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I put some steps and try to help them to go on

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Perhaps by organizing periodic reflections on the obstacles, but also on the steps forward that have been managed.

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I believe a good start would be to really get to know our students, their social/ family background, their strengths and weaknesses. It's not always easy especially in schools with hundreds of students. And of course adaptability on the educators' part to tailor their teaching according to the specific of students' needs.

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Team up with other teachers and make it part of the curriculum, allocate time and resources. Recognize its need, set a goal, make a plan and go for it! Start small, try, learn, refine and grow from that.

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Team up with other teachers and make it part of the curriculum, allocate time and resources. Recognize its need, set a goal, make a plan and go for it! Start small, try, learn, refine and grow from that.

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Isabel Monteiro- Portugal                                                                

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Isabel Monteiro- Portugal                                                                

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I Totally agree, but we have to admit that, in classes with 23, 25 students, one of the biggest problem isto keep them quiet, interested and concentrated. And that occurs mainly , not because of the way of teaching, but  dued to the way they look at school. The great majority of the families do not consider school as an important thing. They do not care if their children study, if they do homework, if they bring all the scholar staff they will need the next day. Many of these families are disfunctional and with a low cultural background. They don´t have the knowledge and the will to supervise this kind of procedure. The footbal match on TV is more important or being on facebook or twiting. The kids have their own TV in their bedrooms so they watch films and other stuff with no parental control. The next day they are far from being in the mood to watch the teacher and be attentive.

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Ideas for overcome obstacles:
-students should be more involved in learning process with their ideas, opinions and ways how to present and solve some task
- there must be more work in small groups
-It could be very good that teachers often give their students small tasks which they should solve alone

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First.we must get the students understand what is our expectation of them in the implementation of SRL. All the loose ends must be tied in terms of anticipated challenges and the teacher should be motivated enough to stay through the initial challenges.

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I'm sorry to say that I have experienced all the obstacles which are mentioned in modules. Overloaded Curriculum, disadventagous students (both economically and socially) are the excessive problems for my personal effort, they need a change in educational, economic and social policies. I can only make them feel they are so precious and make them believe they can achieve ıf they try hard in a conscious way.

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The best solutions for all the obstacles that the teacher encounters would be homework planning, providing support to students with learning difficulties and immediate feedback on their progress.

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Nowadays, students are increasingly finding it difficult to organise their work, manage time, to sometimes carry out their tasks. It is necessary to provide precise guidance on :the tasks to be performed, the way and means of performing them, the time they need, the resources they can use and the objectives to be achieved. Students need constant feedback to know how to walk with motivation in their learning.

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Planning: It is the appropriate solution to all the challenges and obstacles facing the teacher in the classroom.

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Some of the ways to overcome these obstacles could be good analysis and preparation of assignment, timely progress feedback and providing support to students facing difficulties.

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Providing feedback on time, individual approach to students with difficulties... I think that is the most important strategies to overcome obstacles.

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I think taking care of time management and planning according to the needs of each student are the key when it comes on helping students overcoming the obstacles. Keeping in touch on-line after classes might help as well.

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As L2 language teacher, I often find that students have difficulties planning their learning, starting tasks, using information or expressing ideas. Actually, I think many students do not really know how to study and learn.
So , I try to provide instructions on SRL, such as:
- organize theirs materials, manage time, read with comprehension;
- retain and practice what is learned for late use;
- help them retain their attention , without side conversations, apathy...
- make suggestions (for individual students or the whole class) to use specific approach, create routines and get positive study habits;
- guide them to be proactive , persistent and improve the skills they need to be sucessfull;
- provide feedback that they can easily understand,focus on effort over results.
In fact, I really believe that students needs to be taught how to study and I must guide them to think on ways about their own learning, but it's a long process which requires persistence and pacience.

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The most important obstacles that students face.. is how to find the correct information in a large sea of ​​false information on the means of communication and the Internet..
The solution to this problem: Before starting to apply these strategies, train students on Internet safety and how to search for the source of the information and verify its authenticity.

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Students with different levels of readiness, in different environments, and with different perception levels are in the same class. I enable these students to engage in the process and participate actively in the activities, so that they do group work and thus peer learning. In this way, I enable peer learning and observe from a distance. If there is any problem, I try to guide the groups slowly by visiting them. Thus, I ensure that all students cooperate, communicate and support each other in developing their creativity. For example, if a student is good at one subject and has difficulties in another subject this works very well. By the way, my student age group is small.

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tübitak "our footprint in nature" project,To be able to adapt. make them believe they can. To be able to persuade.

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As far as diverse students' characteristics challenge, I think that before an activity we could ask students to write on a Padlet or Linoit their strategies for learning/ tackling that activity and in this way we are aware of their personal strategies and in addition the access to the padlet could be beneficial to and inspirational for other students, too.

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There are indeed many obstacles to teaching students to learn. Students are often disinterested, they live in the information age a click away and it seems too much effort to discover the information themselves. I think students need to be emotionally stimulated to make them want to make the effort. My students work very well with the awareness of emotion, the joy of the result of their own work. They need to learn to compare the thrill of discovery.

Translated with www.DeepL.com/Translator (free version)

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In order to overcome obstacles in implementing SRL in the classroom, teachers need to take into account the curriculum and its requirements.
Less motivated students or slow learners should be addressed individually, but also highlighted through teamwork.

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The various kinds of obstacles teachers face when they decide to implement SRL procedures, require different strategies. For example, when we have to deal with problems related to the underprivileged background of our pupils, little can really be done, but even this is something. When it comes to problems relating to unwillingness, we teachers can do more; adapting our objectives to meet our pupils' interests, is one of them. But for me, the biggest obstacle is the shortage of time of teachers. All this work for preparation, adaptation, monitoring and analysing of the learning trends of each one of our pupils, can be overwhelming. In time, of course, when you have tried out all these and you have aquired an amount of efficacy in implementing the procedures, along with having prepared a set of material to distribute to your pupils, you might feel less intimitated by the load of work.

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In Portugal, one of the biggest challenges we have in secondary education is to fulfill the large number of contents that make up the curriculum, which makes the teaching pace high, often not having time for students to consolidate their learning, to work individually skills, so that students can learn at their own pace, which ends up demotivating some students.

Faced with this reality, the teacher has to help students to overcome these problems. So you can:

- Provide moments of collaborative work between students;

- Provide clear indications of what is intended,

- Provide clues and divide the work into stages,

- Give feedback at the end of tasks,

- Encourage students to suggest alternative ways of approaching the issues, so that they can view the error as a chance to improve

- Motivate students by involving them in choosing and designing tasks.

It is not always easy given the number of students per class, but the results are always rewarding.

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Making sure the students' real needs are met is something that teachers should start with. We should also take into account the curriculum and its requirements and adapt our teaching and the students' learning to them.

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To apply SRL, in Portugal, all the educational policies have to change drastically. What would be the changes I would introduce if I were in charge: 1) no more “straitjackets” like curricula, mandatory school textbooks, predefined classes, defined scholar years/grades; any student is able to learn but individual profiles and rhythms have to be respect; allow the students to choose the areas/themes they would like to research about 2) the assessments shouldn’t lead to negative competition; If we have 12 years of compulsory education and the Portuguese law  has already define the profile the students must show when finishing this cycle, that means that each student has 12 years to achieve this profile so, let them do that within their rhythm, regarding their strongest and their weakest abilities. For instance, student A has achieved the mechanism to read and write, so he can pass to the next classroom; student B is very good with arithmetic but writing and reading are still weak areas, so he can pass to the next classroom in maths, but stays in the first classroom to keep on learning and acquiring the skills to read and write.In Kindergarten or Pre-school (3 years) – education shouldn’t be optional; kids have to play a lot, jump, run, fall down, cry, laugh, talk a lot, sing a lot, learn to listen, develop language, communication, fine and wide motor skills, concentration, acquire the perception of the importance of following basic rules in what concerns health and citizenship; those who need to learn more, let´s go forward with them.1st cycle - Primarily school (4 years) – teach the main skills that will go along with them through all their lives: reading, writing, calculating, speaking, thinking, memorising, understanding, organizing ideas, thoughts, speeches, and reasoning, arguing, solving problems with autonomy, learning good behaviour and how to be a good citizen. Be taught to use new technologies and the internet to do researches; play games (chess, cards, football, …); be introduced to music and arts in general (painting, drawing, sculpting). We can work all these skills using texts, images, all kind of supports they choose.2nd cycle (2 years) – initiation to English/deepening specifics subjects (Sciences, Maths, History, Geography)
3rd cycle (3 years): during these 3 years students must begin to think about the area of knowledge they would like to proceed in terms of superior studies. Their investment should be focused in those areas/subjects. Students have to engage themselves deeply and teachers have to increase substantially the level of demand.

I think that this procedure would help the student to really fulfil the profile demanded by law and I’m sure that teaching and learning process would be much more pleasant and successful to all of us.

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I dare to say that the majority of the portuguese students have no skills to Learn-to-Learn: the lack of attention, the lack of interest, are permanent and this is a great obstacle to the required "Listening" and "observation". They don't read with rhythm and proficiency so, they are not able to understand what they are trying to read so they won't be capable of accessing, processing and selecting information. They don´t take notes because they can't write with the minimum of proficiency, in a correct and a creative way. They do not ask questions because they have a tremendous lack of curiosity. They love to disturb the class, they have no respect at all for the teachers, or for the few collegues that would like to have peace and quiet to learn....
I have to be honest: I love to be a teacher. I pull the universe out of my soul to give those boys and girls all that I have, all that I Known, but I'm truly desappointed with the "illnesses" that grow within portuguese society. I do not believe in miracles. I have no faith in this generation.

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For students with special educational needs, knowledge of the student's family of origin is welcome. Social conditions, the level of education of family members, the level of education, the degree of disability, the existence of a disability .... all can influence the SRL

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Create a space for individual work and reflection

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Create a space for individual work and reflection

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Born from the same parents, our children are all different but we love them as they are; in a class of 30, our students are all different, but, as teachers, we try to reach them differently so that no child feels left behind but nurtured. To overcome obstacles in implementing SRL in the classroom, some ideas can be to...
- challenge students every day to do more and better so that they feel our genuine concern and encouragement
- provide timely feedback about whatever they do - either orally or in writing
- guide and support
- always start with words of praise for their achievements and then suggest improvements (if that's the case)
- find ways to reward students for their students, including in the final term results so that they feel their efforts are worthwhile
- be patient and persevere!

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I think it all starts with a teacher, a dreamer, who stubbornly believes in his/her dreams. A person who keeps them, cultivates them, shares them, multiplies them. I humbly, in my own way, do the same.
I try to do magic with time, working at night, answering all messages from my students (my students jokingly call me "the one who never sleeps") and I think that, sometimes, they do their task simply not to upset me! :)
In point of their own difficulties, like I said, I try to encourage them and provide support for them, I guide them whenever they get stuck. They know for a fact that my job is not to hunt what they don't know, but to value what they know. And that brings them confidence.
Last, but not least, we try to learn from our mistakes, by reflecting on them, analysing what went wrong and seeing things in a different perspective. "Make time and effort work FOR you, not AGAINST you", is one of my advices to students.

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In my opinion, the way to overcome the challenges in education (not only related to SRL) has to be the reflection. Think about the decissions we took, the students' needs, the goals, our strenghts and our weakness involved in the learning process. This exercise should be significant and systematic.

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If I encounter an obstacle, I encourage my student and I do this in a way that motivates my student because I know my student very well.

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Nu cunosc engleza, nu am putut afla mai multe din vidiou.
Dacă un profesor șe-a propus să realizeze, crede că e foarte bine pentru elevi, va reuși. Începi cu puțin, te perfecționezi, capeți experiență, mergi mai departe. Cu elevii realizam un jurnal în care elevii scriau, în timpul pandemiei, orelor online am refuzat la el. Pentru anul viitor îmi propun să-l reiau sub o altă formă, mai eficientă.

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We have to take into consideration two scenarios: face to face and online interactions. With these in mind:
* assign tasks with dates and times to hand in the product,
* give students a checklist and rubrics so they are aware of the requirements
* do a follow up of projects at different stages,
* allow students to work in pairs or small groups to benefit from each others skills and abilities,
* praise and use positive and reinforcing vocabulary, phrases,
* assign a 'spokesperson' to deliver the progress of the group on the projects so you can cover your whole class(es)
* Above all, enjoy the ride and keep a positive attitude ✨

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I encourage all the time students to pass the obstacles, I explaine their to work methodical and share with team members.

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Selena Botti - D.D. 8 Circolo Piacenza- Italy

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Selena Botti - D.D. 8 Circolo Piacenza- Italy

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- Supporting students' motivation;
- giving feedback to students;
- implementing collaborative learning.

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I think enthusiasm goes a long way, the children can feel it.
In preschool choose topics the children want to learn more about and find a way to incorporate a way for them to learn other skills as well.
A lot of feedback and encouragement.

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Dare and persevere. Although our first practices are not perfect, the work diaries improve over time, and as we propose it to our students, we can also improve our own reflection and the guidelines that we provide them.

Motivate the students. Be convinced and excited. Make them see the usefulness of this task for their learning. If necessary, give the journal significant weight in the evaluation/rating.

It facilitates models of good reflective practices. Show students examples of journals made by other students.
Guide the students, orient them regarding the aspects of their work, organization or feelings that they have had in which they can rest their conscious gaze.

Encourage regularity. Schedule a specific time so that students can do part of the reflection with us present. It teaches to persevere.

Encourage students to be rigorous and methodical. It encourages them to express themselves correctly and without spelling errors and that their documents have an attractive presentation. Animals that have a taste for a job well done.

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Prepare a collaborative learning environment for students. Make each student active by giving them responsibility. For special students, using the "Buddy" method can provide an effective peer education environment.

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To overcome obstacles:
-propose examples in which the teacher also had to overcome obstacles
- propose practical activities that stimulate the search for solutions to the various problems encounteredo
- give each student his working time and listen to the difficulties and sensations he feels

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To overcome obstacles when implementing SRL  in the class, I suggest individual approach with less motivated students or those who are slow-paced learners. On the other hand, goup work is an excellent tool to allow students to share their experiences while dealing with some issues related to learning. Peer  advice frequently does wonders.

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I often show some project result of students of previous generations or an example of the activity we did and pictures of how they had fun. It affects motivation and the feeling "I can do it or we can do it!". Then I explain to them how and why we did it in a certain task, and I offer them several possible activities / tasks that they could do in a similar way.

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Ideas for overcoming obstacles:
- use PBL method of teaching where students can make decisions on topics of the project, strategies to solve the problem, task division within the group, way to present their work.

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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In my opinion the use of SRL is, by itself, a way of overcome barriers because is an effective training to implement all the types of thinking, to support motivation that comes as opportunity to learn and, last but not the least, simplify learning with feedbacks, individual choice of strategies and monitoring of their own work.

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Ideas for overcoming obstacles:
- providing feedback for each student
- activities differentiated according to the students' needs
- effective learning strategies for this learning model
- promoting, involving and motivating students in the given task
- increasing students' learning abilities, self-assessment

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Teacher traits can affect their SRL practice in the classroom. How to support SRL and which components of SRL to address?  How can teachers and student-teachers be supported most optimally in fostering their students’ SRL?
Be open to try out new strategies, there is always room for improvement. Offer students prompts to engage in planning and to consider the goal of their learning episode.  Prompt questions that encourage students to reflect on the congruence of the new information.  Train students to use specific self-regulatory strategies -  a brief  instructional period in which a detailed explanation of the phases of self-regulated learning with examples is provided.

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Voicu Corina, Romania- Some advices for my students:  Don't complain. Face it head on. Stay positive. Be realistic. Don't try to out-do people. They need to have more confidence in themselves and this can only be achieved through practice. Learn from each other! 

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Voicu Corina, Romania- Some advices for my students:  Don't complain. Face it head on. Stay positive. Be realistic. Don't try to out-do people. They need to have more confidence in themselves and this can only be achieved through practice. Learn from each other! 

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Marisa Badini- Ottavo Circolo- Piacenza Italy

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Marisa Badini- Ottavo Circolo- Piacenza Italy

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How can teachers face the challenges that COVID-19 pandemic  had implemented?

It's really important for a teacher to  be persistent and patient, trying to integrate the curriculum and the  fixed school structures with daily actions aimed at overcoming the obstacles, being resilient , just to empower students' resilience  and self esteem.
It would be better to  share these aims with the teachers' team .
From the previous insights and thanks to the learning journey we are making I think it could be useful:
-to  propose the  SMART framework, helping students set personal goals that are: specific; measurable; attainable; relevant; and timely., so supporting their planning (frome a vague goal to a more detailed and specific one):
- to celebrate the achievements, expressing  gratitude and satisfaction when students meet their goal or do a successful step:
- to model Learning from mistakes, praising students for their hard work and perseverance, not just for grades and easy successes:
-  to encourage students to express what they learnt from their mistakes, starting to do the same, as a teacher:
- to have students'working together: it can make tackling a challenge fun, enriching and rewarding  and it helps students better understand how to approach and solve problems logically, with patience, pragmatism and persistence.
. to give students active roles, a sort of "mission" that can increase their motivation.
In fact I think that we need to model resilient and positive attitudes, but also challenge critical thinking skills and self mamnagement: Project Based Learning and  collaborative Learning are great trends enhancing motivation and meta- cognition.

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. Get good feedback
.Producing a healthy solution
.To obtain permanent knowledge.
For example, my class was my only supporter in the project of sending letters with my students. We worked hard with them. We achieved our goal with all our material and spiritual things.
.To encourage students.
.To walk stubbornly with courage.

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Some ideas to overcome obstacles:

• offering choice and support for children's ideas;
• using clear evaluation criteria, emphasizing effort and commitment, seeing the mistake as an opportunity to learn;
• allowing repeat opportunities for children to meet the intended benchmarks,
• suggesting learning strategies that support these efforts,
• increasing children's beliefs in their abilities to control and direct their own learning;
• offering timely feedback, pointing out clues to improve task performance.
. promote children's task involvement and motivation.