Once students start building self-awareness through self-assessment, another helpful tool is using visuals to support self-regulation. Visual reminders can help students quickly recognize when they need to regulate. Visuals are especially useful for younger students or those who struggle with verbal communication.
Visuals give students something concrete to refer to, helping them quickly understand and act on their feelings without always needing to put them into words. They can be used to remind students of calming strategies, set expectations, or guide decision-making throughout the day. Some ideas I enjoy using in my classroom to promote students to independently manage their learning include creating and using emotion charts, calming posters and visual schedules.
An emotion chart is a visual which uses different faces that represent various emotions. Students point to how they feel. This helps them identify their emotions and opens the door for self-regulation. It also creates an opportunity for the educator to ask questions and provide support where needed.
Calming strategy posters are a great tool in the classroom. You can create posters with visuals that show different calming techniques, like deep breathing, counting to ten, or listening to music. To make them even more meaningful, I co-create these posters with my students. It’s a fun way to personalize them and make everyone feel involved in the process.
I’ve found that creating a visual schedule really helps students stay on track throughout the day. It can be just pictures—or, a simple daily schedule with checkboxes beside each task works just as well. Students can mark off completed tasks, giving them a sense of accomplishment and control. I also like to include breaks or fun activities to naturally incorporate self-regulation into their routine. While I originally used visual schedules for students who needed extra support, I’ve realized this visual work wonders for all students in the classroom. It’s a simple way to give everyone a little more structure and independence in their day.
In order to use visuals effectively, make them visible and accessible. Place visuals where students can easily see them and refer to them as needed. For example, you may want to use a clipboard with velcroed pictures, or hang them in a nearby calming corner.
Take the time to teach students how to use the visuals—it’s so important! Trust me, I know it can feel like just one more thing on your never-ending to-do list, but walking them through each tool and practicing together will make a huge difference. When students know exactly what to do when they’re feeling overwhelmed or unsure, it’s a total game-changer. It might take a bit of extra effort at first, but I promise, it’s worth it in the long run!
Finally, be consistent with visuals—they work best when they are a regular part of your classroom routine. Keep referring to them and gently reminding students to use them when needed. Check in to see how they are working for each student, and don’t be afraid to model how to use a specific visual yourself. Making them a natural, everyday tool helps students see their value and use them proudly!
In my teaching journey, visuals have helped me in so many ways in the classroom. I’ll never forget one time when two students was really upset while I was handling another issue. Instead of needing to intervene right away, I simply pointed them to the tool they needed (e.g., calming strategy poster to use noise cancelling headphones, and deep breaths), and they were able to calm themselves down. Visuals make self-regulation so much more accessible for all students, offering an easy, non-verbal way to pause, check in, and refocus energy. There is something so rewarding about seeing a student use a tool to self-regulate independently—it’s a powerful reminder of just how impactful our work really is.
For additional reading on self-regulation check out:
Fostering Self-Regulation Through Self-Assessment: Strategies for the Classroom Part 2
