Every September my junior class of high school students
begins their first day by reflecting on the previous year's successes and
difficulties: "Which subject/class did you feel most successful and
why?" Which class did you feel less successful? Why?" These questions
allow my students to reflect on how they approached learning. Additionally,
this self-reflection helps me better understand my students' epistemic beliefs
which informs how I approach helping them stay motivated throughout the year.
To further help my students become aware of their own learning;
I ask that they set a goal for the year. Included in the goal are 2-3
objectives that will help them reach this goal and 1 or 2 things that undermine
their success. At first, the juniors I work with moan and groan about setting
goals. However, by November they are beginning to see the utility in the goal,
especially because our biweekly meetings revolve around the progress toward the
goal and the ultimate result...academic success.
This approach for helping students become independent
learners is grounded in the social-cognitive theory of self-regulation learning
(SRL). Self-regulated learners are active participants in their learning.
They are motivated by the goals they set and sustain motivation through their
choice of strategies and feedback received from self-assessments or from
others, i.e., teachers, parents, peers. (Zimmerman 2002)
Self-regulated learners are more likely to be the
successful students in school. These are the kids who have a plan for this
week's homework and tests, they study effectively, and make good choices about
strategies that improve their learning environment. Every year, my efforts begin
in the forethought phase of SRL and cycle through all the phases throughout the
year. My students and I move through phases, sometimes in a linear fashion, at other times we have to cycle back or forward until the goals are attained and new
goals are created. My goal?. . .Self-regulated seniors in June.
