How do we effectively teach social skills? Helping students with cognitive impairments. How to identify behaviours, as opposed to speculating/managing? (Mark R Isfeld Secondary)

How does a explicit teaching of self-regulation affect learning in the classroom?(Valley View Elem)

How can online and face to face SEL resources improve the students’ social and national knowledge? (MindUp, Breathwork) (Navigate/NIDES)

Does Yoga, meditation, and mindfulness reduce anxiety and improve self-regulation?

Exploring various methods in helping students to self-regulate.(intermediate)

How can Design Challenges stimulate student involvement over mixed grades?

What lessons, tools, and strategies can we use to help students develop self regulation skills in real-life situations?

Explore strategies for how to avoid exclusion by peers through developing and promoting communication skills, self advocacy, and self identity (ASL).

Students will learn to be self-aware of individual abilities (self and others) by using a different language (ASL – sign language) in order to communicate with others.

Does an intentional, structured group learning approach for social skill development result in the formation of friendships and relationships between students who have communication differences (i.e. who use alternative and augmentative communication systems) with each other and with students within the greater school community?

In what ways do therapy dogs benefit students in a learning environment?(Miracle Beach Elem)

How can we use therapy dogs to support our students with anxiety, help them self-regulate and boost their reading confidence?(Courtenay Elem)

Will coaching specific students on “socially savvy” behavior help them regulate themselves within school groups? (Elementary)

What is the effect on the (students and) school community when self regulation skills are taught? (includes resources and student friendly videos on brain research from Jungwirth’s blog (all grades).

How can we help our students be more available for learning? (Grades 2-6)

How do we reduce anxiety in our students, how do we improve social awareness? (Grades K-7)

How to develop unified positive behavior support strategies to better support our students?

Will the use of varied self-regulation strategies, including the Mind-up program, improve student focus and therefore, achievement? (Grade 3)     (Click here to learn more about Mind-Up)

We read Calm, Alert and Learning by Stuart Shankar and discussed each chapter. Next we developed lessons around picture books related to self- regulation topics such as blurting, and being accountable.


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