Vina Phong

SPED 639: Individual Reflection #1

1. Suggest at least three ways that strategies can help students in the classroom. (IRIS
Module)
Strategies can help a student in the classroom is to know what steps they need to perform
a task. Strategies can be used like a tool to help them complete the job. A strategy such as self-
regulation will allow the student to improve their self-control and performance. This empowers
the student to reinforce their own behavior. Students learn how to identify problems, predict
when these problems arise, and how to avoid these incidents. One of the most important ways
strategies could help students in the classroom is how to monitor their own behavior after they
set their goal.

2. Compare the characteristics of strategic learners with those of non-strategic learners.

(IRIS Module).
Characteristics of strategic learners and those of non-strategic learners differ greatly.
Strategic learners can analyze a problem, develop a plan and set multiple goals. A non-strategic
learner is unorganized and may not know where to even begin. A strategic learner is very
persistent and can use effective self-regulated strategies while completing a task. The non-
strategic learner is unable to focus on the task. Strategic learners connect hard work as the result
for high grades. The non-strategic learner think failure is due to uncontrollable factors.

3. List the six research-validated stages of SRSD. What aspects of each would you
emphasize as the most important? (IRIS Module and SRSD Video)
· Develop background knowledge
· Discuss it
· Model it
· Memorize it
· Support it
· Establish independent practice
All the stages of the SRSD are important but the stage I would emphasize as the most
important is the last stage. As an elementary teacher I usually get stuck on the support or
memorize it stage. My students can tell you the strategy. My students need to be able to
determine when is it appropriate to use the strategy and using it independently.
4. Imagine you are a fifth-grade teacher. Mary Ann, a student in your class, understands why she
should use an instructional strategy that you are teaching, but she is not yet ready to use the
strategy independently. Explain how you would help prepare her to do so. (IRIS Module and
SRSD Video)
I would have to teach Mary Ann self-regulation strategies. Mary would have to practice
goal setting and breaking the goals into steps. I would also teach Mary Ann how to self-monitor.
When self-monitoring Mary will learn how to complete self-assessments and self-recording so
she can monitor her own performance. Self-talk is very critical. Mary would have to talk herself
up and say, “I know it’s hard, but I know a strategy that will help me. I can take my time and use
each step of the strategy.” The fourth self-regulating strategy I will teach Mary Ann will be self-
reinforcement. Self-reinforcement is much stronger than teacher reinforcement. At the end of an
assignment she could tell herself, “I am proud of myself for staying on task and sticking to all the
steps.”

5. Think about a current student or a student you have worked with in the past that lacks
motivation for writing. Using at least two ideas from Ch. 12, describe how you could help
enhance the student’s motivation for writing. (Ch. 12)
I had a student who would pretend he was having a medical issue on the ground to avoid writing
task. Personal social factors made his reaction to writing very different than his peers. He would
scream and flail his arms and yell at the adults to call 911. One idea from Ch. 12 I would use to
use writing as a social activity. With the change in the environment and changing it into an
opportunity to interact with peers, writing became more bearable for him. If one of the
assignments could be co-constructed, I think he would be more willing to try. When writing is
performed in an interactive context, he would find it much more meaningful.
The second idea I would try is a motivating lesson for argumentative text. This student
enjoyed historical debates and discussions. I would suggest a problem of how groups should be
formed, or what should be the requirements to obtain “Fun Friday”, or “what was the most
important event in American history?”. If students knew they had to walk around and share their
ideas, they would write about it. It would be great if I had a slow gallery walk, where students
read a different paper and gave meaningful feedback to each other. Both ideas would have been
effective for my student.