How might the implementation of social-emotional learning and mindfulness impact my student’s ability to self-regulate?
Sharon Nokovic
Seminar Title
How might the implementation of social-emotional learning and mindfulness impact my student’s ability to self-regulate?
Concept/Strategy
Focus of the Research
Mindfulness
Grade Level
Research Was Applied
Elementary
Relevant Grade Level
Connections
Elementary
Discipline
Where Research Was Applied
Special Education
Additional Discipline Areas
I see Application to
All Disciplines
Invitation/Commercial
You have seen it. You have heard it. You have felt it. The moment you realize your student is (or is about to become) emotionally and/or physically dysregulated. What if I told you there is a way you can empower your students so they are able to recognize their emotions and use strategies that will help them before they become dysregulated? Or, if they do become dysregulated, a way to safely and appropriately self-regulate? I implemented social-emotional learning and mindfulness practices with my 3rd and 4th grade special education students during our daily social skills lessons. However, these practices are beneficial, appropriate, and recommended for any elementary grade level student, regardless if they receive special education services or not. If you have students who become dysregulated and you want to learn research-based strategies that will help self-regulate their minds and bodies, then this is the session for you! Please join me so you too can discover how implementing social-emotional learning and mindfulness into your daily classroom routine will contribute to creating calmer students and a calmer classroom.