The Fight is between Two Wolves SelfRegulation Eray

The Fight is between Two Wolves: Self-Regulation Eray Sevingil Bilici Özyeğin University School of Languages How to do the “right things” by doing “things right”? , Istanbul May 26, 2018

An old Cherokee is teaching his grandson about life. “A fight is going on inside me, ” he said to the boy. “It is a terrible fight and it is between two wolves. One is evil – he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. ” He continued, “The other is good – he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith. The same fight is going on inside you – and inside every other person, too. ” The grandson thought about it for a minute and then asked his grandfather, “Which wolf will win? ” The old Cherokee simply replied, “The one you feed. ”

Outline • Self-Regulation in Education • How to foster Self-Regulation • Conclusion • Limitations

What is Self Regulation? • Self-Effort for Balance • Free-Will • Personal Capacity to adjust and alter Behavior • Personal, Behavioral & Environmental

Self-Regulation System • Executive Functions • Motivational, Cognitive & Metacognitive Components • Metacognition, Planning, Initiating a Task, Sustaining a Focus, Inhibiting & Flexibility

Self-Regulation in Education • Teachable through Direct & Indirect Instruction • Age groups • Teach Value of Learning, Set Goals & Evaluate Goal Progress (Schunk, 2005)

Self-Regulation in Education • High-achievers’ Greater Use of Self-Regulatory Strategies 1986) (Zimmerman & Martinez-Pons, Self-Regulated Learning Strategies Effects on Learners L 2 Reading Comprehension (Nejabati, 2015)

Self-Regulation in Education Monitoring learners Parental Support & Coordination Goal Direction Smooth Transitions

How to foster Self-Regulation Let Learners: • Set Goals • Plan and adjust (Huh & Reigeluth, 2017) • Encourage Life-Long Learning • Learner-Centered Classes • Self-Guided and Planned Projects (Puustinen & Pulkkinen, 2017)

How to foster Self-Regulation • Time Management • Setting Goals • The Value of Personal Effort (Zimmerman, 1998)

How to foster Self-Regulation • • Persistence in completing Tasks Self-Monitoring Performance Self-Management & Learner Responsibility Flexibility (Johnson & Clohessy, 2014)

How to foster Self-Regulation • Building Schemata • Motivation • Structured Activities & Predictability • Mind-Maps (Karpicke, 2012) • Mindfulness Exercises (Amoro, 2018)

How to foster Self-Regulation • Positive Attributions for Prospective Success (Butler, 2002) • Homework Logs & Time-Outs (Ramdass & Zimmerman, 2011)

How to foster Self-Regulation • Learners Preparing Questions • Problem-Based Learning • Team Work (Jones, 2017)

How to foster Self-Regulation • Self-Assessment Techniques • Think-Aloud Protocols (Muis, 2007)

Conclusion • Learners to focus on: Goals, Self-Efficacy & Time Management • Developing a Repertoire of Strategies • Self-effort to activate Self-Regulatory Skills • (Tseng, Dörnyei & Schmitt, 2006) • “Learning to Learn” • (Hofer &Yu, 2003)

Conclusion • Social and Emotional Competencies = Well-Being and Higher Academic Performance • Positive Approaches against Frustration & Imbalance • Learners’ Engagement with Others from Diverse Backgrounds • Self-Regulation for Low-Social and Financial Status

Implications • Teacher Preparation programs to teach Self-Regulation Skills (Vaughn, 2014) • Strategic Learning in Education & Language Learning (Rose, 2011)

Limitations • Fully Learner-Centered Classes • Self-Reflection and Time-Outs • The Choice of Curriculum • Goal Attainment versus Interests of Society • One-to-One Guidance • Content Areas versus Strategy Training

Thank you Any comments or questions? Eray Sevingil Bilici eray. bilici@ozyegin. edu. tr