Answer to Question 1
Responses to the two parts of the question are as follows:
a. Self-regulation is a process of directing and controlling one's own actions. (Any description that reflects this general idea is acceptable. The response may also include capabilities such as impulse control, emotional regulation, self-socialization, goal setting, delaying gratification, self-motivation, or self-regulated learning.)
b. A behavior that is appropriately self-regulated (study skills, independent seatwork, interpersonal conflict resolution, etc.) should be identified. Then, three concrete strategies should be described that reflect three or more of these recommendations:
Create an orderly and somewhat predictable environment.
Provide age-appropriate opportunities for choice and independence.
Give children opportunities to learn without adult assistance (through assignments that children accomplish either individually or in small groups).
Provide help and guidance when (but only when) children need it.
Use suggestions and rationales more often than direct commands.
Have children observe and record their own behavior.
Teach children instructions that they can give themselves as they tackle challenging tasks.
Teach children strategies for keeping themselves motivated and attentive.
Teach children how to evaluate their own performance.
Teach children how to reinforce themselves for their accomplishments.
Provide opportunities for students to set their own goals (ideally, these goals should be challenging yet achievable).
Model self-regulating cognitive processes, perhaps by thinking aloud about these processes.
Provide any scaffolding that children might initially need to help them use self-regulating strategies.
Answer to Question 2
The response should describe, in specific and concrete terms, at least five different strategies. These might be based on the book's specific recommendations for students at risk or on its recommendations for motivating youngsters more generally, as follows:
Strategies for motivating students at risk:
- Show students how the curriculum is relevant to their personal needs and interests.
- Use students' strengths to promote high self-efficacy in certain domains.
- Provide extra support for academic success.
- Communicate optimism about students' chances for long-term success.
- Help students recognize that they are personally responsible for their classroom successes.
- Facilitate psychological attachment to the school (e.g., encourage participation in extracurricular activities).
- Involve students in school policy and management decisions.
General strategies for motivating students:
- Focus more on promoting intrinsic (rather than extrinsic) motivation (e.g., by piquing students' curiosity or getting them physically involved with a topic).
- Show students how others like themselves have been successful.
- Describe rules and give instructions in an informational (rather than controlling) manner.
- Encourage students to shoot for specific goals (especially short-term, concrete ones).
- Downplay the seriousness of failures.
- Communicate that you like and respect students.
- Incorporate social interaction into classroom lessons.
- Get students involved in large projects in which all must work toward the common good.
- Teach strategies that enable students to present themselves well to others.
- Use extrinsic reinforcers when necessary.
- Give praise in private if peers don't value high achievement.
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