Impulse/Inhibitory Control- This is the ability for an individual to control their attention, the ability to resist distractions and inhibit irrelevant reactions. This control appears as an individual controls their immediate response to a stimulus in the environment. In the classroom this appears in the form of a student resisting the urge to shout out, or the ability to resist an inappropriate action.
Break Cards Strategy
Though token economies can be a good classroom management strategy, they tend to create bigger issues if students do not earn the "reward." These strategies can be seen as external regulation strategies, not necessarily teaching students how to self regulate. As an alternate strategy, provide students with choice of how, when and where they regulate themselves, within defined limits.
As an example of how this strategy works, students are able to work however they need to in order to find success, whether that may be getting up and walking around or standing up to work. Each student is given 3 break cards to be used whenever they need a break, not including water and bathroom breaks. This strategy allows students to have choice in how they perform in the classroom, as well as giving them an out when they need it before matters escalate.
As an example of how this strategy works, students are able to work however they need to in order to find success, whether that may be getting up and walking around or standing up to work. Each student is given 3 break cards to be used whenever they need a break, not including water and bathroom breaks. This strategy allows students to have choice in how they perform in the classroom, as well as giving them an out when they need it before matters escalate.
Fidget Tools
Fidget tools can be considered as a great self-regulation strategy if used properly and appropriately. Although fidget tools have been called toys, they should not be categorized as toys. Fidgets should be used as tools that students use to stay on task and to help regulate their energy. There is always a time and place for fidget tools. They should be utilized after instruction, so that students can focus first on what is asked of them and they should also be used in a quieter place such as the carpet, or a corner in the room so that the student can have a break to organize their thoughts, use their fidget and then come back to the group. This strategy is a great example of the impulse/inhibition control executive function if used properly, as the tool will control their attention, and help the student to resist any urge to shout out/react in class.
Student Led Classroom Rules
Creating class rules as a class is a simple way to create an understanding and accountable classroom. At the beginning of the year the teacher and students creates a list of expectations that all members of the classroom have to adhere to. The teacher then holds the students accountable by creating some form of contract that the students will sign. This class list then is posted somewhere in the classroom and revisited when a student does not adhere. This community building activity will prepare students for the expectations of real life and adhering to different rules and expectations whether its at their future job, or even the law. This creates a sense of self-regulation as the student monitors their own performance within the guidelines and then self corrects.
How did these strategies work for you? Was there a better way of implementation or any information that we forgot? Please use the comment section below to provide us and our users with more information about this toolbox.