Robbie is a six-year-old boy who loves to draw and likes learning to write his letters at school. However, he is having great difficulties trying to write a series of letters to make words. Although he is usually calm and self-controlled, he becomes so frustrated with his writing task that he throws his pencil on the floor and tears up his paper. For the first time, he turns his back to his
teacher when she is talking to him. What might the teacher do to help Robbie have more emotional self-regulation in this situation?
What will be an ideal response?
In addition to his own self-evaluation, it would be useful to know what standards (i.e., "display rules") Robbie is using to evaluate his performance. The work of Schunk and Zimmerman can be applied to helping Robbie develop more self-regulation. More specifically, the teacher may help Robbie self-regulate by asking him to observe others and imitate their approach. Robbie's teacher should model a strategy he can use to regulate his emotions when he gets frustrted. She can ask him to demonstrate what he will do next time rather than throwing his pencil and tearing his paper.
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Which of the following does not apply in regards to releasing a child from your care?
What will be an ideal response?