How intentional are you about the climate you create?
As educators it’s important to remember that self-care is not selfish. How we intentionally develop our ability to self-regulate and deal with emotions is pivotal to how we are able to educate our students.
Students come into our classrooms with a wide range of experiences. Some are deeply attune with their emotions, while other are still developing the ability to regulate their emotions.
It is up to us, as educators, to create a climate in which students are inspired and supported. This starts with intentionally developing your personal practice in being mindful and positive.
About ASSET’s Personal Practice Toolkit
ASSET started with the focus of equipping teachers with a research-backed SEL curriculum designed to help students reduce stress and increase resilience.
In our work with educators ranging from the Carolinas to California, we noticed a trend. Teachers needed supports in how to develop their personal ability to regulate their emotions.
This prompted us to create ASSET’s Personal Practice Toolkit. This toolkit enables teachers to develop a mindful and positive classroom climate. It is a toolkit of “turning towards.” We are turning towards our thoughts, feelings, and actions. Strengthening this ability to look within builds self awareness, which, as you’ll learn over the next six weeks, directly contributes to increased happiness, resilience, and well-being.
Why self-regulation is so important for teachers
Students respond to your cues. If you struggle with controlling your emotions during a stressful moment, your students will do the same. This is why the ability of teachers to mirror positive emotional regulation is so important.
In order to best support your students, you must first start by looking inward. Remember you create the climate of your classroom. When students see us practicing self-awareness, managing our stress, and self-regulating, they then are better able to mirror that behavior as well.