen, Embodied Awareness, Reflect

  • Reflect Practice 4~ Co-Reg: Utilize reflective practices to enhance Co-Reg and support emotional well-being.
  • Presume Potential for ALL students: Adopt a science-informed strengths-based approach to support students’ growth and journey to self-regulation.
  • Scenarios – Analyze a range of scenarios to discern effective Co-Reg strategies during most challenging times throughout the day, including transitions
  • Complete the Regulation Portrait: Engaging students in self-reflection to identify triggers, coping strategies, and support needs.

Module 10: Restore Energy, Focus, Relationships and Hope

  • Self-Reg Practice 5~ Restore: Implement strategies to restore before the peak is reached
  • Reflect on Purpose: Prepare to set goals for the next 3 months by reflecting on your whys for being an EA. What is your purpose?
  • Begin With the End in Mind: Set your ‘from here to there’ intentions

Module 11: Co-Reg and Why Restoration is the Key

  • Co-Reg Practice 5~ Restore: Leveraging strengths-based approaches to restore
  • Restoration across the Day: Unexpected ways to support restoration during the school day for the students who need it the most
  • Celebrating Progress: Recognizing and celebrating students’ strides in Self-Reg
  • Synthesize Strategies: Integrate knowledge from previous modules to create a personal Self-Reg toolkit

Module 12: EAs are Difference Makers

  • Personalized Action Plans: Craft personalized plans to integrate Self-Reg and Co-Reg into your work as an EA
  • Taking Small Steps: Identify actionable steps to continue implementing and refining strategies, techniques and tools learned in this course.
  • Looking Back: Reflect on personal growth and goals for ongoing professional learning.
  • Gratitude: EAs are difference makers— a final acknowledgement and celebration