Self-regulation is defined as the ability to monitor attention, thoughts and emotions. Self-regulation teaches students the proper ways to deal with their thoughts and emotions and the tools they can use when the thoughts and emotions get too big. In the Chillicothe City School District (CCSD), behavioral intervention specialists Crystal Phillips and Tracy Rowe teach self-regulation strategies across all grades to support our students.
At the primary level, Phillips focuses on the Social Emotional Learning Standards (SEL) to help students manage their emotions, build meaningful relationships and take ownership of their choices. She uses PAX Good Behavior Games, a set of strategies to help students learn important self-management skills while collaborating to make their classroom a peaceful and productive learning environment, and the Zones of Regulations to teach students what feelings look like and what strategies to use in each zone to achieve self-regulation.
Chillicothe Primary School (CPS) has also implemented Positive Behavioral Interventions and Supports (PBIS) in the building to assist students in knowing expectations and teachers in working proactively. PBIS is an evidence-based framework that improves and integrates all the data, systems and practices affecting student outcomes to increase their success.
In CPS, Phillips focuses on equipping students early on with the skills they need to be successful. “We are building the foundation that will carry them through their whole lives,” she said.
CCSD places value on helping students develop self-regulation strategies to ensure their academic and emotional wellness. “Without these tools, students will not be successful in the classroom or in life,” said Phillips. “In order for students to be able to learn and grow, they must understand how to focus their attention and regulate their thoughts and emotions. Without this foundation, their future will be greatly impacted.”