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Self-regulation is an integrated
learning process, consisting of the development of a set of constructive
behaviors that affect one's learning. These processes are planned
and adapted to support the pursuit of personal goals in changing
learning environments. Sean is a fifth grader who seems bored
and disinterested in all academics most of the time in school.
He fidgets constantly, is in trouble often for being "off-task"
and has been referred for assessment as having attention deficit/hyperactivity
order (ADHD) for the last three years. His teacher reports that
he rarely finishes his school work, daydreams, and is rarely on
task. He is in danger of not learning basic information required
by the district and state curriculum standards. Sean's mother,
a pediatrician, does not believe that he has ADHD, but rather,
that he is not challenged and is not provided enough opportunities
for movement in his traditional school environment. Sean and his
father, who also has an extremely high energy level, frequently
build intricate rockets together, and Sean can sit quietly for
hours when he is engaged in challenging work of his own selection.
Sean tested at the 99th percentile in general aptitude but his
work in school is often below average. His lack of completion
of schoolwork is becoming increasingly problematic, particularly
when it appears that he does have the self-regulation to finish
work he wants to pursue at home. Sean is being labeled an underachiever
and his teacher believes he needs to gain self-regulation strategies.
How does his teacher help him in this process?
