Definitions
Responding to student questions with hints, in a way where students are able to value questioning
Scaffolding
Goal is to create a warm emotional temperature in the classroom using high levels of approval to reinforce good behaviour.
Creating a reinforcing classroom environment
Kids have 3 self-system needs that underlie self-regulated learning
Relatedness, autonomy, competence
Goal is for students to learn for themselves, not in reaction to teaching
A self-directed process where learners turn mental abilities into academic skills
Self-Regulation
Giving positive feedback for appropriate behaviour to reinforce classroom expectations
Selective Ignoring
Peer influence on help seeking
Goal setting and self-monitoring / self-awareness of the quality of their work, preparedness in class
Covert and overt self-regulatory processes
Class environment where emotional temperatures can be hostile as a result of a cycle of mutually aversive behaviour
Dance-of-anger
This technique involves letting students earn their privileges instead of removing them.
Limiting use of punishment
Must be on the 'same page' to understand thinking with open communication.
3 phases of self regulation
Forethought, performance, self-reflection
Behaving in a way that might be appropriate in one setting but not another
Overgeneralizing
Focus on structure and routine
Students are more likely to seek help to resolve difficulties when..
Goals emphasize learning not good grades.
These things make it very hard for students to self-regulate
Constant distractions
Awareness of ones own knowledge
Metacognition
This technique helps students recognize whether their choice of behaviour is appropriate or not and accepting responsibility for these choices.
Increasing student locus of control
Students learn the value of questioning by receiving teacher feedback to distinguish between adaptive and excessive help seeking.
Support for competence
Depends on underlying beliefs, including perceived efficacy and intrinsic interest.
Self-motivation