ABSTRACT
This chapter outlines the role of the self-regulated teacher in the classroom context goes far beyond the scope of the specific components. The Common Core standards requires administrators, teachers, and instructors to consistently evaluate how their beliefs, goals, values, perceptions, behaviors, classroom management, social relations, and arrangement of physical space impact the student's understanding of the classroom. Self-regulation is the capability of interest. The issue is not whether one can do the activities occasionally, but whether one has the efficacy to get oneself to do them regularly in the face of different types of dissuading conditions. The role of the self-regulated teacher in the classroom context goes far beyond the scope of the specific components outlined in the chapter. The behaviors that identify teachers who create and maintain a learning environment that promotes self-regulation are acquired over time, and often as a result of frustrating attempts to manage a classroom before a realistic self-evaluation.
