When students monitor and adjust their awareness, behaviour, emotions during the learning experience, it is self-regulation. When students have good time management skills, select the best problem-solving strategies and monitor their own emotional states such as frustration are good examples of self-regulated learning (Rucinski & Brown, 2018). These are important skills for the students to be successful but are not taught to students.  When self-regulation is not taught, it leads to students who are not motivated, and lack persistence, independence and a positive identity.

Students need to understand what self-regulation is. The first stage is planning where they set their own goals that they want to achieve and check it against their abilities and motivation (Rucinski & Brown, 2018). The second stage is when the student is engaged in the learning experience and audit their learning and compare it with the goals they set up. Reflection is the final stage when the students appraise their learning experience. The student also reflects on feedback from the teacher and memorizes the various ideas and concepts.

The teacher needs to realize that the process is not linear and to communicate the importance of self-regulated learning skills to the student, teach the strategies and support the student. The teacher should not focus only on the content but also on self-regulation (Rucinski & Brown, 2018).

The teachers need more professional training on how to teach students self-regulation techniques to deal with anger, frustration, and lack of patience.