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Characteristics of Classroom environments that foster self-regulation and…
Characteristics of Classroom environments that foster self-regulation and self-determination
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
DIALECTICAL FRAMEWORK OF SELF-DETERMINATION THEORY (Reeve, 2006)
AUTONOMY SUPPORTIVE INSTRUCTORS: (Reeve, 2006)
Rely on informational, non-controlling language
Acknowledge & Accept student's expressions of negative effect
Communicate value and provide rationale
Present autonomy supportive behaviours
Nurture inner motivational resources
Perry, N. & VandeKamp, K. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821-843.
FEATURES OF CLASSROOM ENVIRONMENTS THAT PROMOTE SELF-REGULATED APPROACHES TO READING & WRITING IN YOUNG CHILDREN (Perry & VandeKamp, 2000)
Students evaluate their & peers reading & writing processes & products (Perry & VandeKamp, 2000)
evaluate own/peer reading/writing choices/stratagies & exercise metalinguistic & metacognitive knowledge
Modify tasks to control challange, creating an optimal level of challenge (Perry & VandeKamp, 2000).
Teacher Evaluations embedded in reading & writing routines (Perry & VandeKamp, 2000).
Constructive criticism part of classroom discourse
Students encouraged to take errors in stride & use them as evidence of what should be learned next
Students consistently receive instrumental support from teachers & peers (Perry & VandeKamp, 2000)
involve students in complex, open-ended reading & writing activities (Perry & VandeKamp, 2000).
Students choose:
with whom to read/write
what to read/write
where to read/write
Teachers attend to students' developing perceptions of task difficulty (Perry & VandeKamp, 2000).
Teachers provide explicit instruction & extensive scaffolding to forge explicit, durable & useful knowledge about whether & how cognitive tools affect learning (Perry & VandeKamp, 2000)
Reeve, J. (2020). Autonomy-supportive teaching: What it is and how to do it. In W. Liu, J. Wang & R. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory. London: Springer.
SHARED PRACTICES OF AUTONOMY SUPPORTIVE TEACHERS & WHEN TO USE THEM (Reeve, 2020)
(2) Before Lesson Begins (inviting students to engage in learning activity)
if learning activity/teacher request is potentially interesting
Vitalize inner motivational resources
competence
Autonomy
Relatedness
Curiosity
Interest
intrinsic goals
if learning activity/teacher request is potentially uninteresting
(3) In-Lesson (addressing & solving the problems that arise)
Display patience
Rely on informational non-pressuring language
Acknowledge & accept students expressions of negative effect
(1) During Pre-Lesson Reflection (planning & preparing)
Take the students perspective
COMPONENTS OF EFFECTIVE CLASSROOMS (Dolezal et al, 2003)
Dolezal, S., Mohan Welsh, L., Pressley, M. & Vincent, M. (2003). How. The Elementary School Journal, 103, 239-267.
Motivation
Self-Regulation high in the most engaging classrooms. Students know routines/procedures & consistently carried them out without obvious teacher prompts (Dolezal et al, 2003)
Highly engaging teachers did much to motivate their students & little to undermine academic motivation. They used many potentially motivating practices & required students to complete tasks that were appropriately and cognitively challenging (Dolezal et al, 2003).
PRACTICES THAT SUPPORT MOTIVATION IN THE CLASSROOM
Explanation for Decisions/Rationale
Extrinsic Motivators
Games/Play
Home/School Connections
Learning by Doing
Encouraging Independence
Lesson Planning
Encouragement/Praise
Manipulatives/Concrete Representatives
Encouraging Proscial Behavior
Monitoring
Clear expectations
Clear Goals/Directions
Cooperation Encouraged/Competition Down-played
Concrete Activities
Attention to Work
Connections Across Curriculum
Appropriate Pacing
Cooperative Learning
Critical Thinking
Drama
Effort Attributions
Appropriate Homework
Classroom Adult Volunteers
Classroom Environment
Accountability & High Expectations
Encourages Risk Taking
Multiple Representations of Tasks
Engaging Content
Positive Feedback
Positive Atmosphere
Routine/Procedure
Positive Classroom Management
Scaffolding
Self-Regulation
Stimulates cognitive Thought
Strategy Instruction
Student Engagement/Participation
Student Choice
Teacher Encouragement of Student Understanding & Reflection
Value of Education Emphasized
Students Told They Can Do Challenging Tasks
Stimulates Creative Thought
Values Students
Teachers Balance a Variety of Curriculum & Instructional approaches to accomplish interwoven academic goals
This increases literacy, numeracy, & a variety of content knowledge (Dolexal et al, 2003)
Competent Classroom Management
Classroom management is hardly noticeable (e.g. disciplinary events are so rare that it is hard to identify the disciplinary policies of the teacher (Dolezal et al, 2003)
Proactive student engages in classroom learning activities as an expression of the self an out of a desire to interact effectively in the classroom environment
Classroom Conditions
Classroom conditions sometimes nurture and enrich student's inner resources and positive functioning (can also disrupt/thwart inner resources)
Students inner-motivational resources
Psychological Needs
Relatedness
Competence
Autonomy
Interests, values, & strivings
Aspirations
Values
Personal Strivings
Interests
Preferences
Goals
External Events
Rewards
Praise
Feedback
Affordances
Interesting activities
Optimal challenges
Opportunities for action
Teachers motivating style
autonomy supportive
Social Demands
Prescriptions
Goals
Norms
Provide explainatory rationale for requests