Exploring a self-regulation program in a multi-grade inclusive classroom
This self-study explores lessons learned from teaching self-regulation in a multi-grade inclusive classroom. Using general observations and reflections in my researcher journal I explore my own teaching practice and ways to improve it as I implement the Alert Program® in an attempt to support student self-regulation in my classroom. Not everything went as planned and the self-study aspect of research enabled me to reflect on my teaching and develop new ways to approach my students’ learning needs as well as my needs as the teacher. Hands-on activities, flexibility, and balancing pressures were key findings in this self-study. These findings can provide some insight for other teachers who may be looking to implement a self-regulation program such as the Alert Program® or otherwise consider self-regulation strategies in inclusive classrooms.