Clip 6: Self-regulation

Melanie:

Let’s think about what needs to be in your head then, as a teacher, throughout the day, whenever you're teaching.

Glenda:

I think the change is going to be focusing on … their strengths or something that they have been successful in, rather than just “This is their need, how am I going to help them get this?” And I need to be looking all the time at a whole lot of different things – not just in writing time, but throughout the whole day. I just need to be aware of those things and looking for those triggers or those times when something happens, or they've done something, or read something, or written something, that has had some meaning or something for them, and maybe might be useful to help them do this.

Melanie:

So the key part – to know whether or not your teaching is having the effect that you want – is to know what to notice and look for. So let’s think about the things that you can look for and notice and be aware of over the next few weeks that are telling you that your teaching is having that impact.

Glenda:

Well, I guess initially I would hope … I'd want to see it actually in their writing, see the evidence of it. And when I talk to them and ask them questions about it, they can articulate and tell me why they’ve chosen what they’ve chosen when they … for particular things.

Melanie:

So their articulation of their learning is going to be one of those key things that you’re going to be looking for.

Glenda:

Yeah. And not just like “I've added this”, but actually why they’ve added it and why they’ve chosen that particular thing.