The Farnley Academy strives to ensure that excellent, consistently applied behaviour systems make clear the expectations of students, however students themselves display self-regulated student behaviour, clearly knowing the difference between right and wrong and actively seek to coexist with all students and staff in our community.
Self-regulation is the ability to manage our own behaviour and subsequently our reactions to this. Alongside this, it is having the ability to respond to the ongoing demands of students experiences through a range of emotions in a manner that is socially tolerable.
Someone who has good emotional self-regulation has the ability to keep their emotions in check. They can resist impulsive behaviour that might negatively impact their situation, and they can self-motivate themselves when needed. They have a wide range of emotional and behavioural responses that are well matched to the demands of their everyday environment.
Last week the student received an assembly to develop strategies and methods to enable students to efficiently self-regulate their behaviour in the classroom, around the academy and within the wider community. Alongside becoming kind, ambitious and resilient students.