Definition:

A scholar's belief in their ability to monitor and adapt their actions in the present to meet long-term goals.

Essential Question:

Do my choices matter?

Exemplar #1: Chava Lederman, 2nd Grade Teacher, Voyageur Academy

Technique: Self-Reflection Routine

Description: A brief end-of-day routine which includes a mindful narration of the day's events, targeted self-reflection questions, and a class chant.

Watch Chava's interview before observing her Self-Reflection routine. Keep these questions in mind to focus your analysis of her technique:

1. How does Chava's practice of circulating and writing comments on scholars' self-reflection responses add to the quality of the routine?

2. How does the Self-Reflection routine add depth to a scholar's understanding of their behavior?

3. How does the structure of the Self-Reflection routine provide teachers with autonomy to fit their classroom needs?

4. How did Chava's decision to scaffold the roll-out of the routine into smaller pieces improve it's quality? 

5. How does the class chant at the end relate to the purpose of the Self-Reflection routine?

Your Turn:

1. Script It. Write down how you would introduce a self-reflection routine to your classroom. Include scholar actions and teacher actions. Focus on how you would explain both the purpose of the routine, and the specific details of how scholars can participate in it successfully. 

2. Plan for It. Consider the biggest obstacle to getting this routine off the ground. What is it? How can you plan to overcome this obstacle? What will it look like when you've successfully rolled it out?

3. Practice It. Test out the routine a few times, scaffolding the components to ensure a successful roll-out. Ask your instructional coach or another teacher for feedback.

4. Film It. Record a video of your new routine. 

5. Submit it. Send video to PSMindsetPilot@gmail.com for review and a Self-Regulation badge.