In this series of short videos, Susan Hopkins looks at six role areas in education. She also offers six signs that practitioners in each of those roles are practicing Self-Reg. Watch the series below or on our YouTube channel here.
First, Susan introduces the series by sharing how the name of the series came into being.
Susan shares six indicators that teachers are practicing Self-Reg. These include “walking the talk” with Self-Reg, having “soft eyes” and particularly prioritizing their own Self-Reg.
Susan talks about school leaders (principals and vice-principals) and ways they practice Self-Reg. This includes lowering other people’s stress loads, looking at team cohesion, and generally embracing the #ohsohuman side of the learning journey.
Susan discusses indicators of Self-Reg practice in specialists who support schools and families. These include having a dynamic systems theory mindset, reducing stress for those who support children directly, and also helping colleagues learn to reframe behaviour in themselves and others.
Susan shares six signs of Self-Reg practice in educational assistants including stress detective skills, relationship-building and collaborative skills, and understanding the difference between self-regulation and self-control.
Susan discusses the important role of support staff (secretaries, lunch monitors, custodians, etc.) in Self-Reg schools including participating in productive problem-solving, treating children with kindness and respect from a Self-Reg (versus Self-Control) mindset, and knowing how to fill up their own tanks.
Susan talks about how bus drivers can practice Self-Reg, including understanding their part in the flow of students’ day, having a love of children, and especially building good relationships with the school, the children, and the parents.