Negative self talk can plague a student’s success in the classroom.
Five Key Points
|In What Students Say to Themselves: Internal Dialogue and School Success (Thousand Oaks, CA: Corwin Press, 2000), William Watson Purkey suggests the following five points to keep in mind as you try to shape students’ self-talk:
Teacher Notes here
One path to get to better academic thought is through meta-cognitive strategies.
Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.
Fogarty (1994) suggests that metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following:
- Develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem.
- Monitor their understanding; use “fix-up” strategies when meaning breaks down.
- Evaluate their thinking after completing the task.
So when we look at eliciting meta-cognition we really are trying to amplify curiosity. While giving a nod to scientific thought and inquiry as a way to try and fail, while being more accepting of our learning because we see the the failure as part of the evaluative process of learning.