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Developing Self-Regulated Learners in High-Poverty and Diverse Classrooms

This program focuses on cultivating self-regulated learners among students in high-poverty areas, ESL learners, and those with disabilities. It emphasizes the importance of organization, metacognition, collaboration, and motivation in student success. Classroom structures that support student-centered learning, effective goal setting, and collaborative opportunities are essential. Strategies include establishing consistent procedures, providing immediate feedback, and involving parents in student development. Through structured interventions, educators will create an environment that fosters self-control and accountability in at-risk students.

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Developing Self-Regulated Learners in High-Poverty and Diverse Classrooms

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  1. Developing Self-Regulated Students Kelly Armfelt and Michelle Nathan

  2. Background Information • Teach students in high poverty areas - parents less time to teach skills • ESL Students -different societal norms/expectations • Students with Disabilities -requires more patience and one on one support

  3. A Self-Regulated Learner: • Organized • Active Thinker (metacognition) • Collaborates easily with others • Makes good choices • Motivated

  4. Build These CompetenciesThroughClassroom Management • Classroom Structure/Procedures • Consequences (positive and negative) • Goal Setting • Interventions for At Risk Students

  5. Classroom Structure/Environment • Student Centered vs. Teacher Centered • Encourages Collaborative Learning • Many Leadership Opportunities • Guidelines vs. Rules

  6. Consequences • Natural vs. Punitive • When giving rewards, they are immediate , specific, shaped (Skinner’s Operant Conditioning) Key: Children understand their misbehavior and are given solutions to change.

  7. Goal Setting • Specific • Challenging but attainable • Truly Committed

  8. At Risk Students • Develop Self Control Program • Buddy System

  9. January • Thinking about at risk students • Each team chooses two students deemed at risk • Agree to meet with student and parents for initial two conferences to discuss program with child and parents • Meet with child twice a month to monitor progress Keeping parents involved as much as possible

  10. February • Watch Consistency Management Cooperative Learning video of teacher with students in cooperative learning groups • Pair with colleague to video tape lesson using cooperative learning groups • Discuss where they see self-regulated students and what can be done to improve • Report experience during March meeting

  11. March • Report experiences with cooperative learning video • Discuss the importance of metacognition in building self-regulated students • Watch CMCD video where teachers discuss ways they acknowledge good behaviors and redirect misbehaviors • Teachers will journal this month focusing on ways they have redirected misbehavior , encouraged positive behaviors, provided time for students to build metacognition

  12. April • Speaker addresses classroom environment structure. • Teachers bring in picture or sketch of classroom • Group with colleagues to discuss benefits and limitations of environment when encouraging student centered environments that develop self-regulated learners.

  13. May • Discuss progress with at risk students and teams will collaborate with students next year teacher to discuss progress throughout the year and goals for the upcoming school year. • Create goals for next school year.

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