Developing self regulated students
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Developing Self-Regulated Students. Kelly Armfelt and Michelle Nathan. Background Information. Teach students in high poverty areas - parents less time to teach skills

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Developing Self-Regulated Students

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Developing self regulated students

Developing Self-Regulated Students

Kelly Armfelt and Michelle Nathan


Background information

Background Information

  • Teach students in high poverty areas

    - parents less time to teach skills

  • ESL Students

    -different societal norms/expectations

  • Students with Disabilities

    -requires more patience and one on one support


A self regulated learner

A Self-Regulated Learner:

  • Organized

  • Active Thinker (metacognition)

  • Collaborates easily with others

  • Makes good choices

  • Motivated


Build these competencies through classroom management

Build These CompetenciesThroughClassroom Management

  • Classroom Structure/Procedures

  • Consequences (positive and negative)

  • Goal Setting

  • Interventions for At Risk Students


Classroom structure environment

Classroom Structure/Environment

  • Student Centered vs. Teacher Centered

  • Encourages Collaborative Learning

  • Many Leadership Opportunities

  • Guidelines vs. Rules


Consequences

Consequences

  • Natural vs. Punitive

  • When giving rewards, they are immediate , specific, shaped

    (Skinner’s Operant Conditioning)

    Key: Children understand their misbehavior and are given solutions to change.


Goal setting

Goal Setting

  • Specific

  • Challenging but attainable

  • Truly Committed


At risk students

At Risk Students

  • Develop Self Control Program

  • Buddy System


January

January

  • Thinking about at risk students

  • Each team chooses two students deemed at risk

  • Agree to meet with student and parents for initial two conferences to discuss program with child and parents

  • Meet with child twice a month to monitor progress

    Keeping parents involved as much as possible


February

February

  • Watch Consistency Management Cooperative Learning video of teacher with students in cooperative learning groups

  • Pair with colleague to video tape lesson using cooperative learning groups

  • Discuss where they see self-regulated students and what can be done to improve

  • Report experience during March meeting


March

March

  • Report experiences with cooperative learning video

  • Discuss the importance of metacognition in building self-regulated students

  • Watch CMCD video where teachers discuss ways they acknowledge good behaviors and redirect misbehaviors

  • Teachers will journal this month focusing on ways they have redirected misbehavior , encouraged positive behaviors, provided time for students to build metacognition


April

April

  • Speaker addresses classroom environment structure.

  • Teachers bring in picture or sketch of classroom

  • Group with colleagues to discuss benefits and limitations of environment when encouraging student centered environments that develop self-regulated learners.


Developing self regulated students

May

  • Discuss progress with at risk students and teams will collaborate with students next year teacher to discuss progress throughout the year and goals for the upcoming school year.

  • Create goals for next school year.


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