According to emotion researcher James Gross, when we regulate our emotions, we are using processes that impact “which emotions we have, when we have them, and how we experience and express them.” These processes are used with both pleasant and unpleasant emotions, and can be done either consciously (biting one’s nails when nervous) or unconsciously (expressing happiness when receiving a so-so gift).
With mental health in students continuing to decline, according to Forbes, K–12 schools and educators are looking for the best ways to support those who are struggling without sacrificing learning. A renewed focus on social-emotional learning in K–12 classrooms is one way districts are trying to help students overcome the increased levels of stress and trauma many have experienced during the past two and a half years. However, providing social-emotional learning lessons alone may not be enough to equip students with the non-cognitive skills they need to effectively process their emotions.
Read More
As teachers, we sometimes make the assumption that students come to us “ready to learn.” Although we’d hope students would be able to easily follow classroom procedures and routines from the get-go, that’s not always the case.
Read More
When focusing in class becomes a problem, you may want to turn to fidget toys for help. Fidgets can be small toys or school supplies that appeal to the senses and may help students manage their behavior—especially their attention—while in class. Squeeze toys are familiar types of fidget toys. These include stress balls, but they can come in kid-friendly shapes including animals and characters.