The disruptions to students’ learning over the past two years has had it’s positive and negatives. On the one hand, I observe students’ being more adaptable, but on the other hand, I feel there has been a breakdown of routine and structure. I’ve observed some students thriving in open-ended learning environments, I find they are often the high achievers who are skilled at self-regulation. They can stick to deadlines for handing in assessments, and usually have their eye on the Merit or Excellence. Then there are those students who need more support paticularly when it comes to self-manangement. Often they are trying to play catch up at the beginning of term four when they realise the consequences of having not handed in their assessments.
From a teacher’s perspective, I’ve heard educators talk about how difficult it has been to get students to manage their time well and settle into basic routines with their learning. Although, 2022, was not quite as disrupted from Covid and lockdown learning, teachers I spoke to noticed how it was difficult to get some good momentum and continuity. That students were often absent and struggled to catch up on lessons missed during their abscence.
With that in mind, I thought about how important the first school term is in terms of developing a class routine. Guidelines and protocols that indicate to students where to find their learning and how to capitalise on their digital device for their learning.

I reflected on my thesis which I wrote for my Masters in Education, Enablers and Barriers to Self-Regulation in a BYOD class. TI find it a useful reference point to note and consider how far my practice has come in terms of delivering learning in the 21st century. My literature review research related to the key competencies particularly self-management.

One aspect I’ve decided to focus on in 2023, is to look at how to develop students’ self-management in a high school environment.   The slide deck below is the first in a series I will be creating to support teachers and their students.