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I recently gave a talk entitled, “What Stuart Leaves” which focused on how districts can maintain the momentum after Stuart Shanker has ignited interest and curiosity in self-regulation.

Over the last five years I have regularly written about Stuart, and his influence on our work with self-regulation.  This post from 2010, is my most read post ever.   It has been wonderful to see the growth of self-regulation in our district – like the stories told from our schools in this post from 2013.

We have an amazing group of teachers and administrators taking the lead with our work in self-regulation.  Over the last five years, it has become key to how we think about learning.  Self-regulation, along with inquiry and digital access have been ongoing themes and over-arching pillars in our work across the district.

My recent keynote presentation shared some of our experiences in West Vancouver at the Canadian Self-Regulation Initiative Roundtable (if you are reading this via email you may need to open in a browser to view slides):

So what are the key learnings we have had over the last five years in West Vancouver:

  • Self-regulation is about the culture we want and the way we want to think about kids and learning
  • Self-regulation has entry points for students and teachers at any grade across subject areas
  • Being inspired is a good first step and there are some very powerful outside voices who can provoke a community
  • There is great power in the research and the science that supports the work that is happening in schools
  • Building a strong district team is important – it needs to be part of some people’s portfolio
  • Self-Regulation is a “big tent” and there are numerous initiatives, programs and practices that connect to our work from MindUP to Zones of Regulation to secondary mental health literacy
  • It is important to continually tell our stories over and over – to staff, parents and beyond our district
  • Self-regulation should be a focus across the organization from assessment and reporting to facilities planning
  • Self-regulation connects many of our staff with the reasons they got into the profession and their passion for making a difference for every child

The greatest shift in our schools over the last five years hasn’t been the increase in the use of technology, or the move to inquiry based learning.  While both have been important, it is through the self-regulation lens that we have had and continue to have the conversations about creating the optimal learning conditions for every child.  We have learned and continue to learn from the science, and our classes look and feel different.

To stay connected to Stuart Shanker’s current work, check out the MEHRIT Centre website and follow Stuart and his team on a variety of social media channels (all links are on the website).  Stuart’s recent blog post here about the myths of self-regulation is a great read.

Stuart was very clear when he spoke with all staff in our district 4 years ago, “There is no such thing as bad, stupid or lazy kids.”  So simple, so clear and something that guides our work.

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