A student’s self-regulation will result in how they approach their learning, as well as deal with real life dilemmas. This can be achieved through partner work, goal setting and planning as well as incorporating challenging tasks with constructive criticism from the teacher. Erikson has effectively demonstrated this idea within his social development framework; his level of Identity vs. role confusion is an example of how allowing students to be confident within themselves encourages autonomy which in turn gives them confidence to participate and take control of learning activities. Self-regulation is not easily achieved as a student’s self-esteem is fragile, teachers need to be aware of how to deal with wrong answers and turn negative feedback into constructive criticism. Cantwell (2004) has
A student’s self-regulation will result in how they approach their learning, as well as deal with real life dilemmas. This can be achieved through partner work, goal setting and planning as well as incorporating challenging tasks with constructive criticism from the teacher. Erikson has effectively demonstrated this idea within his social development framework; his level of Identity vs. role confusion is an example of how allowing students to be confident within themselves encourages autonomy which in turn gives them confidence to participate and take control of learning activities. Self-regulation is not easily achieved as a student’s self-esteem is fragile, teachers need to be aware of how to deal with wrong answers and turn negative feedback into constructive criticism. Cantwell (2004) has