Developing Self-Regulated Students Kelly Armfelt and Michelle Nathan
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: • Organized • Active Thinker (metacognition) • Collaborates easily with others • Makes good choices • Motivated
Build These CompetenciesThroughClassroom Management • Classroom Structure/Procedures • Consequences (positive and negative) • Goal Setting • Interventions for At Risk Students
Classroom Structure/Environment • Student Centered vs. Teacher Centered • Encourages Collaborative Learning • Many Leadership Opportunities • Guidelines vs. Rules
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 • Specific • Challenging but attainable • Truly Committed
At Risk Students • Develop Self Control Program • Buddy System
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 • 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 • 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 • 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.
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.