How Does the Higher the I C, the Faster the Kids Get to Metaphysical Cognition?

Self-regulation is often discussed in the context of emotions. Emily Kircher-Morris talks with Dr. Richard Cash, author of Self-Regulation in the Classroom, about educational self-regulation. When should we expect students to show signs of maturity that indicate they are ready to learn self-regulation? How can we teach them? Catch the discussion, along with Q&A from listeners, and much more, on episode 16 of Mind Matters.

About the guest - Dr. Richard M. Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. He then attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in Elementary Education. Dr. Cash later obtained a Masters in Curriculum and Instruction from the University of St. Thomas in St. Paul, Minnesota. He returned to St. Thomas and received a doctoral degree in Educational Leadership.

Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington, MN Public Schools. He now provides workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. He’s the author of Self-Regulation in the Classroom: Helping Students Learn How to Learn, from Free Spirit Publishing.

Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.