Self-Regulation: A Guide for Educators and Parents
Summary
This episode explores self-regulation with Dr. Richard Cash, breaking it down into affective, behavioral, and cognitive dimensions. It highlights how emotions directly impact learning, the necessity of teaching metacognitive skills, and the roles of both educators and parents in supporting self-regulation at home and in school. The discussion also addresses the unique needs of twice-exceptional learners and effective strategies for fostering emotional literacy and accountability.Episode description
On episode 252, Dr. Richard Cash and Emily Kircher-Morris talk about the importance of self-regulation in education. They discuss the emotional, behavioral, and cognitive aspects, the critical role emotions play in learning, and the necessity of teaching metacognitive skills to students. It's not only about school, they discuss parental support in developing self-regulation at home, and the unique needs of twice-exceptional learners. This is an updated version of an encore conversation.
Takeaways
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Self-regulation consists of emotional, behavioral, and cognitive dimensions.
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Emotions significantly impact a child's ability to focus and learn.
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Metacognition involves reflecting on one's own thinking processes.
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Teaching kids to manage their feelings is crucial for learning.
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Parents should actively listen to their children to support self-regulation.
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Every child is unique, and teaching should reflect that individuality.
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Reflection time is often lacking in the school day.
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Homework should be reframed as home study to promote self-regulation.
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Dr. Richard M Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. He then attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in elementary education. Dr. Cash later obtained a master's degree in curriculum and instruction from the University of St. Thomas in St. Paul, Minnesota. He returned to St. Thomas and received a doctoral degree in educational leadership.
Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington Public Schools in Minnesota. He now provides workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. He's the author of Self-Regulation in the Classroom: Helping Students Learn How to Learn.
BACKGROUND READING