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Why are some teachers able to construct unified and calm learning groups while other equally dedicated ones struggle to do so? In the context of the EFL Japanese Junior High School, this article looks at a case study of one successful teacher and her facility in rapidly creating unified learner groups. Her strategies create individuals who display strong situational self-regulation skills in willingly accepting class group needs, thus creating a classroom environment which offers all participants a fair, productive, and supportive foundation for learning progress. なぜある教師が落ち着きのあるクラスを構成出来る一方で、他の教師はそこで苦しむ事になるのか？本稿では、まとまりのあるクラスを作る、ある中学校教諭のストラテジーを紹介する。そこでは、クラスが求めるニーズ、すなわち公平で生産的かつ効果的に学べる環境、を自ずと受け入れる自己抑制力のある個を生み出している。

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