How Can Independently Accessed Self-Regulation Support Be Effective in Supporting Learners

How Can Independently Accessed Self-Regulation Support Be Effective in Supporting Learners in Their Classroom Setting?

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Author 
Michelle Simpson

Originating Organisation or Projects
EIS Action Research Grants 2019-20

Abstract

Support for learners with self-regulation difficulties is often provided outwith the classroom environment, often by a Support for Learners teacher. The purpose of this investigation was to look at how independently accessed self-regulation support can be effective in supporting learners in their classroom setting.

This was principally in order to reduce incidences of targeted pupils leaving the classroom and missing out on important classroom learning and experiences as well as being a fully included member of the class. It was initially designed for a Primary 7 class as a means to prepare them for their transition to high school.

Data was collected on the number of occasions that targeted pupils left the classroom and their engagement in lessons using a 7-point engagement scale. Discussions were then had with the pupils to identify difficulties and possible support strategies that could be provided in the classroom. Once these interventions were in place, data on engagement was again collected and plotted on a graph to identify any changes.

Pupil feedback was regularly sought, and teacher feedback was shared with the pupils. The whole class were involved through lessons on emotional health using My Hidden Chimp to support learning. Pupils engaged well with the analogy and were supportive of their classmates using individual strategies to control their own ‘chimps’.

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Early results showed that the support strategies led to improvements in engagement in key lessons. Research and discussions with the pupils suggest that these positive results are due to the increased feeling of empowerment and ownership given to the learner.

Often support materials and strategies are provided for pupils but rarely with them. This project has shown that involving pupils in the development of their own support can increase engagement and motivation to succeed in learning effectively. Involving the whole class ensured inclusion and led to other pupils accessing independent support within the classroom as well.