49 49 FREE SPIRIT PUBLISHING PROFESSIONAL RESOURCES Big Conversations with Little Children Addressing Questions, Worries, and Fears Grades Pre·K–3 Pub Date: April 2022 Paperback 228 pages Trim Size: 8.5 in. x 11 in. 9781631986321 by Lauren Starnes Strategies and Tools for Self-Regulation in the Classroom Boost Student Focus and Meet Learning Goals Grades 3–12 Pub Date: December 2025 Paperback 256 pages Trim Size: 8.5 in. x 11 in. 9798885549844 by Dr. Richard M. Cash PART I: Fostering Confidence for Learning Engagement and confidence are two fundamental psychological constructs that often intersect and influence each other. This intricate relationship can significantly impact students’ performance, well-being, and overall success. At its core, engagement is the ability to focus and resist distractions—a challenge in a world filled with distraction. Technology and media, emotional responses and physical needs, interaction and isolation—they all constantly compete for students’ attention. And they all affect students’ abilities to stay involved, committed, and enthusiastic about activities or tasks in the classroom. Confidence is feeling sure of oneself and one’s abilities and secure in what one can accomplish. It is not about arrogance or about feeling or being better than others. Confident learners are more likely to ask questions, seek help, acknowledge mistakes, take charge of their learning, set realistic goals, and put forth effort. In other words, confident learners are more likely to engage in learning. Confidence is characteristic of self-regulated learners. And it is not limited to the affective dimension of SRL. Confident learners know the value of hard work and of putting effort into building their skills. They also must keep in check their internal dialogue and sense of self-belief to build self-efficacy, or trust in themselves to analyze their performance and make necessary adjustments. The strategies in this section can assist you in developing confident, engaged, and self-regulated learners who are ready to take ownership of their learning. Helps teachers build students’ self-regulation and executive-function skills like goal setting, active listening, and time management with practical strategies. · Brief lessons that fit perfectly into morning meeting, advisory, or homeroom schedules · Features student-facing activities, reflection questions, and informative passages · Written by Dr. Richard M. Cash, a recognized leader in gifted education Be prepared to respond to a wide range of potentially tough questions and sensitive concerns posed by young children. · Provides guidance on how to approach specific topics related to family, illness and death, social issues, and upheaval and violence · Fully based in developmentally appropriate practice, this book helps educators support young children in a way that preserves their dignity and innocence when they encounter world and social events in addition to honoring the family’s preferred approach · Empowers educators and families to answer sensitive or tough questions children pose, respond to their worries and concerns, and be prepared for an ongoing dialogue
