What Does Self-Regulation Look Like?

If our students struggle with self-regulation, we often regulate for them. “Having trouble staying focused? Sit right here and complete your homework.” “Don’t remember what homework is due? Let me list it out for you.” “Lost your worksheet? Here is another copy.” Alternatively, we sometimes think that natural consequences teach desired behaviors. “Didn’t do your homework? You earned a zero.” These common educator responses are missed opportunities to teach students how to self-regulate. When we provide instruction and intentionally create opportunities to guide students’ practice, we gradually shift responsibility, working to build the capacity of students to enact their own plans for success.

While self-regulation is an internal, reflective process, we can teach students a set of skills that empowers them to self-regulate. In addition to planning, to help students develop the ability to effectively self-regulate, we also need to teach them to monitor their progress, adjust their efforts if things aren’t going according to their original plan, and apply meaningful reflection. Students can expand their abilities to self-regulate through instruction and integration within content-area learning and experiences. Students develop self-regulation skills the same way they develop skills in mathematics or reading—by learning through direct instruction, opportunities for practice, and feedback consistently provided across time.

WHAT TEACHERS SAY

“To me, self-regulation is a mix of self-control, routine, and follow-through. It’s a mix of the mind and the physical habits coming together. Self-regulation is ultimately a lifestyle that allows us to reach our big-picture goals.”

—Terese, social studies teacher

When students self-regulate, they apply the four components of selfregulation to numerous situations in order to attain goals, learn skills, manage emotional reactions, and accomplish tasks. Here are a few examples of common things adolescents work to self-regulate. „ Mastering a game „ Getting to school or work on time „ Saving money for a big purchase „ Focusing attention on a task „ Responding calmly when frustrated „ Eating a balanced diet

„ Getting homework done „ Exercising regularly „ Completing daily chores „ Finishing school or personal projects

As students learn to expand how and what they self-regulate, they construct an understanding of important concepts and skills that can be applied to numerous contexts, including academics. Consider the sequence of selfregulation knowledge and skill development (Gaumer Erickson & Noonan, 2018) in table I.1. Which of these abilities can you already observe in the majority of your students? Which ones are lacking? If students entered middle or high school demonstrating these behaviors, how would your classroom operate? What would it sound like? Feel like? When educators purposefully teach self-regulation, it impacts not only each student’s ability to create plans, monitor learning, and manage distractions, but also the classroom and school as a whole. This sequence of skill development helps educators solidify instruction and observe their students’ growth. It is aligned with instructional activities and assessments that are described in this book.

Table I.1: Self-Regulation Developmental Sequence

Level 1: Developing

• Demonstrates the ability to create a simple plan and immediately reflect on the implemented plan • Describes and chooses simple strategies for self-calming • Plans for and practices ignoring some distractions during a task, resulting in increased focus

Level 2: Emerging

• Demonstrates the ability to create a plan to accomplish a task or set of tasks • Identifies ways to get back on track when distracted • Develops a plan (with teacher guidance) to self-regulate for common challenging situations and emotional reactions • Describes the importance of self-regulation for current and future achievement • Predicts how various actions and decisions would affect outcomes

Level 3: Demonstrating

• Defines self-regulation and describes self-regulation components (planning, monitoring, adjusting, and reflecting) • Explains personal self-regulation strengths and areas for improvement related to specific situations (such as assignments, technology, and social interactions) • Demonstrates the ability to make increasingly detailed plans to accomplish tasks • Identifies potential barriers to plan completion using if–then statements • Monitors progress of efforts over time • Reflects on success of effort