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Self-RegulationChrisHillMarch18,2004Self-RegulationChrisHillSelf-RegulationDefinedThestandardswesetforourselves,theextenttowhichwemonitorandevaluateourownbehavior,andtheconsequencesweimposeonourselvesforoursuccessesandfailuresareallaspectsofSELF-REGULATIONSelf-RegulationDefinedThestaComponentsofSelf-RegulatedBehaviorSelf-DeterminedGoalsandStandardsSelf-MonitoringSelf-instructionsSelf-EvaluationSelf-ImposedContingenciesComponentsofSelf-RegulatedBSelf-RegulatedBehaviorChartBeforetheResponseSelf-DeterminedGoalsandStandardsDuringtheResponseSelf-MonitoringSelf-InstructionsAftertheResponseSelf-EvaluationSelf-ImposedContingenciesSelf-RegulatedBehaviorChartBSelf-DeterminedGoalsandStandardsPeoplesetgoalsforthemselvestoachieveWealsomakestandardsforthebehaviorthatisbestsuitabletoachievethegoalsDifferentpeoplehavedifferentgoalsStudentsaremorelikelytobemotivatedbyself-determinedgoalsratherthangoalsthataregiventothemSelf-DeterminedGoalsandStanSelf-MonitoringInordertobewellself-regulatedwemustobserveoneselfinactionwhichiscalledself-monitoringStudentsarenotalwaysaccurateatobservingtheirbehaviorSelf-focusedobservingandrecordingcanmakechangesinapersonsbehaviorExample:ifastudentwritesdowneverytimethattheyinterruptclass,theywillseehowmuchtheydoitandbelesslikelytodoitasoftenSelf-MonitoringInordertobeSelf-InstructionsSelf-InstructionsareawaytoteachkidstoremindthemselvesaboutappropriateactionsAneffectivewaytoteachstudentstogivethemselvesinstructionswouldbethisfivestepapproach1.Theteachermodelsself-instructionbyrepeatinginstructionsaloudwhilesimultaneouslyperformingtheactivity2.Theteacherrepeatstheinstructionsaloudwhilethestudentperformstheactivity.3.Thestudentrepeatstheinstructionsaloudwhileperformingtheactivity4.Thestudentwhisperstheinstructionswhileperformingtheactivity5.Thestudentssimply“thinks”theinstructionswhileperformingtheactivitySelf-InstructionsSelf-InstructSelf-EvaluationStudentswilleventuallylearntojudgetheirbehaviorsSomewaystoencourageself-evaluationare:Assembleportfoliosofwhattheythinkistheirbestwork,withself-evaluationsofeachentryWriteindailyorweeklyjournals,inwhichtheyaddressthestrengthsandweaknessesoftheirperformanceParticipateinpeerconferences,inwhichseveralstudentsdiscusstheirreactionstooneanother’sworkSelf-EvaluationStudentswilleSelf-ImposedContingenciesTherearemanydifferentresponsesthatstudentscanhaveofthemselves.Notallcontingenciesarejustmental,sometimespeoplecanrewardthemselveswithspecialperksiftheyaresatisfiedwiththeirwork.Example:Ifsomeoneishappywithaperformancethattheygave,theywouldmakespecialtimetodosomethingfun.Self-ImposedContingenciesTherSelf-RegulatedLearningStudentsmustregulatetheirbehaviorandtheirowncognitiveprocess.Suchastheprocessesbelow.Goal-SettingPlanningAttentionControlApplicationoflearningstrategiesSelfmonitoringSelf-EvaluationSelf-RegulatedLearningStudentSelf-RegulatedProblemSolvingTohelpstudentsdealmoreeffectivelywithsocialconflictsandotherinterpersonalproblems,wemightaskthemtotakesomeofthefollowingsteps:DefinetheproblemIdentifyseveralpossiblesolutionsPredictthelikelyconsequencesofeachsolutionChoosethebestsolutionIdentifythestepsrequiredtocarryoutthesolutionCarryoutstepsEvaluatetheresultsSelf-RegulatedProblemSolvingSelf-RegulationwithSpecialNeedsStudentsSpecialNeedsstudentsareamongthoseingreatestneedofself-regulationSpecialNeedsstudentsaremorelikelytobenefitwhentheyhavegoalsthattheycanaccomplishSelf-RegulationwithSpecialNReferences

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