PLE Post 9

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Self-regulation is one of the most important skills that children learn in schools. This can be taught through many different strategies and adapted for each child. When children enter school they are all going to vary in their ability to self regulate, therefore it is not developmentally appropriate for each child to have the same expectations. One way self-regulation could be used in the intervention plan is to work with the child to create a goal and then have them monitor their own progress. She can monitory her progress by making tally marks every time she catches herself before acting out or misbehaving. Over a period of time she can see how she is making fewer and fewer tally marks because she is more aware of her behavior and is better able to regulate it.  This also establishes a sense of self-efficacy by seeing the progress she is making she will have a sense of pride and accomplishment. A child can gain a sense of self-efficacy by little changes such as starting off with answers they know and being called upon to share with the class, this shows them that they are smart and can share the answer with the class. A small change like this can create a more confident child who might believe they will do better and in turn they will be more likely to succeed on that task. When students gain a sense of self-efficacy they are more confident learners and in turn can help their self-regulation. Here is an article that talks about self-efficacy and how it is distinctly different from motivation in a classroom.