Strategies for Improving Student Volitional Control and Self-Regulation
This document discusses strategies for developing volitional control in the classroom. It suggests setting clear expectations, providing reminders when students lose focus, and establishing classroom structures to provide materials and recurring activities. It also notes opportunities for students to seek help from peers or resources instead of just the teacher. The document then discusses potential blocks to feeling in control, such as motivated self-deception, inaccurate verbalization of attitudes, and difficulties with accessibility that make it harder to maintain focus on attitudes. Finally, it includes activities asking students to reflect on their influence over past life events and whether they had more control than initially thought.
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Strategies for Improving Student Volitional Control and Self-Regulation
- 2. Volitional Control ✏ Set clear expectations in advance ✏ Provide reminders ✏ Bring students attention to their behavior when they lose self-regulation
- 3. Volitional Control ✏ Classroom structures that provide access to materials ✏ Systems for recurring activities ✏Restroom / Drink ✏Library ✏ Opportunities for monitoring behavior
- 4. Volitional Control ✏ Opportunities for help-seeking other than teacher ✏Peers ✏Classroom resources (e.g. dictionary) ✏Computer with internet access
- 6. Blocks to Feeling in Control Motivated self-deception – Denying a state exists to reduce anxiety – “Oh, that is not due until next week.” – A month long project Inaccurate verbalization – Convinced they feel something the do not – “I hate school!”
- 7. Blocks to Feeling in Control Accessibility difficulties – More processing required to form an attitude, more apt to lose track of what the attitude is – “I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”
- 8. Activity Time: I Have the Power
- 9. Influence • List the past five years vertically (2015, 2014, 2013…). • List the most important event that occurred in your life during that year. 2015… 2014… 2013… 2012… 2011…
- 10. Influence • Estimate the percentage of control or influence you had over each event. 2015… 2014… 2013… 2012… 2011…
- 11. Influence • When you reflect on your experience, do you find that you had more control than you thought? • Young people may feel that external forces control their lives.
- 12. Activity Time: Meme in Relation to the World
- 16. © Angela Housand, 2013