Analyzing Alvin's Self-Determination

Self-determination. As Alvin move towards adulthood, he should be able to demonstrate a certain level of self-determined behaviors. He is expected to better manage his self-regulatory behavior, be increasingly independent in his daily life skills and be involved in his personal future planning. Essentially, self-determination provides a form of empowerment and having the abilities to steer a person’s own life, resulting in a more positive quality of life outcome. In promoting self-determination in my classroom teachings, Alvin will be more engaged in his schoolwork, improve in his work performance and behavioral outcomes. During lesson planning for various subjects, I need to consider the extent to which self-determination is practiced. The skills that could develop his self-determination can include choice-making and decision-making skills, self-management and self-regulation skills. Next is to determine the opportunities that I can present to Alvin for him to learn the skills, and finally, establish a specific subject in the school’s curriculum in which I might be able to address these skills (Cabeza et. al, 2013). With regards to choice-making skills, for example, I foresee that Alvin

Another way to enhance Alvin’s self-determination skills, increasing control over his current and future planning is through person-centred planning. It is basically a problem-solving process to help Alvin plan and realize his future, recognizing his own interests, preferences, dreams and aspirations of his future self. In a classroom context, the way I could adopt this approach is by getting my students to be more involved in their learning. Specifically, for example, I can start by providing them with the list of Numeracy topics to be covered for the term. By providing them with the autonomy to choose the sequence of the topics to be taught according to their preference, they will subsequently assume greater sense of responsibility in their