Throughout the process of researching my chosen problem of self-regulation in the classroom, I have learned a lot. I have learned that wicked problems are actually very tricky, that good research takes a lot of time, and that creating surveys is very difficult! I also learned that it was all worth it! Researching a problem that directly affects my life almost daily and drafting a possible solution was extremely rewarding, and I am actually very excited to suggest it at my school for the coming year. As you can read in this blog post my wicked problem concerned teaching students how to self-regulate and accommodating students from different backgrounds. I did plenty of research and found two articles that provided a lot of great insight. Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer & Aaron S. Richmond suggest that giving students, especially middle school students, assignments that foster elaborative processing, or assignments where students need to consider background knowledge and inquire, allowed them to practice self-regulation and motivation and this helped with their ability to do both overall. Regarding behavioral development, it is important for students to learn to self-motivate and self-explain, and elaborative processing allows students to do these things. (Wurster, M., & IIagan, D., 2017) The other article I found very informative suggested that self-regulation should be taught beginning at a young age, and that student-teacher relationships are immensely important to student development of self-regulation (Cadima, J., Verschueren, K., Leal, T., Guedes, C., 2015). Taking it even further, I created my own survey, which I detailed in this blog post, where I aimed to gather information that could provide more insight into a possible solution to my wicked problem. I did find that when asked if a teacher ever had a positive affect on their behavior in school, participants answered in ways that alluded to the fact they responded better to teachers who were calm, direct, and understanding when it came to behavior management. Picture produced by author I wasn’t very surprised by any of the research I found or by the results from my survey, but as I thought about it more deeply, I considered how teachers are usually directed to fix problems when they arise in the classroom. Then I thought, why can’t students be as well? It is beneficial for people of all ages to be self-reflective and improve where they can. (Smith, M., & Weinstein, Y., 2019) All of these things helped me come up with a possible solution. There are always professional developments offered for teachers, but not as many workshops are offered for students, and I think this could be indirectly contributing to some students lack of ability to self-regulate. Students also need to consider what they are doing and how they can improve. I decided that a student-teacher workshop could be beneficial to help fix this problem. I have detailed this workshop in a draft which you can find here. This is not a final draft by any means, but I think that it is a good start! Finally, I created a video that detailed my process throughout my journey to find a possible solution regarding self-regulation. You can find it below! If I have learned anything through my research and reading Warren Berger’s A More Beautiful Question, it’s that there is always room for improvement and there is always another question. I know that my potential solution can be iterated many more times and I am excited to see where it ends up. I would love to see anything like this take place in a school. Student-teacher workshops could be the next big thing! Please feel free to leave any comments or suggestions below! References
Cadima, J., Verschueren, K., Leal, T., Guedes, C. (2015). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Retrieved http://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=9e668ab5-3c6d-4837-9d3e-1099453c71f4%40sdc-v-sessmgr01 Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer & Aaron S. Richmond (2016) Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies, Middle School Journal, 47:3, 25-32, DOI: 10.1080/00940771.2015.1135099 Smith, M., & Weinstein, Y. (2019). Learning how to study using…elaboration: For students, for researchers, for teachers, learning scientists posts. Retrieved from http://www.learningscientists.org/blog/2016/7/7-1 Wurster, M., & IIagan, D. (2017). Make it about YOU: Learning with the self-reference effect. Retrieved from https://onlyhuman2.swanpsych.com/2017/05/01/make-it-about-you-learning-with-the-self-reference-effect/
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AuthorMy name is Mallory Williams and I am just trying to better my teaching practice! Most of my posts will be about learning and understanding. Enjoy! Archives |