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c) Giving manageable, specific and sequential instructions.

d) Checking pupils’ understanding of instructions before a task begins.

e) Using consistent language and non-verbal signals for common classroom directions.

Develop pupils’ self regulation by:

q) Helping pupils to think through scenarios before they occur and using cues to help them recall agreed upon behaviours.

r) Providing new opportunities to exercise self-regulation and for the youngest pupils to practice impulse control.

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Book

High Leverage Practices for Inclusive Classrooms

Edited By James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis

Edition2nd Edition

First Published2022

eBook Published31 March 2022

Pub. LocationNew York

ImprintRoutledge

DOIhttps://doi.org/10.4324/9781003148609

Chapter 16|30 pages

Use Explicit Instruction

By Charles A. Hughes, Paul J. Riccomini, Courtney A. Dexter

Chapter 19|18 pages

Using Assistive and Instructional Technologies

By Maya, Jessica Williams

Chapter 7|14 pages

Consistent, Organized, Respectful Learning Environment

By Talida State, Barbara S. Mitchell, Joseph Wehby

working with other adults:

Chapter 1|13 pages

Collaborating with Colleagues to Increase Student Success

By Marilyn Friend, Tammy Barron

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You are supervising your class while they change for PE. You notice Billy has a mark on his upper arm. You mention this to him, remarking that it looks sore. He says his older brother did it. He says nothing more.

What should you do?

A: empathise with Billy, saying that your big brother is sometimes mean as well. You ask if he also kicked and hit Billy. Let Billy know he can talk to you and you won't tell anyone else.

B: log the concern with the DSL

C: Ask Billy to say how it happened, and repeat back his responses to him.

Justify your answer.

Extended Scenario

Billy says that his brother grabbed his arm in the kitchen. Billy had decided to make tea for him, his brother and sister. He was hungry and mum was asleep upstairs and he didn't want to wake her. He had opened the oven door to take the pizza out, his brother thought he would burn himself and grabbed him. Billy was ok and they ate the pizza.

What would you do now Billy has told you this.

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i) Making effective use of teaching assistants and other adults in the classroom.

j) Drawing on guidance from expert colleagues, sharing the intended lesson outcomes with teaching assistants ahead of lessons.

k) Ensuring that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher.

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g) Applying rules, sanctions and rewards consistently in line with school policy, including where individual pupils have an agreed tailored approach, escalating behaviour incidents as appropriate.

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Teaching assistants (also known as TAs, classroom support assistants or teachers' aides) are adults who support teachers in the classroom. Teaching assistants' duties can vary widely, but they are generally deployed in two ways; to support the teacher in the general classroom environment, or to provide targeted interventions, which are often delivered out-of-class. The role can also include administrative support.

1. Teaching assistants can provide a large positive impact on learner outcomes, however, how they are deployed is key.

2. The high average impact hides a large variation between the different approaches to teaching assistant deployment. Targeted deployment, where teaching assistants are trained to deliver an intervention to small groups or individuals has a higher impact, whereas deployment of teaching assistants in everyday classroom environments has not been shown to have a positive impact on learner outcomes.

3. Access to high quality teaching is the most important lever schools have to improve outcomes for their pupils. It is particularly important to ensure that when pupils are receiving support from a teaching assistant, this supplements teaching but does not reduce the amount of high-quality interactions they have with their classroom teacher both in and out-of-class.

4. Investing in professional development for teaching assistants to deliver structured interventions can be a cost-effective approach to improving learner outcomes due to the large difference in efficacy between different deployments of teaching assistants.

The average impact of the deployment of teaching assistants is about an additional four months' progress over the course of a year. However, effects tend to vary widely between those studies where teaching assistants are deployed in everyday classroom environments, which typically do not show a positive benefit, and those where teaching assistants deliver targeted interventions to individual pupils or small groups, which on average show moderate positive benefits. The headline figure of four additional months' progress lies between these figures.

Research that examines the impact of teaching assistants deployed in everyday classroom environments suggests that students in a class with a teaching assistant present do not, on average, outperform those in one where only a teacher is present. This average finding covers a range of effects. In some cases, teachers and teaching assistants work together effectively, leading to increases in attainment. In other cases, pupils, particularly those who are low attaining or identified as having special educational needs, can perform worse in classes with teaching assistants.

Where overall negative effects have been recorded, it is likely that support from teaching assistants has substituted rather than supplemented teaching from teachers. In the most positive examples, it is likely that support and training will have been provided for both teachers and teaching assistants so that they understand how to work together effectively, such as by making time for discussion before and after lessons.

Research which focuses on teaching assistants who provide one to one or small group targeted interventions shows a stronger positive benefit of between four and six additional months on average. Often interventions are based on a clearly specified approach which teaching assistants have been trained to deliver.

Teachers also report the benefits in terms of workload and reduced stress from working with teaching assistants.

In England, positive effects have been found in studies where teaching assistants deliver high-quality structured interventions which deliver short sessions, over a finite period, and link learning to classroom teaching, such as:

Abracadabra (ABRA)

Catch Up Literacy

Catch Up Numeracy

Nuffield Early Language Intervention (NELI)

REACH

Switch-on Reading

Talk for Literacy

There is also evidence that working with teaching assistants can lead to improvements in pupils' attitudes, and also to positive effects in terms of teacher morale, workload and reduced stress.

Schools should carefully consider how teaching assistants are used to support learners from disadvantaged backgrounds. There is evidence that when a teaching assistant is used to support specific pupils routinely in the classroom, the teacher may interact less with these pupils, meaning that those who need additional teacher monitoring and support may not receive it. Therefore, additional care should be given to how teachers respond to the deployment of teaching assistants and who they are supporting, particularly for previously low attaining or disadvantaged pupils.

However, well-evidenced teaching assistant interventions can be targeted at pupils that require additional support and can help previously low attaining pupils overcome barriers to learning and ​'catch-up' with previously higher attaining pupils.

Schools should carefully monitor teaching assistant interventions to ensure they are well-delivered, so that pupils receive the large benefits of structured interventions and not the limited impact of general deployment.

Teaching assistant interventions have an impact through providing additional support for pupils that is targeted to their needs. In order to have the desired effect schools might consider:

Careful assessment of pupils' needs so that teaching assistants support is well targeted

Training teaching assistants so that interactions are high quality - for example, using well-evidenced targeted programmes

Ensuring that any interventions are well-linked to classroom content and do not reduce high quality interactions with teachers

High quality communication between teaching assistants and classroom teachers is likely to support good implementation of teaching assistant interventions. Studies were not included where the TA was assigned as SEND support for an individual pupil as part of an SEND plan.

Teaching assistant interventions are typically delivered over half-term or term-long periods when adopting a targeted intervention or approach, or across the entire academic year when used as more general deployment.

Overall, the median costs of implementing teaching assistant interventions are estimated as moderate. The costs associated with the effective deployment of teaching assistants arise from staff salary expenses, the majority of which are recurring costs.

Whilst the median cost estimate for the effective deployment of teaching assistant interventions is moderate, differences in training and resource costs through specific teaching assistant taught programmes or interventions means that costs can range from very low to high. Evidence suggests that the more effective approaches are structured and involve high-quality support and training, so it is important that teaching assistants have professional development in the pedagogy and content of the specific intervention they are expected to use.

These cost estimates assume that schools are already paying for teacher time to work with and support teaching assistants, and the facilities and materials required to implement a teaching assistant intervention. These are all pre-requisite costs of using teaching assistant interventions, without which the cost is likely to be higher.

Making Best Use of Teaching Assistants

Guidance to help primary and secondary schools make the best use of TAs

Read more about Making Best Use of Teaching Assistants

Putting Evidence to Work - A School's Guide to Implementation

A guide to implementation applicable to any school improvement decision

Read more about Putting Evidence to Work - A School's Guide to Implementation

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Provided Example (Proxima) - Scenario 1 

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Provided Example (Proxima) - Scenario 1 

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1) Your class is working independently and you are sitting at your desk at the front. You notice that two pupils at the back of the room, Katie, and Jon, are whispering and giggling. You want to maximize learning time and ensure that pupils stay on-task. What would you do next?

A) Stand up from your desk and begin to walk slowly towards the back of the room

B) Make eye contact with the pupils and say firmly, "Katie and Jon, I asked you to compete this task without talking."

2) Justify your answer

This would then be followed up by a more extended scenario where trainees would script or record their response.

(Learning Point from ITTECF: Use early and least intrusive interventions as an initial response to low level disruption.)

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Institute of Education Sciences (2008) Reducing Behavior Problems in the Elementary School Classroom. Available at https://ies.ed.gov/ncee/wwc/PracticeGuide/4.

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Chapter 10

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EEF Guidance Report – Improving Behaviour in Schools

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Recommendations

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Teaching Assistants

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ABSTRACT:

Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements—level of analysis, conflict, emotion, and cognitive functioning—specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research.

LINK: https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-061020-105721

REFERENCE:

Integrating Models of Self-Regulation

Michael Inzlicht, Kaitlyn M. Werner, Julia L. Briskin, Brent W. Roberts

Annual Review of Psychology202172:1,319-345

Integrating Models of Self-Regulation

Annual Review of Psychology

Vol. 72:319-345 (Volume publication date January 2021)
First published as a Review in Advance on October 5, 2020
https://doi.org/10.1146/annurev-psych-061020-105721

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ABSTRACT:

Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led development trials were structured using a coherent and empirically sound model. Over the year of the intervention, schools made marked improvements to the ways TAs were deployed in classrooms, prepared for lessons and interacted with pupils. The study led to much-needed guidance on how to review current practice and make substantive changes to TA use, as part of wider school improvement.

REFERNCE:

Rob Webster r.webster@ioe.ac.uk , Peter Blatchford & Anthony Russell (2013) Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project, School Leadership & Management, 33:1, 78-96, DOI: 10.1080/13632434.2012.724672

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ABSTRACT: This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co-ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well.

WEBLINK: https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9604.2010.01445.x

REFERENCES:

An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools

CRISTINA DEVECCHI, MARTYN ROUSE

First published: 04 May 2010

https://doi.org/10.1111/j.1467-9604.2010.01445.x

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Use of teaching assistants - evidence base

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Use of teaching assistants - evidence base

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ABSTRACT:

In many countries, teaching assistants are working in schools in increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, they are increasingly playing a pedagogical role and working directly with pupils, particularly those with special educational needs. However, little is known about the quality of the support that teaching assistants provide to these pupils. This paper systematically examines differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms. Differences were found, particularly in relation to the development of pupil thinking, and examples of the differential interactions are provided in the paper. Recommendations are made related to the need to examine existing models of teaching effectiveness to take account of the role of teaching assistants in classrooms and the role of teachers managing teaching assistants.

REFERENCE:

Christine M. Rubie-Davies , Peter Blatchford , Rob Webster , Maria Koutsoubou & Paul Bassett (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils, School Effectiveness and School Improvement, 21:4, 429-449, DOI: 10.1080/09243453.2010.512800

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ABSTRACT:

The ability to follow instructions is an important aspect of everyday life. Depending on the setting and context, following instructions results in outcomes that have various degrees of impact. In a clinical setting, following instructions may affect life or death. Within the context of the academic setting, following instructions or failure to do so can impede general learning and development of desired proficiencies. Intuitively, one might think that following instructions requires simply reading instructional text or paying close attention to verbal directions and performing the intended action afterward. This commentary provides a brief overview of the cognitive architecture required for following instructions and will explore social behaviors and mode of instruction as factors further impacting this ability.

LINK: https://www.sciencedirect.com/science/article/pii/S000294592301731X

REFERENCE:

American Journal of Pharmaceutical Education

Volume 84, Issue 8, 1 August 2020, ajpe7779

COMMENTARY

The Psychology of Following Instructions and Its Implications

Author Sabrina Dunham PharmD a, Edward Lee BS a, Adam M. Persky PhD a b

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ABSTRACT:

The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors’ focus has been the underlying daily practices of classroom teachers used to ensure high-quality, equitable and personalised instruction. A multiple-case-study approach was carried out, with the voluntary participation of seven schools at the kindergarten, elementary and high-school levels. Multiple data collection methods were utilised, including in-depth interviews and extended classroom observation. The results reveal the foundational practices of the school and classroom that make it possible to reach all learners, facilitating their success. The systemic supports and strategies that ensure that all learners are able to participate, learn and be part of the class community are also described, as well as complexities still present in the inclusion processes, especially in relation to support and curriculum.

LINK: https://www.tandfonline.com/doi/abs/10.1080/0305764X.2021.1891205

REF: Cecilia Simón, Yolanda Muñoz-Martínez & Gordon L. Porter (2021) Classroom instruction and practices that reach all learners, Cambridge Journal of Education, 51:5, 607-625, DOI: 10.1080/0305764X.2021.1891205

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Mr Jones is supporting in a reading lesson. The children are sat on carpet for phonics input. Mr Jones is watching from the back of the classroom and is joining in with the choral responses. There are 4 children who are struggling to access the lesson content and are not joining in. One of these children is rolling around on the floor, George. The children go back to their tables for some independent work and Mr Jones continues to watch them complete their work. As George is still rolling around, Mr Jones takes him outside the class and reads him a story.

A)      You go outside and swap the story book for one which is phonetically matched to George’s ability and shows fidelity to the school’s scheme.

B)      During carpet time you direct Mr Jones to support some children including providing them with some concrete resources to refocus and compliment the teaching.

C)      You direct Mr Jones to take out the 4 disengaged children to complete a phonics intervention with them.

Justify your answer – create a script to demonstrate a conversation between yourself and Mr Jones.

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It has been wet break all morning and the maths lessons directly follows the end of breaktime. Mrs Howard the class LSA for the morning has been on break duty and comes into lesson after it has started. She sits at the back of the class next to a table of children who are lower attaining and drinks her coffee. On the table is a child she is designated to support 1-1in these lessons. Mrs Howard listens briefly to what the teacher is saying then discussing loudly and at length what the child needs to do in their book such as underlining the date etc. This distracts the children on the table, and they can’t hear the teacher explaining.

How could you make your teaching assistant more effective in supporting the children’s learning?

A)      Build in a mutually convenient time to meet with Mrs Howard ahead of learning to discuss expectations of her throughout the lesson.

B)      Provide TA with annotated plans or notes to share the learning objectives and outcomes.

C)      Redirect the TA in class on front of the children so she knows not to be drinking the coffee and to be quiet while you are talking.

Explain and justify your choices

Ex: How could you make your teaching assistant more effective in supporting the children’s learning individually and whole class?

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Institute of Education Sciences (2008) Reducing Behavior Problems in the Elementary School Classroom.

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Jaime has a individual behaviour plan where he has three targets which need to be met over the course of the day for him to be able to play basketball with the TA for 5 minutes in the afternoon. You have been using Class Dojo with your Year 5 class to reward and reinforce positive learning behaviours. Sana has been displaying many of the school values during the day but you have too been too busy trying to support the three children who were absent yesterday to plan their newspaper report. Therefore, you have not given out any Dojo's throughout the morning. You notice that Sana seems upset and withdrawn from the learning, when you ask her what is wrong Sana draws attention to all the distractions caused by Jamie and the fact he has still made it to green on his target chart. Whereas she 'always does the right thing' and 'never gets rewards'.

In this scenario would you:

A. Give Sana a Dojo to recognise that she has worked very hard all morning.

B. Apologise to Sana and explain to her that you've been busy with the students who were absent. Then bring the class to share their mornings learning and award Dojos to recognise where the children have met the school values.

C. Explain to Sana that the idea of fairness doesn't mean treating all children the same.

Justify your answer.

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Scenario - High Expectations - Scripted Response 

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Scenario - High Expectations - Scripted Response 

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You work in a school where the behaviour policy clearly states that all children's names will be added to the coloured behaviour chart throughout the day based on their learning behaviours.

Denis and Medina both have received one verbal warning and you have moved both their names to yellow on the behaviour chart. Denis is often moved to negative colours and you've just recently had a meeting with his parents about his general disruptive behaviour. Medina is usually very well behaved and her name is often on green. While explaining the science starter, you see Denis purposefully knock over his partners water bottle and then slyly laugh. As you approach the name chart to move Denis's name, you hear something behind you and see another water bottle on the floor. Aaron tells you that Medina has just slapped the bottle out of his hand.

What are your next steps:

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Scenario k) Additional support and not a replacement

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Scenario k) Additional support and not a replacement

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In a lesson on column addition you observe that at least 8 children demonstrate they do not understand the concept. They are struggling to know what to do when numbers cross the 10’s barrier and are muddling up their columns. You do some more examples but its time to move on to independent work. Your TA Mrs Flower has already been supporting the children who need it by providing them with some concrete resources to aid their learning. How can you now deploy her effectively to support the children who are struggling.

A)      Mrs Flower takes the 8 children to the IWB where they work as a group to do some more examples with dienes and place value charts. They create some steps to success to follow.

B)      Mrs Flower gives the children who are struggling some steps to success and extra time to complete their activity while she observes their strategies.

C)      Mrs Flower keeps supports the rest of the class while you take the 8children and work with them using guided practice resources.

Ex: How would each option support individual learning and the learning of the whole class

Justify your answer

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Self regulation in the Early Years (Canada)

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Self regulation in the Early Years (Canada)

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ABSTRACT: Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

LINK: https://link.springer.com/article/10.1186/s40723-021-00085-7

REF: Braund, H., Timmons, K. Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. ICEP 15, 8 (2021). https://doi.org/10.1186/s40723-021-00085-7

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International Journal of Child Care and Education Policy

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Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings - International Journal of Child Care and Education Policy

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Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policym…

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Lots of chapters in this book which look to be useful.

Self-regulation of Learning and Performance

Issues and Educational Applications

Edited By Dale H. Schunk, Barry J. Zimmerman

Edition1st Edition

First Published1994

eBook Published6 January 2023

Pub. LocationNew York

ImprintRoutledge

DOIhttps://doi.org/10.4324/9780203763353

link: https://www.taylorfrancis.com/books/edit/10.4324/9780203763353/self-regulation-learning-performance-dale-schunk-barry-zimmerman?refId=18915b85-ba04-41a2-9eb3-d340bbd800f4&context=ubx

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In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement.

The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

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Self-regulation of Learning and Performance | Issues and Educational A

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In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities

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ABSTRACT:

Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers’ instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students’ SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

LINK: https://link.springer.com/article/10.1007/s10648-020-09534-0

REF: Dignath, C., Veenman, M.V.J. The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educ Psychol Rev 33, 489–533 (2021). https://doi.org/10.1007/s10648-020-09534-0

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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies - Educational Psychology Review

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Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers’ instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students’ SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.

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ABSTRACT:

This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

LINK: https://psycnet.apa.org/record/2020-00476-001

REF: Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227

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Multi-tasking and self regulation (could link to instruction too)

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Multi-tasking and self regulation (could link to instruction too)

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ABSTRACT: Research has shown that multitasking in classrooms negatively impacts students' academic performance. This study investigated the indirect effects of multitasking on academic performance (i.e., Grade Point Average [GPA]) through self-efficacy for self-regulated learning (SESRL) in males and females (i.e., by gender). Measures of multitasking behaviors, in both online and traditional (i.e., face-to-face [F2F]) format classrooms, and SESRL were administered to university students. Two simple mediation and moderated mediation models were tested. The simple mediation analysis indicated that SESRL fully mediated the relationship between multitasking behaviors and GPA in F2F classes, and partially mediated this relationship in online classes. Evidence of moderated mediation effect was only found in online classes suggesting that there was a significant indirect effect for female students only. Female students with higher levels of SESRL experience a limited impact of online multitasking on GPA, resulting in better academic performance.

LINK: https://www.sciencedirect.com/science/article/abs/pii/S074756321930305X

REF: Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender

Author links open overlay panelAhlam Alghamdi a, Aryn C. Karpinski b, Andrew Lepp b, Jacob Barkley c

https://doi.org/10.1016/j.chb.2019.08.018

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Part 1: The Yr 1 children have been in for an hour during lunch, and it has been wet play. You are now about to teach a practical science lesson. The children have been playing using their wet play equipment and you need to get the classroom tidy and the children sitting on the carpet ready for registration. How would you achieve this? Would you ..

a)       Raise your voice to grab their attention and say, “It’s tidy up time.” Repeat several times until the children do this.

b)      Use non-verbal cues such as a bell to gain the children’s attention to start tidy up and then ring the bell again to get the children to sit on the carpet.

c)       Show the children the tidy up routine on the board and ask each group to complete the task by the time set.

Part 2: You have started to provide your input about the science lesson, but not all the children are listening. Would you…

a)       Use non-verbal cues that have been established in your classroom. E.g. Look at children, cross your arms and wait for silence?

b)      Keep telling the children that you want them to be quite on the carpet and write the children’s names on the board who are not doing this? E.g. “Katie sit still and stop talking” in a stern voice.

c)       Continue to deliver your lesson and ignore low-level disruption coming from a few children give your science input so that the lesson does not run over?

Part 3:

You are now ready to give your instructions for the science experiment. Do you…..

a)       Give all the instructions at once now that all the children are listening to you, and they have your full attention?

b)      Give the instructions one at a time and check for understanding from several children?

c)       Model instructions visually and then ask the children to explain what they are going to do?

Part 4:

The children now know what they must do for their science experiment. You need to send the children to their workstations in an orderly manner. Do you….

a)       Use established routines for transitions, such as “When I say 1 do this, when I say 2 do this and when I say 3  or red table go back to your table and show everyone to do this model?

b)      Tell all the children to go back to their workstations at the same time?

c)       Say, “Girls you can go back to your tables first, because you are sitting beautifully”?

Part 5:

You have completed your science lesson, and you only have 5 minutes to get the children home on time.  You need to get the children ready for home time quickly and safely. However, a child comes up to you and says that they do not want to go home and is crying.   What do you do?

a)       Carry on as usual and take all the children out to meet their parents/carers including the child who is crying and does not want to go home?

b)      Get the children to wait in the classroom while you speak to the child and they children go home late.  The parents/carers are getting frustrated because their children are five minutes late already?

c)       Ask a child to get another teacher or teaching assistant to take the class whilst you speak to the child who is crying and does not want to go home?

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Informed by Research: from Kennedy, A. and Haydon, T. (2021) ‘Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioural Incidents’.

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Ryan often comes in on a Monday morning and mentions that he has not had breakfast. Ryan is a quiet member of the class whose parents have separated and he spends the week with his mother and spends his weekends with his dad. Ryan is eligible for free school meals and you are not sure what his home life is like since the separation. Ryan is an only child. Ryan's reading log is not often signed by either parents and he is very forgetful with his homework and water bottle.

1. Check up on Ryan on whether or not he is coming into school having eaten breakfast, if he isn't then keep giving him food from breakfast club as you know he wont be able to focus with some subsistence.

2. Monitor this situation over a period of time and then if it is a regular occurrence you ask his mum for a word and discuss where Ryan stays on Sunday evening and how he comes into school on Mondays.

3. Give Ryan some fruit and reassure him and then go to speak to the DSL and follow this up with a written concern on CPOMS with the times it has happened and your concerns for Ryan.

Justify you answer ...

You are walking along the corridor and notice that Ryan is next to the lunch trolley. You ask Ryan what he is doing inside and tell him to go out and enjoy his lunchtime. Later in the afternoon, you check your worry box and you see that four children have written that their snacks have gone missing from their lunch boxes.

What would you do next and why ...

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You notice that in the last couple of weeks Chelsea has become more withdrawn from her regular friendship group. While on duty you have seen that she now prefers to sit and read rather than play basketball with her friends. The midday supervisors have also mentioned to you that Chelsea has not come into the lunch hall when her class were called. You decide to have a chat with her and she tells your she's fine and everything alright and she's just becoming a little more mature than her friendship group. She even mentions to you how she has a new favourite and a new series of books she loves reading but upon further research you find out they are not age-appropriate.

However, the next day you notice her pushing her pencil into her leg during a lesson and then when changing for P.E. later in the afternoon, you notice this has left marks on her leg.

What would you do next in this scenario ...

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A parent has come to collect their child, you have greeted them at the gate and you can smell alcohol on their breath.

Do you:

a) let the child go home with the parent

b) keep the child in the classroom whilst you go and get a member of the senior leadership team to decide if the child can go home with the parent

c) refuse to release the child to the parent, log on My Concern and contact social services

Justify your answers

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Sophie is in year 1. The class teacher has noticed Sophie continuously picks her arms, sometimes to the point where they are bleeding. This appears to be a subconscious act and she is surprised if anyone mentions it. In the middle of a introduction to a maths lesson she’s expressed out loud ‘I want to kill myself’.

What do you think?

a) The class teacher directs the new LSA to discretely approach the child and ask if they want to have a quiet talk away from everyone else. The LSA asks the child to explain what they meant and what has caused them to say this. The LSA notes down in child speak exactly what the child has said. The class teacher reads the notes and follows school policy which includes reporting this concern to the DSL. Whilst reporting this she mentions the picking too and flags this as separate issue.

b) The class teacher stops the lesson and takes the child out leaving the new LSA to take over the lesson. The teacher takes the child to a sensory room and asks them to explain their thinking. The teacher then reports what has been said to the DSL.

c) The class teacher is unsure what to do after the lesson so they voice their concerns to their school mentor who is also a member of the Senior Team. They suggest making a personal note of the incident and keeping a close eye on Sophie to see if this happens again.

Justify the correct choice of action

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It is parents' evening. You are sitting with the parents of Ava. Ava is an able child but does not like to try hard or push herself out of her comfort zone. Ava has recently started distracting others by whispering to them, or making demeaning comments to children who are doing well. You are starting to feel a bit worried about Ava's attitude. However her parents seem to think she is doing brilliantly and is top of the class. They are describing all the extra activities Ava does outside school. You need to address your concerns about Ava's negative attitude and limited progress, but are not sure how to broach the subject.

A: acknowledge the positive parental support and then share specific facts regarding Ava's behaviour in class and outcomes of recent assessments

B: do not say anything about your concerns. Talk to Ava next day in class, and explain that her behaviour and attitude needs to improve or you will raise it with her parents

C: explain to the parents that they might consider reducing Ava's activities outside school, and help her to focus on her school work as her assessments are disappointing.

Extended scenario

Ava's parents are surprised to hear this. They assume that it must be your teaching that is the problem and she is bored.

What do you do?

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It’s PE today with year 5 and your Teaching Assistant has told you that they have noticed that Tom has a nasty bruise on the top of his arm. Tom quite often has bruises and cuts on his knees and elbows as he is an active pupil who is always out in the playground playing football.

What should you do next:

A) You ask Tom about how he got the bruise who says he doesn’t know. So you decide not take it further as Tom is very accident prone and always seems to be covered in bruises.

B) Ask the Teaching Assistant to record it on the school’s safeguarding software, including as much detail as possible so that the Designated Safeguarding Lead can follow up accordingly.

C) You ask Tom about how he got the bruise who says he doesn’t know, so you decide to speak to the Designated Safeguarding Lead and report your concerns accordingly.

Justify your response:

You mention the incident in the staffroom and you discover that there have been similar concerns in previous year groups and also with younger half siblings which you were not aware of.

What should you do next:

A) You decide to speak to the parents straight at school pick up and ask them about the bruise and the other incidents.

B) Speak to Tom again and try to get him to think about the previous incidents. Did the bruises happen at school or at home? Did somebody do that to you or did you walk into something?

C) Speak to the Designated Safeguarding Lead again and ask about the other incidents to check that they are aware of the previous incidents.

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Scenario - Safeguarding - concerning behaviours 

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Scenario - Safeguarding - concerning behaviours 

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It is the first time that you are covering the whole class on your final teaching placement. You are teaching a year three maths lesson, it is the first lesson of the day and you are covering the class while your mentor leaves the room to attend a meeting. The TA is in the room but working with a small group of children.

You scan the classroom and all children are engaged and on task however, you notice one child who appears to be struggling. You hear a strange noise and turn around to see a child repeatedly banging their head on the table in front of them.

The children around the child are staring and looking shocked. The TA has approached the child and is trying to pacify the child.

What do you do?

1.       Do you observe what is happening and leave the TA to manage the situation?

2.       Do you evacuate the classroom and leave the TA with the child?

3.       Call for assistance from the class teacher and allow her to take the lead?

Part 2

The class teacher is still unavailable and an HTLA has taken the rest of the children outside.

The TA tells you what the child has revealed what has happened.

Late last night, the bailiffs have arrived and forced entry into the family home. They have removed all items of value including the play station and the child’s i- pad.

The child has not had any breakfast and the parents have not informed the school.

What do you do?

1.       Approach the child and listen and show sympathy and empathy to the child. Ask further questions.

2.       Ask the TA to get the child a snack and on the way to get the DSL, leaving the child with you .

3.       You offer to get a snack for the child and on the way alert the DSL or someone else from SLT about what is happening.

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It is near the end of the summer term, you are a Year 5 teacher, at the end of the school day, you are saying goodbye to the children and a child in your class has said they are walking home with their friends. You have nothing from the parent saying this was going to happen, and there has been no contact from the office that the parent has been in touch.

What do you do:

a) let them go - school policy states Year 6 children are able to walk home on their own

b) tell the child they are not allowed to leave and put them into the school's after school club until their parent arrives.

c) tell the child they are not allowed to leave the premises and contact the parent.

Justify your answer.

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A child in your class has been coming into school increasingly unclean - dirty hair and unwashed clothes. This has happened in the past occasionally and only on one day, however this is the third time this week and the child has become dishevelled.

What are your next actions:

a) make contact with the parent directly and tell them what you have noticed and say that the child needs to be smarter in their appearance.

b) log it directly onto My Concern.

c) speak directly with the child and ask them why they are unclean to try and find what the reason is.

Justify your answer.

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You are a Year 6 teacher and a child has come into your class this morning, eating a cereal bar, and has said that they could not wake their mum up this morning so have got themselves to school and left mum in bed.

Do you:

a) call the police immediately.

b) log the incident onto My Concern

c) send someone from the school to the house to check.

Justify your response.

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You are a Year 4 teacher in a school and live locally. You are out one evening, walking your dog in the local park at 8.30pm and see some of the children from your school at the skate-park. As you get closer, you can see that the Year 6 children are with some older children, some of which are their siblings who used to go to the school where you teach. You see that the Year 6 children are vaping. What do you do?

a) do nothing - it is after school hours, it is not your responsibility.

b) contact the parents the next day

c) go and speak directly with the children and confiscate the vape from them, saying you will give it to their parents at school tomorrow.

Justify your answer.

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You are teaching in Year 1 and a parent is often late collecting their child after school due to their shift at work not ending until 3pm. School finishes at 3.10pm. The parent is often 20 minutes late to collect their child. This is becoming an increasingly regular occurrence and the child gets upset when this occurs. You know that the parent is a single-parent and has no one else to help with school pick-up. You are aware the parent has food bank vouchers from the school on regular occasions.

a) let the child wait in the classroom with you and help tidy up / set up for the next day.

b) put the child into the school's after school provision, knowing the parent will not be able to afford the fees.

c) contact social services.

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You are covering a class at the end of the day and the children are all ready to go home.

Someone comes to collect one of the children who is not their parent, but the child recognises the person and seems excited to see them.

What do you do:

a) double-check with the child that hey know the person and are happy to go home with them.

b) refuse to let the child go and wait until the parent arrives.

c) put the child into the after school club and speak to a member of senior leadership to see what to do.

Justify your response.

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l) Knowing who to contact with any safeguarding, or any pupil mental health concerns.