How will implementing targeted lessons and activities on self-regulation and social skills affect my first grade classroom environment?

Stephanie Stang


Seminar Title


How will implementing targeted lessons and activities on self-regulation and social skills affect my first grade classroom environment?


Concept/Strategy

Focus of the Research


Communication/Social Skills, Self-Regulation, Environment, Relationships


Grade Level

Research Was Applied


1st Grade


Relevant Grade Level

Connections


Kindergarten


Discipline

Where Research Was Applied


Other


Additional Discipline Areas

I see Application to


Social Studies


Invitation/Commercial


Have you ever felt like a courtroom judge in your own classroom? From banging your gavel to regain order in court, to solving problems, calming disputes, and deciding sentences? My action research project focus on teaching my students to be independent problem solvers, to self-regulate, and to effectively communicate with their peers. I am excited about my research because it has created a classroom environment that is different than I have experienced before. While reflecting on my action research my biggest epiphany was, “What have I not done this before?!” If you are looking for simple yet impactful ways to encourage your primary students to self-regulate, develop social skills, and be problem solvers, this is the session for you!


Abstract


My action research project focuses on developing essential social skills and self-regulation strategies for my students. The question that guided my research was: How will implementing targeted lessons and activities on self-regulation and social skills affect my first grade classroom environment? After reviewing several studies and sources, there were two common themes. The first was that students ability to self-regulate was a better predictor of their life-long success than a test score. The second theme was the importance to explicitly teach and allow students to apply social skills consistently and naturally. I strive to create a classroom environment that is conducive for my students to feel safe, valued, and welcomed. I also aim to create and foster learning opportunities that promote my students to become more independent and successful problem solvers. My research has lead me to implementing weekly social skills lessons and time dedicated each day to applying the taught social skill. My students have also learned what it means to to be a whole body listener and how to solve problems using three strategies: talking (using I-messages), walking away, or telling an adult if the first two do not resolve the issue. I have noticed that my students need fewer reminders to stay focused and complete a task, are more aware of what it means to use self-control, and rely less on me to help solve problems that occur throughout the day. With the amount of growth that I have witnessed over the past few months, I am eager to continue to reinforce these essential elements and to watch my students flourish. I am hopeful that my students who struggle to self-regulate will continue to practice applying strategies I have taught them and for all of my students to become even more independent, socially appropriate, and strong problem solvers.