This document discusses strategies for helping students improve their organizational skills and self-regulation for academic success. It recommends that students create a dedicated study space, keep supplies organized, maintain a to-do list, and use notebooks or binders. Modifications are suggested for underachieving students, such as allowing them to keep textbooks at home. The document also stresses honoring different student organizational styles and empowering students.

1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu Confratute 2009 at University of Connecticut Storrs, CT

2. housanda@uncw.edu

3. Organizational Strategies The Study Environment Create specific place for homework/study Location should be distraction-free Set aside a specific time Daily, regardless of whether there is homework or not Supplies and resources available and accessible

4. Organizational Strategies Organize Supplies Develop a checklist of supplies for home and school Students should be involved with list development Create a place for supplies Help students think about the things they need on a routine basis

5. Organizational Strategies Keep a “TO DO” List Prioritize Completion check box Deadline driven Revised regularly My Listy

7. Organizational Strategies Notebooks Loose Leaf Binders with dividers Make a schedule for checking notebooks and stick with it Allow students with complete notebooks to work on something they enjoy while others are given time to organize

8. Organizational Strategies Modifications for Underachievers Allow them to keep a copy of the textbook at home Employ learning contracts Require the use of an assignment log that is checked daily or weekly (must have due dates!) Give positive reinforcement when student successfully self-regulates

9. Honor Diversity of Style Help students find an organizational system the fits their “style” Encourage them to develop their own systems Allow trial and error: Have patience to give system ideas a fair chance

12. EMPOWER STUDENTS

14. "Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best." -Theodore Isaac Rubin

15. Moving Forward

16. www.gifted.uconn.edu/Siegle/

22. Encourage Risk Taking Resilience Perseverance (Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)

23. Failure is Part of the Learning Process

24. P Thomas Edison

25. P Thomas Edison Teachers’ opinion: “too stupid to learn.”

26. P Thomas Edison Teachers’ opinion: “too stupid to learn.” Mistakes made for light bulb: 3,000

27. P Thomas Edison Teachers’ opinion: “too stupid to learn.” Mistakes made for light bulb: 3,000 Total Lifetime Patents: 1,093

28. P Thomas Edison Teachers’ opinion: “too stupid to learn.” Mistakes made for light bulb: 3,000 Total Lifetime Patents: 1,093 Light bulb’s Contribution: $15,599,000,000

29. P Thomas Edison Teachers’ opinion: “too stupid to learn.” Mistakes made for light bulb: 3,000 Total Lifetime Patents: 1,093 Light bulb’s Contribution: $15,599,000,000 1928

30. All great achievements require time… -Maya Angelou

31. P Walt Disney was fired by a newspaper editor because “he had no good ideas.”

32. P Louisa May Alcott was told by an editor that she would never write anything popular.

33. P Louisa May Alcott was told by an editor that she would never write anything popular. Little Women is considered one of the the best American children’s books of the past 200 years.

34. Achievement results from work realizing ambition. -Adam Ant

35. Results- High levels of task engagement Increased willingness to exert effort to attain desired outcomes Process of learning becomes interesting and has value for the student

36. Even highly self-regulated students…

37. Even highly self-regulated students… …need support!

38. Questions?

39. Thank You!