Energy-Centred Teaching is a Self-Reg approach to teaching and learning that shifts attention from managing behaviour to understanding the relationship between stress, energy, regulation, and a learner’s capacity to engage and learn.
Energy-Centred Teaching, or ECT, applies Self-Reg to teaching and learning by shifting attention from behaviour and performance alone to the energy that makes engagement possible. It asks what is draining a learner’s energy, what supports or restores it, what strengths can be built upon, and how safety and connection affect capacity. ECT is not a program or checklist. It is a way of noticing and responding to the dynamic relationship among stress, energy, state, relationships, and learning. The Self-Reg shift is significant: instead of beginning with “How do I get this learner to perform?”, we consider the conditions under which the learner has access to the energy needed to engage and learn.
Understanding what drains and restores a learner’s energy changes how we understand their capacity to engage and learn.
