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I prefer to see specific difficulties of pupils and help them

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I usualy use the explicit direct SRL support in order to make sure that my students understant why they can change a way of learning and how they can do it.

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Each of the three ways is important, one does not exclude the other. I would try to introduce them one at a time and then allow the students to choose the one they feel most comfortable in.

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I think all three methods are important and work. Depending on the specific task, its level of difficulty or novelty, the type of students, the prior knowledge and the environment (among other factors), one approach can be more appropriate than the others. Observing when and how we use each of these methods with our students, will guide us to use the best approach for that particular group of students but also for future students.   

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I think all three methods are important and work. Depending on the specific task, its level of difficulty or novelty, the type of students, the prior knowledge and the environment (among other factors), one approach can be more appropriate than the others. Observing when and how we use each of these methods with our students, will guide us to use the best approach for that particular group of students but also for future students.   

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With kindergarten children I mainly use SRL  indirect support.  The spiral of creative learning is a great way to encourage students to reflect on their path.
To stimulate curiosity I often also use models following the procedure Use - Edit - Create : with this strategy the child copies a product, transforms it according to their abilities and builds their own creation

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I will probably stick to the blended learning approach since I believe is the best way for developing communicative language skills. I would start with an indirect SRL support introducing communicative contexts in which meaningful input is provided to the students. I would continue with implicit direct support focusing on a main language skill like reading or listening and then I would go on with direct explicit support when the learners’ attention is directed to certain linguistic forms.

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I find it helpful to be aware and combine all the three SRL support methods, but it is crucial to listen to your students' feedback and recognize the optimal support strategy based on it.

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Since my student age group is small, I give indirect and implicit support in the first years of school when I ask for explicit direct support.

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In my work as a preschool teacher, I use all three ways to teach my students SRL skills.
To make the learning space interesting I start out with indirect support . I mix explicit and implicit direct support to give my learners practical and concrete feedback.

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I think all three are equally important approaches and can be used in the same activity. I usually use the second and third types of support, but it is necessary to guide students with explicit direct support, then to use default direct support and finally indirect support. If the teacher gives too much guidance it could make students be less determined or confident.
For example, we can teach them multiplication, but we can't memorize them when they need to calculate, can we?

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I use all three ways to teach SRL skills depending on the students - especially their age - and the tasks to be completed. Flexibility plays an essential role. I am also aware that too much guidance and interference from the part of the teacher could make the learners less determined or confident. We can teach them how to swim, but we can't swim for them when swimming is needed, can we?

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I prefer that students set some goals that they can achieve in a certain amount of time.  They will then evaluate the achievement of the objectives and may propose other objectives or other activities to achieve them.

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I have to consider individual differences, so I do group work and enable them to work on the same subject with different methods.

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I encourage activities in a small group,
Focus on learning and use appropriate learning strategies for two reasons. First, so that the goal does not drop, and secondly, to track them towards their goals.

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The students are different, so all three way are equally important in activity.
The teacher adapt the way in accord with situations.

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As a teacher, I do not interfere in the realization of the product, but only in conflicting, emotional situations, which sometimes occur. All three are important, given that they are different, with different personalities.

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I would say that the stages should be: new information, direct explicit support by making them reflect on the previous (related) knowledge on the topic, then, find the similarities and think on ways to make that content or knowledge accesible to them and manage emotions not to get frustrated if they find difficulties. Finally, depending on the task and students abilities and strategies developed, the indirect support.
Every teacher should work through these stages to help students become independent, autonomous learners.

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I think all three are equally important and can be used in the same activity . It is necessary to guide the students with explicit direct suport, then to use implicit direct suport and in the end, indirect suport.

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Selena Botti - 8 Circolo Piacenza-Italy 

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Selena Botti - 8 Circolo Piacenza-Italy 

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I think they are all important approaches.  I usually use the second and third types of support, but I try to provide all the necessary tools and strategies to students before the activity, taking into account the differences between children.  I strongly believe in peer collaboration.

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All three are important, bearing in mind that they are different, with different personalities. I work with students in small groups, highlighting their strengths. I let them choose their team for better collaboration and cooperation because they know their strengths. I thus develop their critical thinking skills. Within the groups, where direct support is needed, pupils will try to help each other, cooperation between them being an SRL strategy. I as a teacher do not interfere in the realisation of the product, only in conflictual, emotional situations that sometimes arise.

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Every teacher knows their students. There are students with learning difficulties, with low autonomy. To help them, they are given a task, but divided into smaller units so that they have a rough idea of the steps to take. Also. There are good pupils who, because of a stumbling block, get discouraged and stop working at all. They need little hints, little help, otherwise they risk giving up. So there is a need for both direct and indirect support, but also for freedom in solving the task.

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I use direct and indirect SRL strategies depending on the students needs and abilities, the complexity of the content being taught and methods used in the teaching proces.

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In preprimary school we often use indirect srl support first of all arranging our school  spaces as learning spaces where the children has to find challenging activities.
Than we try to propose didactical paths enhancing the intrests of our pupils and finding situations of problem solving.

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My teching experience has taught me that one way does not work without the other two. In order to help students to become independent and effective learners, it is necessary to guide them by implementing first explicit direct support, then implicit direct support and finally indirect support.

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The natural sequence for me is direct explicit >> direct implicit >> indirect.

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Voic Corina, Romania-As a history teacher, I combine direct and indirect support. I mean, at first I explain very well what they have to do, then I let them do the independent research work as they want, so that it is the result of their work, not mine!

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Voic Corina, Romania-As a history teacher, I combine direct and indirect support. I mean, at first I explain very well what they have to do, then I let them do the independent research work as they want, so that it is the result of their work, not mine!

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Learning is often difficult for students. I usually encourage my students when they have learning difficulties and help them find solutions.

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I think all the three approaches can function in suuport to the young learners, depending not only on the circumstances and the learning object, but also on the personal learning style of each one of them. I usually follow the sequence presented here (direct explicit, direct implicit, indirect). Some of them are used to having explicit guidance from the beginning to the very end, others have already aquired the way to decode the process needed to master the learning object. In any case, though, the main objective of any single teacher is to combine the approaches in order to make the young learners become autonomous.

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I believe that it is important that students can learn how to plan their job, understanding their weaknesses and strength. I usually try to build empathy between them and me by letting them know that I have my stength and weaknesses, and help them find their own way to handle with it.

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I believe that all approaches are relevant when one wants to achieve a certain end and when each teacher implements one or another method (implicit, explicit), according to the learning to be developed, the subjects to be dealt with, the target audience, more or less autonomous, more or less young and experienced. However, it seems important to me to lead the student to build his own knowledge. In my experience, I try to get the student to infer the rules, to discover   the way to go to get to the top.

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Ca profesor pentru învățământul primar folosesc la început sprijin direct explicit, apoi trec la sprijin implicit.

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Students must have an organized and progressive way of learning but we don't forget that some students achieve sucess quickly and others need more pratice. So explicit and implicit supports make sense; it's depends on what to do and how to do it, such as a step by step process. Each support could be helpful.

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The first step is managing emotions and following the rules in the classroom. For example: when the teacher speaks, none of the students can be distracted!
I prefer students to carry out tasks collaboratively, in groups of two or three, as learning is social in nature and we learn from each other. In this way too, they learn and apply 21st century skills.
Collaborative work is positive for students with autonomy, able to do the task. I don't know how to manage the classroom, because while I support students with difficulties, confusion reigns. Also, I propose that students who have successfully completed the task, help students with more difficulty. But, this help, student - student, is often the correct reproduction of the exercise!

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Ca profesor de educația plastică merg de la la sprijin direct explicit prima jumătate de an în clasa I, apoi la sprijin direct implicit, mai departe posibilitatea de sprijin indirect. Pe parcursul învățării folosesc diferit aceste modele.

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I believe that's important to work with students different strategies about SR skills. The order to use them is determined by the specificity of the law or concept that is supposed to learn.

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I incourge my students to do the tasks in colaborative groups

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Sometimes a combination of both direct and implicit methods work well but my preferred choice is the direct method where students are guided but being allowed to practice.

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I have been using different SRL strategies but I didn´t know that I did it. Know, I realized that I have been encouraging the SRL learning at school with direct and implicit direct support in differents situations. I will be more focused on it in the future!

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How do you teach self-regulation skills?

7 Science-Backed Ways to Teach Your Child Self-Regulation

1. Help your child recognize the higher-goal. ...

2. Use naturally occurring situations to teach self-regulation strategies. ...

3. Acknowledge the challenge of regulation. ...

4. Have your child make a choice and a plan. ...

5. Play games that focus on self-regulation skills.

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I teach secondary school, I use tacit support while teaching and doing homework..
Do not tell a student that you made a mistake, but rather direct him to a good way to search for the correct answer.

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To be honest, I have no preferred way to teach my students SRL skills. I adapt to the circumstances as I move along, in other words, depending on the class, age / level of the students or on the complexity of the task, I choose whether to integrate explicit direct support, implicit direct support or indirect support SRL instruction into my teaching practices. I tend to start with indirect support to provide students with opportunities to level up their skills, knowledge, and promote the development of their critical thinking skills, starting from what they already know, leading them to interact with other students in cooperative learning processes. However, whenever needed, I incorporate explicit direct support. Regardless of the SRL instruction we choose, teachers should always be attentive to every single student needs and differentiate - as I always do, for instance, with SEN students.

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Marisa Badini- Ottavo Circolo. Piacenza.Italy

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Marisa Badini- Ottavo Circolo. Piacenza.Italy

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I think teachers should always support pupils  guiding them to SRL. Of course it's important to give students the instruments and so use explicit support for some routines or specific processes, Anyway I think it's  also crucial to  stimulate active participation in "discovering" strategies, for example brainstorming the class, asking pupils which strategies could be used to reach a specific goal,  This way  keeps students focused on SRL,  with indirect support and  thinking activaction. Furthermore, reflecting on the different outputs   they will enhance critical thinking. Finally we need to consider the multiple intelligences and the different learning strategies anyone can activate, responding to their own learning  attitudes. That's why, on my opinion,  a teacher should use all the three  support approaches, taking into account differentiation and personalisation.

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Željka Winkler, Croatia: I teach humanistic group of subjects in High school and I realised that indirect support and indirect SRL are the best option. I see my students grow and develop competencies when I use these approaches. 

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Željka Winkler, Croatia: I teach humanistic group of subjects in High school and I realised that indirect support and indirect SRL are the best option. I see my students grow and develop competencies when I use these approaches. 

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Both SRLs are used in learning processes, whichever is appropriate for the student's benefit is used. She/He first saw the known method of growing plants and then applied it in her home.

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I combine all the strategies and I find them all important. In the preschool setting we start with shaping the environment for learning: the indirect SRL support, it´s the foundation for other two methods.

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I choose to start always with the first approach, telling exactly to the class what they have to so or learn; sometimes I need to implement cognition and I need to support class with prompts and feedbacks, other times this is not so necessary but always I take care of create the space to offer the Vygotsky proximal development zone, giving the opportunity to the students to plan, set goals and act and using student-centred practices every time I can. Long story short, I always use the first and the third way and sometimes, when the class needs it, I add also the second.

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In my opinion, I think that everything is important, but it depends on the subject and the task given and the subject.

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I am a preschool teacher and this is a period when children learn by doing and living. I frequently use the project-based learning model. Play is also an important tool in effective learning. We use this internal step naturally in these methods.

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With my students I have already used all three approaches. The choice of which support to choose, depends on the level of schooling (10th or 11th grade) and the type of class (practical theoretical or laboratory).

In practical theoretical classes, in which students perform exercises on the contents presented in theoretical classes, I use explicit direct support, both for 10th and 11th grade students. In this case, I always carry out the 1st exercise, alerting students to the steps they have to go through.

In laboratory classes, if they are 10th grade students, I use Implicit direct support as these students are for the first time carrying out activities without following a protocol. With 11th grade students, I use Indirect SRL support, as they already have the bases and knowledge that allow them to solve projects/experiences without having to show them the way. At this point, their autonomy and critical analysis already allow them to learn through discovery.

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Probably all three are consciously or intuitively used in education, depending on the subject taught or the intended outcomes.
Explicit direct instruction is useful when providing the techniques to be used, or when a pattern is required in approaching the task.
Implicit direct instruction role-models education, offering examples, suggesting approaches, or guiding when students get stuck.
Indirect support could be useful, in my case, when creative tasks are carried out by the students, especially project-based.

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I think they are all important. It all depends on the complexity of the topic and the previous knowledge that our students start from. Everything needs its time and a period of adaptation to this different way of working. The changes cost them but less than we think and they adapt easily and quickly.

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I use a combination, but explicit direct Instruktion and indirekt Support dominate. My students do a lot ofwork collaborativly in projects. And sometimes their strategies, their ideas and their final products are much better than mine 😊. But this only works when the students are very motivated and fond of the topic. If this is not the case, I use direct Instruktion.
Implicit support is reserved for the time I spend on value education, Im afraid …

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I ithink they are all important. It depends on the task, the content and even the subject. I don't have much experience on projectbased learning, but we are changing our way of teaching and I'm receptive to different ways.

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I think all three are important. Depending on the situation and the context in which the children find themselves, the teacher have to use one or the other. There are moments in which the children have to have various strategies at their disposal, moments in which they have to understand that the teacher has also experienced the same situation and moments in which they have to find the solution to the problem by themselves. Only in this way can they grow and learn to learn by heightening awareness of their potential.

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I am a big fan of projectbased learning. Therefore I would teach SRL skills with indirect support. Depending on the complexity of the task I would add explicit direct support phases in the beginning of each class before the students continue to work on their projects.

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I promote activities in small group, and Give explicit SRL.

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In students with learning difficulties, with whom I work, I would opt for the explicit direct instruction of SRL. With times designed to enhance the preferred learning style, we were able to promote, in a small group, more effective learning.