Example Of Socio-Affective Strategies

This may have an impact on others so they use coping strategies to preserve their self-presentation when regulating their behaviours whilst in the company of others.

In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Metacognition is the ability to understand the learning process of not only yourself, but the ones around you. Having this understanding allows you to convey information in a much more effective manner. Understanding the way I learn is important to the way I can approach problems and solutions. These issues and answers develop in many forms. Much like how an artist develops a process of completing a master piece, I can develop the tools to understand and learn in any situation, job, or

“Social and emotional learning skills enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges” (CASEL). Mastering this skill will not only boost your attitude but your overall living and learning status. SEL also helps make your path as easy and smooth as possible, by making responsible decisions , maintaining positive relationship skills, showing social awareness, and having the ability to show god self-awareness, and self-management, has helped many people benefit in life. Self-awareness: the ability to understand your own emotions and how you influence others, Self-management: the ability to control owns impulses and stress, Social awareness: the

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

Principle four,” Instruction needs to focus on developing implicit knowledge of the second language while not neglecting explicit knowledge.” Professor Ellis says, “Implicit

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. This process of thinking allows for one to learn on one’s own as “the most effective self-learners are self- regulating” (Taylor). Furthermore, numerous studies

My report states that while I have many strengths as a learner there are some areas I can improve on. One of the areas I can develop on is meta cognition. I need to to work on planning and to identify

Recognizing the different learning processes is a vital step in understanding how others learn around you. Whether you realize it or not, there are many different learning processes occurring around you at this very moment. From classical conditioning learning to latent learning, all learning processes will help you adapt to a new situation, or help further your knowledge in a familiar situation. I have experienced several instances of classical conditioning learning, operant conditioning learning, observational learning, and latent learning throughout my lifetime. Studying these learning processes have opened my mind about how others around me will often learn on a daily basis, helping me better understand others ways of learning.

Behaviourists believe that learning a language is no different from learning anything else. It becomes a habit by the stimulus-response-reinforcement-repetition process (Cook, 2001). The behaviourists also claim that we learn by imitation and by association (Lightbown & Spada, 2006). However, psycholinguists argue that imitation is not enough because it is not only the mechanical repetition but also natural exposure that children acquire language (Cook, 2001).

Metacognition provides students with the opportunity to be more mindful and become aware of what they are learning, why they are learning a particular skill, and how they might apply and transfer those skills in various situations. As a school counselor, I feel as though one of my main goals is to help students develop metacognitive awareness of their own personalities, interests, abilities, values, and learning styles. Through the counseling process, I encourage students to really think about their thoughts, feelings, values, and understandings. I encourage them to express their thoughts and feelings and help students discover the root of their concerns and encourage problem solving and critical thinking in order to effectively and efficiently

This is because the tasks that students perform vary among disciplines and instructors hence the need to clearly understand the task at hand. According to Eilers and Pinkley (2006), an effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history test with an essay that entails synthesization of information from various sources. To answer such question properly, students who metacognitize are able to think critically and know which words to use and how to explain them. Metacognitive perspective enables students identify the various strategies to study and prepare for different subjects in school and avoid task

Affective social support leading to the related motivation and emotional condition of a team members. Along the time dimension, the references point of affective support can differ which affective support could describe recipient that already show his performance (social recognition) or behaviour predicted ahead (social encouragement). Social recognition explain an individual behaviour or performance right now or in the past that team members appreciated the action.

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge