MANUAL

RESEARCH PROJECT

B.Ed (1.5 Year/2.5 Year)

Course Code: 8613

Name: Tahir Hussain

Roll No.

Registration No.

Semester: 3rd

Region:

Theme: Promoting children Well-being

Sub-Theme: Self-regulating behaviours

Topic: Enhancing self-regulating behaviour of primary level students through activities

Name of the School (where the action research was conducted):

Action research was conducted in Government boys higher secondary school.Overall

background of the participants of the project; area/school: (socio-economic status,

occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and

any other special trait of the community where the school is situated) (10 marks)

 Background of the Participants:

The participants of the study were grade 5 students who were enrolled in Government girls

high school Abu Dhabi colony No. 2 Sunny pull. The participants of this study belong to Sunny

pull. Researcher selected grade 5 students which consisted in total 30 in numbers. Most of the

participants were quite helpful and were matured enough to understand the purpose of my

research. In their classroom there were no posters and pedagogical materals for learning English.

Most of the students (participants) parents had a medium economic level, so their study did not

receive full financial support from family. The interest of the students in the investigation led to

their keenness for the task and the interview. As a result, teachers sometimes found it difficult to

maintain order among students. Most of the participants faced problems to speak English due to

different reasons that I enlisted in my existing action research.

School Area:

Project School was Government girls high school Abu Dhabi colony No. 2 Sunny pull.

School building that contains 22 classrooms. According to the school record, there are a total of

480 students in numbers. The total staff of that school was 16. This school system has been

appreciated by members of the nearby people, as well as by parents, teachers and other

respective members of the community. Quran Majeed was taught since the third class. The

school environment also represents the market within which a school and its leader must position
themselves. The pedagogical approach of the school is to teach the skills and abilities with the

student as a center and aims at the integral development of the students. My project school was

recently renovated the building. The location of this school is far from the main street. Each

classroom shows a list of school values, class rules and a blackboard that shows the learning

structure of each day. It makes the teaching and learning process situation work well because the

situation is conducive and comfortable.

Socio-Economic Status, Occupation/profession and Earning Trends of

Participants

I found that large majority of households were living in neuclear family system and the

rest of them had joint and extended family. Most of the students resided in "Packa" houses. Then,

more than half of the students' parents belonged to the high-income group and less than a quarter

of the students, belonged to the low-income group. A small number of parents of students were

businessmen, government and private employees. A considerable number of the parents of the

participants were well educated. The number of parents of the participants was dedicated to

government services, as well as private services, respectively. Their parents were progressive in

education, but they were still far from higher education. Parents have high expectations of their

children. They show considerable participation in their children's studies by providing facilities

for studies and encouraging them.

Topic: Enhancing self-regulating behaviour of primary level students through activities

1. Why did you select this specific sub-theme and topic? Relate it to your experience / problem in

your classroom/institution. (10 marks)

(Give the background and rationale of the study)

Reasons of Selecting This Specific Sub-Theme and Topic

This research aimed to improve the self-regulating behaviour of children through

activities of grade 5. Students self-regulating behaviour increased students learning motivation,

interest and raise their participation in the everyday classroom tasks, responsibilities and

learning. Students self-regulating behaviour help motivate students to complete their homework.

It’s rather shocking that without students self-regulating behaviour students don’t complete it.

Students self-regulating behaviour encourages and endorses school effort. They lead to improved

outcomes for students.

Background of The Project:

Self-regulation is the ability to monitor attention, thoughts and emotions. Students who

have the ability to regulate their emotions and behavior are able to better engage with

other students and respond to the varying activities of the day. A critical component of social

and emotional learning is self-regulation. Motivation, engagement, and self-regulation are the

primary determinants of students’ learning outcomes, and whether or not they will persist

through challenging tasks. By teaching students to be more selfregulative, teachers may

experience greater success in promoting academic achievement, motivation, and life-long

learning. Spending a marginal amount of time each day demonstrating how specific self-

regulation strategies can improve students’ learning can go a long way to helping them prepare
for challenging learning tasks and assessments (Graham & Harris, 2015). Ultimately, if our goal

is to create successful lifelong learners, then we must first ensure that we teach them the

strategies necessary for that journey.

In modern conditions the role of self-educational activity of students strengthens.

Students’ interest to the organization of their time, their own ability to set goals, analyze the

solution path to reach them increases, which, in turn, determine the success of the training

activities. That is the level of self-regulation having a major impact on the success of the training

(Khusainova & Ivutina, 2016). SRL is compounded by four phases: (1)

Forethought, planning and activation; (2) Monitoring; (3) Control; and (4) Reaction and

reflection. Each of them has four different areas for regulation: cognition, motivation/affect,

behavior and context.

Self-regulated learning activities of time management, metacognition, critical thinking,

and effort regulation were found to have significant positive correlations with academic success

in online settings, albeit these effect sizes were smaller than those found in the traditional

classroom. Self-regulated learning activities are research-based instructional techniques to

help learners monitor and manage their own learning skills and habits. When paired with strat-

egy instruction and metacognitive processes, instructors have a powerful learning toolkit to share

with learners (Broadbent, & Poon, 2015).

Rational o the study

Conclusions may be used in the work of teachers, psychologists to optimize learning

processes and the development of self-regulation. The results of my research may serve as a

basis for the development of guidelines and training for the development of self-regulation,

willpower, and other individual characteristics of the student's personality.

2. What was your discussion with your colleague/friend/senior teacher or supervisor

regarding the problem? (05 marks)

(Provide your discussion with your colleague or supervisor for better understanding of the

problem and alternate solutions)

Discussion With Colleagues/Friends/Supervisor

I discussed with my colleague, friends, senior teachers and supervisor regarding The effect

of students self-regulating behaviour and motivation on student’s academic achievements

performance. I told them that self regulation is a key skill for students (and adults). As school

counselors, we have a great opportunity to target these skills in the classroom, small groups, and

in individual counseling.

I tell them that the ability to self-regulate has been viewed as a desirable quality throughout

history because of its positive affects on behavior and the acquisition of skills. The appeal of

self-regulation and its positive effects on behavior and educational outcomes has prompted much

research in this area. Self-Regulation refers to the self-directive process through which learners

transform their mental abilities into task related skills.

My supervisor suggested that self-regulation is the process of continuously monitoring

progress toward a goal, checking outcomes, and redirecting unsuccessful efforts.

Eencourage students to be productive in learning both at home and in school by offering students

self-regulating activities. Students self-regulating behaviour tend to create a feeling of pride and

achievement among students thus motivating them to be more productive.

 During discussion one of my senior teacher admitted that students self-regulating behaviour

charts work well for children aged 8-12 years. You can use a students self-regulating behaviour

chart when your child needs to work on changing her behaviour. For example, a students self-

regulating behaviour  might be that you let your child choose what's for dinner if she plays well

with friends. And students self-regulating behaviour s aim to reinforce good behaviour, but

bribes don't. One of my friend told me that motivation helps to energise, direct and sustain

positive behaviour over a long period of time. It involves working towards goals and tailoring

activities to achieving this purpose. It also helps to drive clearity and curiosity, sparking the

desire needed for students to want to learn more.

My other friend told me that although schools can and do make a significant difference,

research has identified numerous factors which affect student success. Four categories of

variables which affect student achievement are discussed below: (1) School, (2) the Family and

the Individual, (3) Social Incentives, and (4) Socio-Economic Conditions.

3. What did you find about the problem in the existing literature (books / articles / websites)? (10

marks)

(Explore books and online resources to know what and how has been already done regarding

this problem)

Review of Literature

Review of literature is an important step in the process of research. No scientific research can

start abruptly. All scientific study stems out as a result of the consolidation of a host of

knowledge already gathered by various pioneers in this field.

Self-Regulation (SR), according to Riva & Ryan (2015) is the ability to stay calm, be

focused and alert which is akin to having self-control. Self-regulation involves goal-oriented
behaviours. It is “a deep internal mechanism that underlies mindful, intentional and thoughtful

behaviours of children which allows the capacity to both stop the behaviour or start something

new”. These definitions situate our arguments and help to illuminate the effect children’s self-

regulation has on their academic development.

To become strategic learners, students must assume ownership for their learning and

achievement outcomes (Kistner et al., 2010). Self-regulated learners take on this responsibility

by monitoring their progress towards learning goals. The process of selfmonitoring encompasses

all of the aforementioned strategies. In order for a learner to self-monitor their progress, they

must set their own learning goals, plan ahead, independently motivate themselves to meet their

goals, focus their attention on the task at hand, and use learning activities to facilitate their

understanding of material (Zimmerman, 2004). Teachers can encourage self-monitoring by

having students keep a record of the number of times they worked on particular learning tasks,

the strategies they used, and the amount of time they spent working. This practice allows

students to visualize their progress and make changes as needed.

According to Wolters (2011), self-regulation is essential to the learning process. It can

help students create better learning habits and strengthen their study skills apply learning

activities to enhance academic outcomes monitor their performance and evaluate their academic

progress. Teachers thus should be familiar with the factors that influence a learner’s ability to

self-regulate and the strategies they can use to identify and promote self-regulated learning

(SRL) in their classrooms. In addition to self-regulation, motivation can have a pivotal impact on

students’ academic outcomes.

Ryan (2020) suggested that teach children self-control, self-regulation, and self-

regulating behaviour by providing them with a “Calm Down Kit.” Have discussions with them
about their emotions and behaviors, and teach them hands-on ways to calm down. Fill a

container with motivational items that help children calm down using a coloring book, stress

ball, glitter bottle, and journal. Use this technique to teach children how to calm down and self-

regulate using balloon breathing. Use the large balloon breathing poster to teach the class and

smaller size in a child’s calm down kit.

Basso & Abrahao (2018) suggested that students’ self-education has been discussed and

encouraged by teachers in order to encourage students to be increasingly responsible for their

educational process. This need to develop autonomy and sense of responsibility for their own

learning begins right when they start school, when the teacher, in his or her teaching activity,

uses strategies and organizes contexts to develop self-regulated learning of students. The

beginning of formal literacy, the teachers used teaching strategies that aimed at the self-regulated

learning development, as observed in certain activities grouped into the interdisciplinary

category.

Boekaerts & Corno (2016) research have been showing that the students of the first grade

of Elementary Education have a self-regulation level that varies according to the stimulus from

family, but also according to teachers’ educational practices, which reinforces the teaching

strategies that develop self-regulated learning. The teaching practices used in the

Interdisciplinary Teaching Category created a context of teaching activities in such a way that

the teachers of both classes could act as mediators in the development process of self-regulated

learning.

Ramdass & Zimmerman (2011) revealed that quality measures of homework such as

managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-

reflection, managing time, and setting a place for homework completion are more effective than
only measuring the amount of time spent on homework. During homework completion, students

engage in self-regulation by motivating themselves, inhibiting distractions, using strategies to

complete homework, managing time, setting goals, self-reflecting on their performance, and

delaying gratification. As a result, self-regulation and homework are related and the findings

show that from elementary grades to college, skilled learners engaged in the above self-

regulatory behaviors during homework activities. Self-regulatory behaviors develop gradually

over time with repeated practice.

Hong et al. (2009) showed that students can be trained to develop self-regulation skills

during homework activities. It is important to continue with training studies at all grade levels so

that students can become aware of the relationship between homework activities and these self-

regulation processes such as goals, self-efficacy, self-reflection, time management, and delay of

gratification. Evidence from correlational studies showed that students' self-regulation skills and

motivational beliefs correlate positively with homework activities. Homework assignments that

are adequately challenging and interesting help struggling and at-risk students develop

motivation and self-regulation skills and achieve success. Teachers can help students develop

these behaviors by using homework logs. Data from the logs can help teachers show students

their strengths and help them overcome their weaknesses.

Bol (2015) suggested that self-regulated learning can be developed through coordination

of cognitive, metacognitive and motivational skills. Improving self-regulated learning activities

is possible through teaching activities that encourage students to self-monitor and control their

performance. The role of teachers in the development of self-regulated learning activities is

essential. If teachers can provide an environment where students can have more autonomy and
responsibility in their learning process, within the classroom context, thus enabling more

enduring skills, students will be more able to self-regulate their skills along the school path.

Teachers can stimulate self-regulated learning through teaching of strategies that allow

students to control unexpected situations, modifying their development according to the

information acquired over time. Therefore, as an educational institution, it is appropriate for the

school to provide the development of understanding and autonomy of the students, through a

more active learning, encouraging them to optimize the ability to select, build and transfer

knowledge (Butler et al., 2014).

Self-regulated learning can be studied from several angles in the educational area.

However, research conducted in school contexts frequented by older students is more numerous,

since strategies used and activities taught in class are more evident. There are fewer studies on

teaching activities in educational contexts that involve self-regulatedlearning of students who are

starting the process of formal literacy. Schunk & Ertmer 2020) distinguish two investigation

points: one is more centered on the study of cognitive, metacognitive, motivational and

behavioral processes of the students, and another contextual, more centered on beliefs,

conceptions and teachers’ educational practices.

Boekaerts & Corno (2005) showed that since the beginning of formal literacy, the

teachers used teaching strategies that aimed at the self-regulated learning development, as

observed in certain activities grouped into the interdisciplinary category. This is important since

research have been showing that the students of the first grade of Elementary Education have a

self-regulation level that varies according to the stimulus from family, but also according to

teachers’ educational practices, which reinforces the teaching strategies that develop self-

regulated learning. The teaching practices used in the Interdisciplinary Teaching Category
created a context of teaching activities in such a way that the teachers of both classes could act as

mediators in the development process of self-regulated learning.

4. What was the major variables/construct of your project? Give definitions/ description

from literature. (05 marks) (What are the key terms in your topic or study? what do you

mean of these terms? What particular meaning you will attach to the term when used in this

project?)

Key Terms in the Project/Major Variables:

Dependent variable

Self-regulating behaviour

Self-regulation is the ability to understand and manage your behaviour and your reactions

to feelings and things happening around you. Self-regulation is the ability to monitor attention,

thoughts and emotions. Students who have the ability to regulate their emotions and behavior are

able to better engage with other students and respond to the varying activities of the day. A

critical component of social and emotional learning is self-regulation

InDependent variable

Stuent learning

  Self-regulation strategies reduce disruptive problems in the classroom by encouraging

students to manage their own behavior. Such strategies provide teachers with time to work with

small groups or one-on-one with students who require extra instruction. To succeed in school,

students need to be able to focus, control their emotions, and adjust to change.

Academic Performance: 

Students with better cognitive self-regulation can have better educational performance by

managing their emotions and emotional influences. They also have a great motivation to study
and can make targeted planning. There was a significant positive relationship between

external self-regulation and planning.

5. What did you want to achieve in this research project? (05 marks)

(Objective / purpose of the study; what was the critical question that was tried to be answered

in this project)

Objective/Purpose Of The Study

Research objectives are more focused than research problems. The objective of academic

research, whether by sociologists, political scientists, or anthropologists, is to try to find answers

to theoretical questions within their respective fields. In contrast, the objective of applied social

research is to use data so that decisions can be made. This study will seek to answer the

following main questions:

1. Developing self-regulation behaviour of students through activities

2. Promoting self-regulation behaviour in the class room for effective learning

Critical Question

The study was guided by the following research questions:

The research questions are based on research objectives. The research questions deal with more

detailed aspects of statement of the problem. Answers to research question are resulted from the

analysis of the information (data) collected and contain knowledge of patterns, rule, and

regularities of the object being studied. To achieve the mentioned objectives, I tried to answer

the following questions:

1. What effect does self-regulation in children have on their academic performance?

2. Why is self regulation important for students?

3. What are some self regulation strategies?

 4. What are the key factors that influence the development of self regulation?

6. Who were the participants in your project? (05 marks)

(Give details of the individuals or groups who were focused in this project e.g. the early-grade

students whose handwriting in Urdu was not good or the students of class VIII who did not

have good communication skills)

The participants of the study were grade 5 students who were enrolled in Government

girls high school Abu Dhabi colony No. 2 Sunny pull. The participants of this study belong to

Sunny pull. I selected grade 5 students which consisted in total 30 in numbers. Most of the

participants were quite helpful and were matured enough to understand the purpose of my

research. In their classroom there were no posters and pedagogical materials for self-regulation

behaviour development. The study participants were grade 5 students who enrolled in

Government girls high school Abu Dhabi colony No. 2 Sunny pull. One more problem was that

they cannot understand the problem statement or the statement of the question written above the

equation. They all had less confidence in clearity for effective learning. During these days, I had

the opportunity to see different activities. I took notes regarding the student and teacher's

activities for self-regulation behaviour development and tried to avoid making eye contact or

talking with any of the students or the teacher during the observation. The overall performance of

all students (participants) was not enough to clearity compared to other sub-skills. Most of their

parents have a medium economic level, so their study has the full financial support of their

family. The participants of this study consisted of 30 students of the same age group from 8 to 12

years. The large age indicates the level of maturity of the individuals in that sense, the age

becomes more important to examine the response. There were ten weakest students in this class
about making creaivity. Although they were public school students, their proficiency level is not

that high about clearity.

7. How did you try to solve the problem? (10 marks)

(Narrate the process step-wise. Procedure of intervention and data collection)

Population

The entire group from which a sample is chosen is known as the population. All the

students who were enrolled in Government girls high school Abu Dhabi colony No. 2 Sunny pull

was population of this study. It was quite convenient for me being a teacher of that school and a

resident of Punjab to accumulate quality data from the chosen school.

Sample

Sample is smaller representation of large whole. Generally, it consists of some of the

observations that represent the whole population. In the existing action research grade 5 students

who were enrolled in Government girls high school Abu Dhabi colony No. 2 Sunny pull, was

sampled for this study.

Sample Size

The numbers of observation included in a sample is called size of sample. The 30

students of the grade 5 were selected for this class based action research.

Ethical Considerations

From the inception of this research I was extremely particular to carry out an ethical

inquiry and therefore gave serious thought to all ethical aspects this study would entail.

Permission to conduct the study was first sought from the principal and school governing body.

Permission was sought from school head. The rights of the participants (grade 5) were spelled
out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or

recordings.

8. What kind of instrument was used to collect the data? How was the instrument developed? (05

marks)

(For example: observation, rating scale, interview, student work, portfolio, test, etc.)

Questionnaire

Participants completed research questionnaires during regularly scheduled class periods.

Questionnaires were shuffled prior to administration to randomize participant assignment to the

experimental groups. As they read the questionnaire, participants imagined being a student of the

course instructor described within the questionnaire.

Data entry:

After data collection, data entry was the most critical part of the data handling. Then all

the questionnaires were coded which was again a lengthy procedure. All the data was entered in

excel first to avoid complications of analysis. Then it was shifted to SPSS (statistical package for

social sciences) where all variables were defined and recorded.

Analysis: Quantitative

data were analyzed through various statistical techniques as, univariate and bivariate. In

univariate analysis, frequency and percentage were used to describe the data. Univariate analyses

were performed to explore the multivariate results.

Tabulation:
 Tabulation is an ordinary arrangement of data in columns and rows. It is a process of

sorting and counting of information against the categories of classes.

Univariate analysis:

This type of analysis describes that variable which presents their values in the form of

frequency. In the present study for the presentation of data, univariate tables were formulated,

representing each question and sub-question, percentage were also drawn. Percentage:

In order to bring the data into comparable form, percentages of various categories of data

was worked out in the present study. The percentages were calculated by the following formula:

formula: F
Percentage = ---------------- * 100

Where F = Frequency

N = Total number of frequencies

9. What were the findings and conclusion? (Provide instruments and analysis as appendix )

(10 marks)

Behaviour regulation, sometimes also known as “self-regulation”, refers to our ability to manage

our energy, emotions, attention and behaviour in ways that are socially acceptable and help us to

achieve our goals stay calm, focused, and alert.

Appendix

Scale

1. Often 2. Sometimes 3. Never

Sr.
Statements Often Sometimes Never
No.

Addressing the student’s problems will help to create

1 a learning environment that naturally raises self- 45% 50% 5.0

regulating behaviour and confidence

Achieving your goals such as joining an exercise class

2 or going to a social occasion will help to increase 55% 35% 10%

your self-regulating behaviour

Engaging children to read a book or attend a lecture

50% 40% 10%
3 on positive self-worth

4 Cognitive behavioral therapy is effective in the 45% 50% 5.0

treatment of low self-regulating behaviour, anxiety

 and depression

Teach students to cope with mistakes and failure

create self-regulating behaviour and self-confidence 50% 45% 5%

5
among them

Provision of positive feedback and encouragement

6 enhance self-regulating behaviour and self- 65% 25% 10%

confidence

Spend time with people who make you happy and

7 65% 0 35%
confident to develop self-regulating behaviour

Take care of yourself and try to exercise at least 30

8 minutes a day most days of the week to improve your 80% 0 20%

self-regulating behaviour and self-confidence

To improve your self-regulating behaviour and self-

9 75% 15% 0
confidence is believing in yourself

Teachers should help students to develop a sense of

10 responsibility that fosters self-regulating behaviour 65% 35% 0

and confidence

The major findings of the project are listed below.

Major Findings

1. I found that 50% of the students stated that engaging children to read a book or attend a

lecture on positive self-worth

2. I found that 50% of the students told that teach students to cope with mistakes and failure

create self-regulating behaviour and self-confidence among them

 3. Majority 65% of the students stated that provision of positive feedback and

encouragement enhance self confidence

4. Majority 65% said that provision of positive feedback and encouragement enhance self-

regulating behaviour and self-confidence

5. Majority 65% of the students suggested that students should spend quality time with

people who make them happy and confident to develop self-regulating behaviour

6. Majority 65% of the students specified that teachers should help students to develop a

sense of responsibility that fosters self-regulating behaviour and confidence

Conclusion

One of the best ways to improve confidence is to engage kids in various self esteem activities

for students. By boosting self esteem in students, children who may come from less than

desirable home settings can learn skills that foster a sense of community and respect. Students

self esteem is directly related to their school performance. By ensuring that student self esteem is

healthy, the environment for learning becomes one where education and learning thrives. Self

esteem activities for students are an excellent way to help boost a child’s confidence and increase

learning. Many self esteem activities for students can be used including those that are used in an

individual as well as classroom setting. Teachers should help students to develop a sense of

responsibility that fosters self-regulating behaviour and confidence

Ways to Build self-confidence among Students

1. Model confidence.
2. Be prepared to teach.

3. Accept mistakes with grace.

4. Praise and encourage your students.

5. Challenge them academically.

 6. Allow your students many opportunities for success.

7. Foster creativity in the classroom.

8. Affirm your students.

9. Give them jobs.

10. Teach them organization skills.

Self-Regulation Strategies: Methods for Managing Myself

1. Consciously attend to breathing, relaxing;

2. Exercise;

3. Movement;

4. Awareness of body sensations;

5. Attending to care for my body, nutrition;

6. Meditation and prayer;

7. Self-expression: art, music, dance, writing, etc.;

8. Caring, nurturing self-talk

10. Summary of the Project (05 marks)

(What and how was the research conducted – main objective, process and findings)

Self-regulating behaviour is the opinion we have of ourselves. When we have healthy self-

regulating behaviour , we tend to feel positive about ourselves and about life in general. It makes

us better able to deal with life's ups and downs. A self-confident person looks confident with

positive body language and good posture.

In this action research, I am describing the strategies to develop self-regulating behaviour

and its importance for students academic success. Why self confidence are important for students

for educational success? How to Enhancing self-regulating behaviour of primary level students

through activities? What is the importance of good self confidence after schools and college in
the student’s professional and social life? How its impact on their career and personal

development? How are self confidence helpful for students in education and studies?

A collection of data is the most important stage in research work. The instruments that

are employed to gather new facts or to explain new fields are called tools. It is very important to

select suitable instruments or tools for data collection. Different tools of data collection are used

for different research and it is based on the type of research work interviewing schedule was used

as a tool of data collection. Action research method was used for existing research. Action

research involves direct interaction with individuals on a one to one basis or in a group setting.

Observation, focus group interviews, questionnaires and field notes were used to collect the data.

The interviews used in this study were semi-structured. A series of close ended questions were

used to draw information concerning to the discipline of learners and the teaching strategy of

educators. A survey was conducted by direct interview of students at their school during their

free time. All information was collected through interview schedule (questionnaire), as research

instrument including some multiple choices in the form of and close-ended questions regarding

study objectives. Tape recorded data were transcribed, analysed and then discussed. The head

teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing

a research project and that the data collected would be treated with utmost. The Statistical

Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening,

data transformations and analysis. Study identified a significant, causal, and reciprocal

relationship between classroom effective environment and students learning.

Promoting self-regulation in the classroom is becoming increasingly popular due to the

benefits to both children and teachers. Self-regulation is important for development, it helps
children with learning and social skills. This shows that children must learn and develop self-

regulation skills for their own future and for effective classroom management.

11. How do you feel about this practice? What have you learnt? (Self-reflection) (10 marks)

Feeling about this Practice/Action Research

Action research provides me a structured process for customizing research findings,

enabling me to address specific questions, concerns, or problems within their own classrooms,

schools, or districts. I had mixed feelings with research. I was bit nervous and somewhat curious

to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to

do action research effectively and how to develop self confidence of my students. My experience

regarding current research was informative. In this regard my respective supervisor helps me a

lot. I learnt that self-confidence is the inner self-management towards reality and positive of

oneself and the world. Students who have trouble developing self-discipline also have more

trouble developing self-regulating behaviour and resilience. These are the students who “act

before they think” and often express opposition to limits, rules, and structure. To increase

understanding of the need for rules and motivation to follow them involve your students in the

process of establishing the classroom rules. Self-regulation, however, allows kids to manage

their behaviors, body movements, and emotions while still focusing on the task at hand.

When self-regulation skills are working, a child can identify the cause, reduce the intensity of the

impulse, and possibly know how to resist acting on it. I learnt that self-regulation allows kids to

manage their behaviors, body movements, and emotions while still focusing on the task at hand.

When self-regulation skills are working, a child can identify the cause, reduce the intensity of the

impulse, and possibly know how to resist acting on it.

Now I can Teaching the Child to Self-Regulate via:

 1. Get down on the child's level. Standing over the child can make them feel overwhelmed;

kneeling down creates safety.

2. Give Empathy. Feeling heard and understood is a core need that we all have. ...

3. Match the child's emotional tone

4. Give them time.

5. Let them play

Self-Reflection

Self-reflection is like looking into a mirror and describing what you see. Reflecting and

composing a piece of self-reflective writing is becoming an increasingly important element to

any form of study or learning. Self-reflection helps to build emotional self-awareness. My

students had lack of confidence and self-regulating behaviour . Reflections can support the

dimensional review of oneself. Optimizing the best of self is essential and this renders seeing

with clarity and appreciating the uniqueness of your self. This is where self acceptance can be

achieved with the self reflections and drawing from the subconscious into the conscious mindset.

All the stimuli we encounter has its effect on us all we absorb it and sort through it. Taking that

time away to distract to escape is essential. This entails all the unprecedented distractions

and reflections about lifestyle, and surviving in a culture that celebrates overworking. It is

essential to create the space to plug back into the self. 

12. What has it added to your professional skills as a teacher? (05 marks)

There is growing evidence that teachers doing action research together in the same school

or program make significant impacts on school change, student achievement, and the

professional development of teachers participating in the research. From this practice I’m able to

evaluate the students problems in my class to develop self-regulating behaviour . Now I can
identified, process and solve the problem through scientific way which results better than

previous which was beating about bush. Action research helps me to pick up threads suggested in

academic circles, and weave them in my own classroom. Action research allows me to take

ownership over my teaching and occurs when teacher researchers contemplate a classroom or

instructional issue, design a study, execute the study, track data and results, and reflect. The

action research progression is interactive; it is not a passive process, as teacher-researchers are

active constructors of knowledge. This research provides me with data from my own experiences

and my own students. This study added my professional skills as trainee teacher that sharing

useful strategies with students and provide them examples enhance their slf confidence. I’m

talking about general and specific tips and tricks on how to develop self confidence. As a

teacher, my role is to help each and every student improve themselves, acquire new skills, and

become a better students.  Now I will improve my student self confidence and self esteem

through different techniques as I enlisted my Questionnire as data collection toll. I learnt that

emotional support and encouragement are simple and highly effective ways to promote students’

self-regulating behaviour and resilience. Addressing the student’s problems will help to create a

learning environment that naturally raises self-regulating behaviour and confidence. Teachers

help students to develop a sense of responsibility that fosters self-regulating behaviour and

confidence. Emotional support and encouragement are simple and highly effective ways to

promote students’ self-regulating behaviour and confidence. Teacher teach students to cope with

mistakes and failure to promote students’ self-regulating behaviour and confidence.

13. List the works you cited in your project (follow the APA manual – 6th Edition). (05

marks) Examples of format are available on websites.

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