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Characteristics of Classroom Environments that Foster Self-Regulation and…
Characteristics of Classroom Environments that Foster Self-Regulation and Self-Determination
Engagement
home/school connections
welcome parents
get families invovled
parent nights
durning class time
send home activities
maintain contact
community involvement
guest presenters
get involved in charity/outreach
filed trips
connect across curriculum/courses
needs explicit instruction
choice
texts (stories)
evaluation
materials
invite students to engage
interesting tasks
needs satisfied
seen as worthwhile
seen as more important
fosters positive attidue
".I want to..."
" This is fun"
" I wonder if..."
channelling students inner motivation
instruction
awakens
satisfy
psychological needs
competence
curiosity
relatedness
interests
autonomy
intrinsic goals
need satisfying
curiosity satisfying
personally important
interesting
central part of the learning activity
reliant on teachers motivation style
provide explanatory rationales
shows effort may be useful
makes things worthwhile
helps promote interest
causes a motivational transition
communicate rationales
think reflectively
why are you asking the students to do this
how
when
when
make rationales satisfying
for fun
to support future fun
for safety
make learning easier
request first, rationale second
supportive classroom climate
student interests
emphasis on improvement not accuracy
cooperative learning techniques
high levels of motivation
participation is valued
individual interaction
Create Positive Environments
Psychological Environments
Learning-oriented
focus on learning
motivation
Communication
Replacing Punishment
understand actions
gives choices
problem solve
express feelings
explain why it is wrong
Cooperation
describe problems
avoid blame
avoid criticism
avoid lecturing
avoid accusations
Acknowledging Feelings
listen
acknowledge
display empathy
name
Autonomy
respect struggles
give choice
don't ask/answer too many questions
listen
encourage exploration
create hope
involves nurture
respect
differences
individual
perspectives
see events as the student
encourages empathy
allows for obstacle consideration
allows for instructional design
initiatives
provide opportunities for students to work in their own way
let students communicate with each other
encourage effort
encourage students sticking with it
value student perspectives
welcomes input
any suggestions?
anything we should change?
does this sound good?
understands the student
fosters relationship
awareness
goals
desires
needs
priorities
feelings
meaningful rationals
supportive language
patience
waiting for willingness
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waiting for initiative
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waiting for input
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do not interfere
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align with student motivation
inner motivational resources
playing to interests
autonomy
piques curiosity
competence
relatedness
learning is framed with students intrinsic goals
Praise
share
describe
see
feel
think
often
healthy challenges
enjoyment
encourages creativity
highlighted importance of school work
focus on fun
trust between student/teacher
student- centred
how do you feel?
what do you think?
how can I help you?
value affects/attitudes
support positive
accept negative
addresses motivational problems
accepts complaints as valid
non-defensive
understanding
express confidence in students
encouraging positive self concepts
awarness
prefereces
interests
needs
aspirations
values
receiving support from teacher
gentle and caring teachers
foster needs
autonomy
comptence
relatedness
Physical Environments
display student work (appropriately)
decorated brightly
posters (content)
message center
signs
variety
charts
changing with months/seasons
posters (positive mottos)
intrinsic motivation
encouragement
appropriate materials
resources
supportive
educational
variety
encourages curiosity
supports skills
supports interests
effective classroom layout
easy access to materials
allows for group work
peer support
have productive conversations
increased participation
peer cooperation
Motivation
What can teachers encourage, promote, and do?
good classroom management
monitor students
set procedures
explain their decision
set routines
make things interesting
provide feedback
on learning success
on helping in the class
on behaviours
stay positive
clear goals
scaffold
be accountable
creative thinking
create awareness around learning
self-regulation skills
appropriate amount of homework
appropriate strategy choice
relevant homwork
encourages
be mindful of the range of abilities
values students
checks for understanding
extrinsic motivation (initially)
have concrete activities
clear expectations
model
encourage risk taking
explain
cooperation between students
opportunities to develop critical thinking
hands-on learning
promote autonomy
encourage creativity
make sure there is little downtime (prevents boredom etc.)
non-threatening evaluations
nurture student interests
build social responsibility
be flexible
explain purpose behind tasks
allows internalization
creates a willingness participate
allows for interest
develop healthy relationships with students
relate
student feels special
feelings of importance
gentle
support
attunement
read and sense state of being
non-controlling language
respect
initiatives
perspectives
shows you are there to support
is reciprocal and flexible
motivating style
learning -oriented teacher
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shows understanding
do not demand
say
"you MAY..."
" you MIGHT..."
do not say
" you MUST..."
" you WILL..."
motivation styles are:
stable
malleable
enduring
promote academic attainment
provide choices
don't command
takes away autonomy
decreases motivation
what do you think?
what would you like to do?
how would you like to do...?
What can students do?
share with peers
know you are believed in
take ownership for work
support peers
engage in self-evaluation
ownership over choices
view errors as opportunities to learn
participate
keep an open mind
set goals
be curious
try and maintain a positive attitude
don't be afraid to ask for help
be ok if you have to modify tasks
try lots of strategies
be proactive
Positive Outcomes
Student
positive attributions (controllable)
belief in malleable ability/intelligence
value personal progress
independent learning
makes transitions independently
develops metacognitive knowledge
autonomous
develops students
intrinsically motivated
pursuing own interests
naturally curious
identified regulation
intrinsically motivated
higher quality learning
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does work for satisfaction
seeks our challenges
strengthen students
predictor of positive outcomes
needs satisfaction
positive functioning
overall well-being
higher motivation
greater educational outcomes
positive classroom experience
greater engagement in classroom activities
engages strategically
proactive
curious
metacognitive skills
Teacher
greater love for teaching
less physically exhausted
job satisfaction
better mental health
better autonomy-supportive teaching
emotionally less exhausted