Calming The Storm
​Regulating Behavior

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A proactive K-12 systemic approach to regulating the
social, emotional, and educational needs of all students
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Click on the tabs above to navigate to the area that best matches your grade level and/or students.
​There you will find the materials needed for each of the 15 Behavior Integration strategies.
The elementary levels will cover grades K-4 and the
Middle School/High School covers grades 5-12.
The items you will want to purchase for use in your classroom are found in
The Store.

Middle School/High School Research

Written By Alesha Bates & Lainey Sandberg  4/23/2019
Emotional Regulation

Emotional regulation and management is defined as how well we can manage and control our emotions, or more precisely, our emotional reactions. 

Task Initiation

Task initiation refers to our ability to be motivated, to take on new tasks, and to stay persevering with those tasks until its completion, even if we encounter challenges 

Flexibility

Flexibility is being able to come up with different ways to solve problems, having many different ideas about how to do something, and thinking outside the box. (Gendron, 2018).

Teachers strive for the lofty goal for all students interacting positively with others. In order to promote more socially skilled and appropriate actions among students,  educators must move beyond simply telling students to stop what they are doing wrong. While educators might tell them which behaviors to avoid, we then need to teach them what they should be doing in those situations. 

Sometimes, the process involves pre-teaching, in which we work to prepare a pupil for the change process through a discussion of the drawbacks of displaying the present inappropriate behavior (e.g., rejection by peers, penalties from school administration), and the benefits of adopting a particular replacement for it.  Many students show specific behaviors because there is a benefit to doing so.

In order to fully convince the students to change their ways, the benefits of the new actions must outweigh those of continuing the old patterns of behavior. The new ways must also be viewed by schoolmates as being acceptable.

Through the implementation of Calming The Storm, we have learned that implementing specific behavior regulating skills positively influence student academics, as well as classroom environment. The students displayed higher expectations for themselves and their peers in the classroom.Students were able to “close the gap” between positive behaviors and positive academic scores.
While the teaching of social skills consumes time during the school day, over the weeks and months we gain back lost academic instructional time as our students display more acceptable behaviors. Our school life becomes easier and more rewarding. The same applies to the school-based and outside lives of students.​​
Morby (2018) has identified the following top ten internal skills to improve on to have a more successful life:

1. Self-confidence
2. Self-awareness
3. Self-compassion
4. Accepting criticism
5. Critical thinking/problem solving
6. Resilience
7. Perseverance
8. Emotional management
9. Perceptiveness
10.    Growth mindset
As our research evolved, we discovered that there are three primary earas of emphasis, in terms of what students struggle with the most, in terms of self management: Emotional Regulation, Task Initiation, and Flexibility.
 

Quote of the Day

Quote of the Day

“One of the hallmarks of social wellness is being inclusive, not exclusive, with our friendship.”
― Laurie Buchanan, PhD
 
it is vital that children learn and have the opportunity to practice the social skills considered appropriate by society.
-Education Playcare (2016).