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"Everyone’s self-control is a limited resource; it’s like muscle strength: the more we use it, the less remains in the tank, until we replenish it with rest."   This is the observation of Jeremy Dean in his book Making Habits, Breaking Habits: Why We Do Things, Why We Don’t, and How to Make Any Change Stick (Da Capo Lifelong Books, 2013).  Dean continues...

"In one study of self-control, participants first had to resist the temptation to eat chocolate (they had a radish instead); then they were given a frustrating task to do.  The test was to see how long they would persist.  Radish-eaters only persisted on the task for about 8 minutes, while those who had gorged on chocolate kept going for 19 minutes.  The mere act of exerting willpower saps the strength for future attempts.  These sorts of findings have been repeated again and again using different circumstances.

"We face these sorts of willpower-depleting events all day long.  When someone jostles you in the street and you resist the urge to shout at them, or when you feel exhausted at work but push on with your email: these all take their toll.  The worse the day, the more the willpower muscle is exerted, the more we rely on autopilot, which means increased performance of habits.  It’s crucial to respect the fact that self-control is a limited resource and you are likely to overestimate its strength.  Recognizing when your levels of self-control are low means you can make specific plans for those times."

Two Great Resources for Teachers

The Intentional Teacher - Revised Edition

How do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that respond to children's interests and focus on what they need to learn to be successful in school and life.

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Powerful Interactions: How to Connect with Children to Extend Their Learning

A teacher interacts with the children all day long, building the warm and responsive relationships in which young children learn best. But interactions in which teachers intentionally promote learning can be few and far between, with a "Powerful Interaction" only lasting a few minutes. In those few minutes, however, the teacher tunes out any distractions, tunes into the child, and then presents a learning experience tailored to that child at that moment. This book will guide you through the three steps of a "Powerful Interaction" in a series of self-guided lessons enlivened with tips, hints, invitations to reflect, and vignettes.

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