Self-regulation is a limited capacity resource meaning that it can become depleted over the course of the task or day, or can become drained when students are spending much of their energy working to focus in the classroom.
Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research.
Hock, M. F., & Mellard, D. F. (2011). Efficacy of learning strategies instruction in adult education. Journal of Research on Educational Effectiveness, 4(2), 134-153.
Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, laptops or tablets, models, and resources to support student practice.
Teachers can also set up math centers where a student teaches, with the classroom teacher's support, a concept to a group of students who are still developing their understanding of the concept.
Digital tools can provide more reciprocal teachers and learners for students beyond their classroom walls.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research.
Kispal, A., & National Foundation for Educational Research. (2008). Effective teaching of inference skills for reading. Literature Review. Research Report DCSF-RR031. National Foundation for Educational Research.
Antia, S. D., Kreimeyer, K. H., Metz, K. K., & Spolsky, S. (2003). Peer interactions of deaf and hard-of-hearing children. Oxford Handbook of Deaf Studies, Language, and Education, 1, 164-176.
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