How does building common language and consistent routines help develop self regulation in students while building classroom community and connection?

Why ask this question?

We are noticing that students are struggling more with self regulation than in previous years.  In our K/1 classrooms, students are unable to attend for even short periods of time, sitting still is challenging, sharing of materials and taking turns often requires teacher intervention.  There seems to be a lack of connection and problem solving often involves physical altercation.​

Many children are coming to school without basic skills such as holding a pencil, using scissors, or zipping up a jacket independently.

How has your inquiry made a difference for students?

As the year progressed, students developed connections with peers and teachers.  In using common language, it gave everybody a structured starting point to reference and build upon.  The common language became the culture of our classroom is woven into all areas of the curriculum.  The language was incorporated into our Kindness Circle, breathing/calm down activities, morning routines, Centre Time, and story time. We have noticed that students are using this language to problem solve and to correct one another in a respectful way.  This has been an essential tool for building a meaningful community.

What are the next steps?

Our school is developing a model for common language.  We have recently engaged in Pro-D as a staff to create a matrix.  Our matrix is built around “Jessie Wowk Cares”… Care for Place, Care for Others, Care for Self.  We would like to use this broader language to build upon school community as an extension of what we have seen develop in our classrooms.