Andrew Hogan
10/1
Ch.10 Blog
After reading chapter 10, the section that stuck with me the most was the concept of self-regulation, particularly as it applied to behavior and learning.
Although I understand the idea of self regulated behavior, I was confused by the concept, particularly because of the idea that children eventually set their own ideas of what is right and wrong. This idea of course holds true as a child grows, and as the book stated, we hope that negative behavior is discouraged by the unsavory reaction of the people surrounding them. However, what if a child is in a community where certain undesirable social characteristics are common, such as swearing or violence.
Over the last few weeks, I have been substitute teaching for various schools in Knox county, and in that time I have watched students act aggressively towards one another for the most benign reasons. This attitude has to be learned from somewhere, and in a community where education is not always a priority why would the student take into consideration my negative response to his outburst any more that his family or friends indifferent or even condoning attitude?
Similarly, in regards to self-regulated learning, and more specifically co-regulated learning, how can an educator participate in setting educational goals for a child who has no interest in education? We have all heard students say “Why are we doing this?” or “When am I ever going to use this in real life?” which, although often times very rude, are very valid questions. How can I convince my students that reading Beowulf will help them master necessary literacy skills any more than an in depth analysis of any other book would due?
who actively do not want to be involved with their own education?
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