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Proceedings of the International Conference: DEAL 2 / ILA 2014 Promoting self-regulation: A dialog approach for trainees of A B.A. in TEFL Imelda Zorro University Libra Boot, COLOMBIA Abstract This

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1. Identify the goal: Before filling out the promoting self-regulation a dialogic, you need to clearly identify the goal or purpose you want to achieve. This could be promoting a sense of self-control, fostering effective communication skills, or encouraging collaborative decision-making.
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9. Offer resources and tools for ongoing support: Finally, provide your audience with additional resources, tools, or references that will support their ongoing efforts to promote self-regulation. This may include recommended books, websites, or training programs that they can access for continued learning and development.

Who needs promoting self-regulation a dialogic?

1. Educators: Teachers and educators can benefit from promoting self-regulation a dialogic in the classroom. By fostering self-regulation skills, they can create a positive and productive learning environment, improve students' behavior management, and facilitate effective peer interactions.
2. Parents and caregivers: Parents and caregivers play a crucial role in promoting self-regulation in children. A dialogic approach can help parents understand their child's emotions, teach them problem-solving skills, and support their overall socio-emotional development.
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4. Therapists and counselors: Professionals in the field of therapy and counseling can utilize a promoting self-regulation a dialogic approach to help clients manage their emotions, develop healthy coping mechanisms, and improve their overall well-being.
5. Community leaders and organizations: Community leaders and organizations that aim to promote social and emotional learning can benefit from a promoting self-regulation a dialogic. It can help foster a sense of community, improve communication skills, and enhance conflict resolution within the group or organization.

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