A PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION In Special Education

!"#$%&"'(#)*+,-.+-.*/".0&+1)&2.3#)!!&,,1....44. There is extensive research about self-regulation and how self-regulation, with its attention to a student’s ability to control his/her emotions and behaviour, has been found to contribute to better results in school and life long learning skills. This project describes my journey using action research to explore the following question: How can I successfully implement and teach self-regulation strategies in my classroom? By integrating self-regulation strategies within my Grade 1 and 2 program throughout the year, I reflected, planned, acted and assessed learning, to consider the most effective strategies for teaching self-regulation in a whole class situation. I incorporated self-regulation language and strategies into my teaching and taught self-regulation strategies that met the needs of my students. The results of my experience combined with the results from student data outline strategies I found effective and demonstrate that it is possible to teach primary students about self-regulation. This study shares the structures and strategies that