Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g3QExqu12755; Fri, 26 Apr 2002 10:59:52 -0400 (EDT) Date: Fri, 26 Apr 2002 10:59:52 -0400 (EDT) Message-Id: <LAW2-F182y2Fko8C7wy000009f3@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2129] learner self-regulation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 1041 Lines: 19 What strategies do you use to help students build their motivation and basic self-regulation skills? By "basic" self-regulation skills I mean making connections between their own behavior and the results in terms of learning, like: coming to class on time every session and learning; coming prepared with paper, pencil, homeowrk, etc. and learning; doing homework assignments and learning; participating in class activities and learning; and communicating positively with other students and the teacher and learning. We've probably all had students who seem to think that if they come breathe the rarified air of the classroom once in a while they will achieve their academic purpose by something like osmosis (and if they don't it must be the teacher's fault). Do you use EFF to help them make the connection between their own actions and their learning? How? What are the results? Thanks! _________________________________________________________________ Chat with friends online, try MSN Messenger: http://messenger.msn.com
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