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Education Dive
Self-regulation lessons can be embedded with academic skills
Lauren Barack
Aug. 7, 2019
Dive Brief:
Educators can support students in developing skills that teach them how
to guide themselves and focus on goals, valuable skills they can use
throughout their lives, Rutgers Social-Emotional and Character
Development Lab Director and Professor of Psychology Maurice J. Elias
writes for Edutopia.
These tools can be taught in tandem with academics, Elias suggests,
noting for example that educators can teach students how to set a goal
and build a step-by-step plan on how to achieve that result, with
individual objectives including learning how to organize studying needs
or improve their physical fitness.
Educators and administrators can also adopt goal-setting alongside
students, helping to illustrate how they value this approach in their
own lives and how they put these tools into practice, as well.
Dive Insight:
Creating a classroom and school environment tied to a growth mindset
helps students develop goal-setting and self-regulation tools in tandem
with academic skills. Showing them how skills, and growth overall,
occurs through a process and isn't a sprint can build understanding of
how to organize actions toward an objective.
Learning that growth happens over time is one of the cornerstones of
social-emotional learning (SEL), as well, embedded in self-awareness.
Curriculum designers, administrators and educators can weave this skill
into any academic program, help students develop SEL tools alongside
their course work.
To also demonstrate that learning is a process and building a skill
takes time, educators can help students develop specific personalized
success or learning plans. While these objectives often highlight
strengths, they can also identify weaknesses, which then provide
students academic areas to focus and potentially improve upon over time.
As students see that learning and growth is not a race, they can also
learn how to take breaks and give themselves opportunities for
self-care. It’s crucial to allow the celebration of successes but to
also take a breath when a stumble occurs. Even small breaks can be
beneficial, from taking a walk through the hallway or even doodling
during class for a mental breather.
Educators and administrators can model this behavior for students, as
well, teaching students through their own experiences that setbacks are
not failures, but actually crucial steps in their own growth.
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