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TOOLS THAT WORK
Sheronda Farrow, M.S.Stephen W. Smith, M.A.
Stacie Wilson, M.S.
Predoctoral Residents in Professional Psychology
Virginia Beach City Public Schools
Self-Regulation
“Intelligence without ambition is a bird without wings.”- Salvador Dalí
“Our ambition should be to rule ourselves, the true kingdom for each of us; and true progress is to know more, and be more, and to do more.”
- Oscar Wilde
Self-Regulation
“What is self-regulation?”
“Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.” – D. Siegel
Self-Regulation
“The Self-Regulated Learner”
Compared with low achieving students, high achievers more frequently:
Set specific learning goals Use a variety of learning strategies Self-monitor Adapt their efforts systematically
Self-Regulation
Zimmerman et al. specified several important characteristics of the self-regulated learner and self-regulated learning process
Self-Regulation
Personal Strategies Organizing and Transforming
Information Goal setting and planning/standard
setting Keeping records and monitoring Rehearsing and memorizing
Self-Regulation
Behavioral Strategies Self-Evaluating Self-Consequating
Self-Regulation
Environmental Strategies Environmental structuring Seeking social assistance Seeking information from nonsocial
sources Reviewing records
Self-Monitoring
Help students set realistic and attainable goals for themselves
Devise a plan for monitoring and carrying out those goals
Write it down Keep and review tangible records to
evaluate performance Reward/reinforce or regroup/rethink
Self-Monitoring
Example
“My Goals” List
Visual reminder of goals your student is working toward
Can be developed together with your student
Empowers student to develop strategies for building on successes, and modifying tactics that don’t work
Example
Time Management
“Until we manage time, we can manage nothing else.” – Peter F. Drucker
Time Management
“First things First….”
Get a realistic idea of how your child spends their time each day, including all aspects of their day
Record your daily activities and how much time they actually take.
Color in a pie chart or use an hour-by-hour planner for a visual representation of a typical day.
Evaluate the problem areas. Review the chart with your child and identify areas where bottlenecking and overscheduling occur.
Develop a time schedule
Where Does the Time Go?
http://www.studygs.net/schedule/index.htm
http://www.studygs.net/schedule/Weekly.html
These charts can help you and your student view how time is spent during the day/week, and provide a starting point from which to schedule time effectively
Time Management
“Developing a Daily/Weekly Schedule”
1. Set aside time each Sunday evening to plan the upcoming week with your child
2. Make a “To-Do” list noting when school and household chores must be finished. Set specific times for regular tasks.
3. Add items to schedule in order of priority4. Be sure to include “me” time and time each week to
make the next schedule5. Post chart in accessible place6. Crossing of completed items will give your child a
sense of accomplishment.7. Make sure the family calendar is up to date and
involve your child with the process so that he or she feels a sense of ownership.
Time Management
Have-To’s- Home responsibilities
(chores, etc)- School responsibilities
(homework, studying, projects)
- Self-Care (bathing, getting dressed, etc)
Want-To’s- Television- Video Games- Phone- Computer (e.g., instant
messaging, games, surfing)
- Parties/Social Activities
“To Do or Not To Do”
http://www.studygs.net/todolist.htm
Now What?
Calendar List Prioritize Get Real Stay Focused Be Flexible Make Time for YOU!
Time Management
Other Basic Time Management Tips
Write things down Stay organized Avoid distractions Think about space as well as time Don’t underestimate tasks
Time Traps
Television Video Games Phone Computer
Time Management Strategies
TV: Choose a show you really want to watch, then work it into your schedule. Record other shows to watch when work has been completed. Set a time limit on “channel surfing.”
Video games: Use as a reward for finishing homework, reading assigned chapters, or studying.
Computer: Set aside specific time for chatting/IMing and web surfing. Can serve as a reward for completing work.
Phone: Set phone to silent so student will not be tempted to talk or text. Can also be used as a reward for completing work.
Organization
Key Areas for Success
1 – Writing down assignments and bringing home books and materials
2 – Keeping track of materials 3 – Planning ahead for tests and
projects 4 – Developing a good study space
Organization Motivation
Help determine how disorganization is affecting your child
Build your child’s confidence by identifying ways in which he or she is organized
Remove the pressure to get rid of things
Reward your child’s successes.
Start Small
Avoid trying to change everything at once
Ask them what they feel their biggest problem areas are
Examine your own opportunities for improvement
Brainstorm possible solutions, making sure to keep them simple
Agree on strategies and make a list of supplies you need to make them work
Signs of Good Organization
Brings home homework assignments Knows the exact homework assignment Consistently returns completed homework Knows when the teacher gives homework (e.g., days of the week) Knows how the teacher typically informs them of the homework
assignments Brings home books and needed materials Knows when assignments are due Has papers and study guides to prepare for tests Knows when tests are Has a regular study space Has needed supplies for homework Does not wait until last minute to start homework or begin
studying Does not run out of time when preparing for tests or completing
projects
The Binder
Ask teachers what style of organization he or she expects from students.
Get a sturdy three-ring binder with colored pocket dividers for each subject, keeping in mind that some schools have restrictions on the size of the binder allowed.
Include a pocket labeled “home” for anything that requires your attention and one labeled “teacher” for anything that requires the teacher’s attention.
Enlist the teacher’s help to ensure assignments are entered into the binder consistently and correctly.
The Planner
“Plans are nothing; planning is everything.”- General Eisenhower
- Refer to the school annual calendar and note important dates (e.g., school closings, ends of grading periods)
- Request a copy of class schedules and note test dates and project due dates
- Budget time for test and project preparation and mark specific dates for completion of each step.
- Review the planner daily with your child until she consistently uses it correctly.
Study Partner
A successful student from whom your child can get information that they may have missed.
Work with the teacher to identify an appropriate student.
Ensure that this technique won’t embarrass him or her
Have your child’s teacher develop a system for appropriately requesting information
Make sure your child follows set limits about the help that this person can provide.
The Morning Routine
Prepare the night before. Choose clothing, gather books and assignments, and place everything in a specific place.
Make a list or a picture chart of the tasks in your child’s morning routine. Have him mark each task as it’s completed.
Post a list or pictures of everything your child should have as she walks out the door.
Use specific verbal reminders instead of general reminders (e.g. “Do you have everything?”)
The Child’s Room
Survey your child’s room from his perspective.
When the room is neat and organized, take a picture and post it so that she can periodically check to see if they match
Sort through things together on a regular basis and discard unwanted and unnecessary things.
Practice Makes Perfect
Your child’s organizational skills will not improve over night.
New habits take time to learn and bad habits take time to unlearn.
Your child will need frequent reminders, lots of help, and consistency.
Don’t hesitate to help, but do so judiciously.
Reward successes and give a little extra help when he or she is feeling discouraged.
Home Workspace
Create a place in the home that is used only for studying and homework.
Consider locations that minimize distractions, but allow you to check-in. The child’s room is not always ideal.
Keep the space clear of distractions and make sure that necessary materials are easily accessible.
This place should never be used for punishment or in a way that embarrasses your child.
Homework Time
Designate a certain period of time each evening for homework and studying.
Expect your child to engage in some academic task even if she claims to have no homework to do.
Allow for breaks, but work them into the schedule and set specific limits.
During homework, restrict access to the computer and phone except for school-related work.
Some children benefit from listening to music, but others find it distracting. Work with your child to determine during what type of work music can be used.
Long-Term Projects
Make a list of all the things you need to do for the project
Determine the appropriate order of the list
Estimate the time required for completing each step
Decide on what day each step should be completed
Budget additional time and adjust the plan as needed
Task Timeline
Breaks any assignment into smaller pieces
Helps your child feel in control of her time
Helps him pace himself so he doesn’t rush through an assignment or spend all night on it
Reduces anxiety by making large tasks appear more manageable
Additional Tips
Focus on one problem at a time Start with “stuff management” Shop for supplies with your child
and guide their choices Help your child clean out their
backpack periodically Get to know your child’s teacher so
that strategies can be employed across domains