{"id":55,"date":"2020-01-04T15:47:36","date_gmt":"2020-01-04T15:47:36","guid":{"rendered":"http:\/\/fensie.com\/?p=55"},"modified":"2020-01-04T15:53:22","modified_gmt":"2020-01-04T15:53:22","slug":"building-relationships-with-students-through-weekly-reflection","status":"publish","type":"post","link":"https:\/\/fensie.com\/index.php\/2020\/01\/04\/building-relationships-with-students-through-weekly-reflection\/","title":{"rendered":"Building relationships with students through weekly reflection"},"content":{"rendered":"\n

I care about each one of my learners, and I tell them that, but how do I show<\/em> them I care? Most of my students are nontraditional so they often face significant barriers to success in higher education. I want them to know that it is possible for them to succeed and I understand their challenges and want to help them. Many of them don’t believe they are “college material”, so I want to help them develop this identity and make them feel like they belong. To achieve all of these aims, I have to build a relationship with each learner. How can you develop a relationship with a student you only see once a week in person, or never if it is an online class?<\/p>\n\n\n\n

My strategy developed by accident when I was trying to help my students develop their self-regulation. I recognized the importance of self-regulated learning in distance education and came across Paul Pintrich’s (1995) theory of self-regulated learning (SRL). He suggests that students regulate their actions, feelings, and thinking as learners and that the better they are at regulating these domains, the more successful they will be as students. To help students improve SRL in these areas, he suggests the following:<\/p>\n\n\n\n

  1. Students need to have greater awareness of their own behavior, motivation, and
    cognition.<\/li>
  2. Students need to have positive motivational beliefs.<\/li>
  3. Faculty can be models of self-regulated learning.<\/li>
  4. Students need to practice self-regulatory learning strategies.<\/li>
  5. Classroom tasks can be and should be opportunities for student self-regulation<\/li><\/ol>\n

    (Pintrich, 1995, p. 9-11)<\/p>\n\n\n\n

    In his later work, Pintrich (2004) identified four phases of learning where students self-regulate: planning, monitoring, controlling, and reflection and added an additional domain of context. The table below from his article describes each of the areas and phases of self-regulation.<\/p>\n\n\n\n

    Table I.<\/strong> Phases and Areas for Self-Regulated Learning <\/td><\/tr>
    \n  \n <\/td>Areas for regulation <\/td><\/tr>
    Phases and relevant scales <\/td>Cognition <\/td>Motivation\/Affect <\/td>Behavior <\/td>Context <\/td><\/tr>
    Phase 1<\/em>
    Forethought, planning, and activation <\/td>

    Target goal setting

    Prior content knowledge activation

    Metacognitive knowledge activation <\/td>

    Goal orientation adoption

    Efficacy judgments Perceptions of task difficulty

    Task value activation

    Interest activation <\/td>

    Time and effort planning

    Planning for self-observations of behavior <\/td>

    Perceptions of task

    Perceptions of context <\/td><\/tr>

    \n Phase\n 2
    \n <\/em>Monitoring\n <\/td>

    Metacognitive awareness and monitoring of cognition\n <\/td>

    		\n

    Awareness and monitoring of motivation and affect\n  \n <\/td>

    Awareness and monitoring of effort, time use, need for help\n

    Self-observation of behavior\n <\/td>

    Monitoring changing task and context conditions\n <\/td><\/tr>

    \n Phase\n 3
    \n <\/em>Control\n <\/td>

    Selection and adaptation of cognitive strategies for learning, thinking\n <\/td>

    Selection and adaptation of strategies for managing, motivation, and affect\n <\/td>

    Increase\/decrease effort\n <\/td>

    Change or renegotiate task\n <\/td><\/tr>

    \n Phase\n 4
    \n <\/em>Reaction\n and Reflection\n <\/td>

    Cognitive judgments\n

    Attributions\n  \n <\/td>

    Affective reactions\n

    Attributions\n <\/td>

    Choice behavior\n <\/td>

    Evaluation of task\n

    Evaluation of context\n <\/td><\/tr><\/tbody><\/table><\/figure>\n

    (Pintrich, 2004, p. 390)<\/p>\n\n\n\n

    I decided to take this table and add questions that students could ask themselves to regulate their learning and came up with this:<\/p>\n\n\n\n