Supporting all learners to develop their personal potential through the social-emotional competences of self-determination and self-regulation
As the education system in British Columbia is shifting to embrace the research and understanding of how students learn most effectively, educators have been tasked with providing opportunities for students to work through academic understandings and for students to develop the social-emotional competencies that will impact their future success. In this current educational context, I saw that there is a place for me to explore the teaching of social-emotional skills and competence through the redesigned BC curriculum’s Core Competencies. The research suggests that if a student has the social-emotional competence of self-determination, they are focused on reaching a goal through having a growth mindset, grit and autonomy. Learners thrive when they are able to self-regulate their emotions and actions in order to reach a specific learning goal. In this thesis project, I have developed a unit plan accompanied by a detailed rationale about the necessary elements needed to create a safe learning environment in which students are able to learn deeply through self-determination and self-regulation. To fully understand the impact to students of directly teaching the Core Competencies, further research and action is required to discern how to ask students to authentically reflect on their learning.