Regulated Classroom© v Traditional SEL
The Regulated Classroom© |
Traditional SEL |
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The Regulated Classroom© starts with the educator— establishing a foundation for co-regulation where learning can occur. |
Traditional approaches to SEL focus almost exclusively on the student and student behavior management. |
The Regulated Classroom© acknowledges that not all behavior is a choice. That the fight, flight, or freeze response hardwired into our bodies can situationally block our ability to choose behavior. |
Traditional approaches to SEL rely on a student's ability to think rationally, assess a situation, and make choices about their behavior. |
The Regulated Classroom© is based on tools and practices to restore calm, rational thinking by establishing felt safety. |
Traditional approaches to SEL are often curriculum-based, focused on students developing skills to assess situations and then apply learned behaviors. |
The Regulated Classroom© is a collection of tools and practices embedded as needed in regular classroom activities and instruction time. |
Traditional approaches to SEL commonly include lesson plans presented at scheduled SEL instruction time. |
The Regulated Classroom© is primarily informed by Polyvagal Theory, the work of leading neuroscientists and the field of occupational therapy. |
Traditional approaches to SEL are primarily informed by the field of cognitive psychology and behaviorism. |