Which of the learning activities/skills can you think of that lend themselves to learning through modeling?We as teachers can model behaviors we want to see from our students. For example, if we get frustrated as teachers, we should model good behavior by calming ourselves, keeping a positive attitude, and using kind words. This type of situation could occur when we make a mistake for example. We do not want to over exaggerate our behaviors in front of our students. If we make a mistake, we pick right back up. This models to our students that even their teachers fail, and it's okay for them to do as well, as long as they can keep themselves composed about it. Another way we can model self-regulation to our students is by keeping the classroom organized and having a positive environment. We can allow students to have more freedom in the classroom, if we first model good behaviors and class rules. Once students know what is acceptable behavior, there will be a more likelihood that they will compose themselves in the classroom and stay on task. A final skill that students could inherit from modeling would be how to work and communicate with peers. As teachers, if we can model professional relationships with other staff members and administration, our students may pick up on how we communicate effectively and use those skills inside or outside the classroom. Modeling professionalism, organization, and a positive attitude will be beneficial for our students as they progress through school and life.
How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
I think it is very healthy and necessary to implement self-regulation strategies in my classroom. It prepares students for the lesson, keeps them on task, and gives them the feeling of empowerment when they are in control of their own success or even failures. As for the middle school case study, I could use self-regulation to keep the entire class on task, and also allow Cherie to self-regulate her behavior on the side. Her disruptions not only stem from her behavior, but it also creates chaos for the whole class. I could discuss with Cherie that if she feels like her behavior is going to cause a disruption, or she feels obligated to act out, that she can self-regulate. At times like these, she can take a "time-out" from the lesson and either write out her feelings and thoughts in a journal, take deep breaths and count to 20, or even keep a stress ball with her. Hopefully these would be ideas that would keep Cherie from acting out against other students, and take her boredom, anger, or jokes out on something other than her peers. This will help me too because there will be less class distractions, and more on-task behavior. Cherie and I can sit down and develop a self-regulation plan if these ideas don't work. I can discover what makes Cherie happy and calm, and we can implement these together. If Cherie does a good job handling self-regulation, I will be sure to reinforce her for implementing and following the plan. We may also even have the chance to discuss how effective the plan is. For example, what skills does Cherie want to learn or obtain? Are there changes in her performance and attitudes? These are important aspects to consider when evaluating self-regulation. As a class, we could begin every day with a "question of the day," class discussion by passing around a ball, or even just taking a few minutes to get out materials and prepare for the lesson. Hopefully these strategies will have all my students in the mindset to learn and stay on task.