Train teachers to organize, plan, and manage the classroom to support self-regulation in students with weak initial self-regulation¶

Strategy · All strategies
Evidence · 3 claims (1 for, 1 mixed, 1 against) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article recommends that teachers deliberately plan instruction and organize the classroom — explaining the purpose of activities, describing upcoming activities, using routines, and providing scaffolded opportunities for students to rehearse task-related behaviors — because structured settings reduce the attentional and cognitive burden on students who enter first grade with weaker self-regulation. The ISI intervention's professional development focused on organizing, minimizing non-instructional time, and planning, and the study suggests this training "can shrink this variability in teacher practice" and support growth in students with weaker self-regulation skills.

Design Implications¶

Context¶

Requirements¶

• Professional development that explicitly trains organizing, planning, and classroom management strategies, including use of small groups and centers with meaningful independent seat work

Constraints¶

• The self-regulation benefit was evident only for students scoring in the lowest quartile of initial self-regulation; students with strong fall self-regulation made gains regardless of classroom condition

Target Learners¶

• First-grade students, especially those with weak initial self-regulation

Target Learning Goals¶

• Self-regulation growth (attention, working memory, inhibitory control)
• Early literacy skills

Affordances¶

• Self Regulation Teacher Practices Model Isi

Claims¶

• For first graders with weak initial self-regulation, ISI is associated with greater self-regulation gains, increasing with teachers' A2i use [~W]
• The ISI intervention shows no main effect on first graders' self-regulation gains from fall to spring [-W]
• ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions [+W]

Related Strategies¶

• Classroom Routines And Procedures
• Consistent Classroom Routines and Schedules
• Establish Consistent Routines

Examples¶

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Key Sources¶

• Connor Carol McDonald, Ponitz Claire Cameron, Phillips Beth M., Travis Q. Monét, Glasney Stephanie, Morrison Frederick J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2010.06.003