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Self-regulation skills help students concentrate on learning. Self-regulation is the ability to alter and regulate our thoughts, behavioral responses, and emotions. By helping students control their thoughts and behaviors, Self-regulation is critical for growing as a reader and writer.
Self-regulation includes altering behavioral responses and aligning them with standards, such as social expectations. Students who can successfully self-regulate their behaviors accomplish this by monitoring and suppressing any inappropriate actions or impulses.
Self-regulation can be broken down into three main components:
This type of self-discipline is one of the strongest predictors of academic outcomes in adolescents who typically face greater expectations for academic success and more intense, often self-directed, instruction types than in elementary school. Students with poor self-regulation skills are at greater risk for low academic achievement and emotional and conduct problems, all of which can lead to higher dropout rates in adolescence. However, students with strong Self-regulation skills are more likely to be able to overcome risk factors, like growing up in poverty, and become proficient readers.
Physically acting out a text or enacting major themes from texts enhances reading comprehension, particularly as texts become more complex.
When annotating, students engage deeply with a text and make their thinking visible while reading.
Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Checklists and rubrics help students understand expectations as they navigate more complex tasks and assignments.
When peers are able to work together to plan, draft, edit, and revise during the Composition process, their writing quality improves.
When students express information visually, they are activating more cognitive processes while problem solving and increasing their experience with alternate texts.
As part of a varied curriculum, explicit instruction in reading comprehension strategies from teachers can help older students use strategies meaningfully and flexibly.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
Interpreting and composing discipline-specific texts requires tailoring literacy strategies, like annotating or asking questions, to the disciplinary goals and practices.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
As students move through multimodal stations pertaining to a particular unit, the social and physical nature of the activity supports deeper understanding.
Setting overall goals with actionable steps for achievement can help students feel more confident in their skills and abilities.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
Having private or semi-private spaces where students can go to support Self-regulation and individual deliberate practice.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
When students provide constructive feedback on each other's work, they learn to give relevant suggestions, receive specific ways to improve their writing, and engage in Metacognition.
Maintaining consistent routines, structures, and supports ensures that students are able to trust and predict what will happen next.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
When teachers provide students with model texts for their writing, they learn to identify effective elements to incorporate into their own writing.
When students explain to others, they deepen their understanding and gain confidence in their learning.
Student reflection on learning, particularly when done collaboratively, is critical for moving knowledge of content and strategies into Long-term Memory.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Giving students voice and choice in their learning is critical for making learning meaningful and relevant to them.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
Think-pair-share encourages meaningful student discussion by allowing for extra processing time and multiple shares.
Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades.
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