**14. Teacher metacognitive support by school**

Metacognitive professional development courses and resources of high quality as well as a conducive environment must be provided by the school to ensure all teachers have an opportunity to learn metacognitive knowledge, skills, and attitudes as expert learners. This will make it easy for teachers to teach and model metacognitive self-regulated learning to learners. Metacognitive knowledge, skills and attitudes are well learned when there is support and time given to teachers by senior leaders for consistent implementation of metacognitive teaching and learning approaches [4]. The metacognitive self-regulated learning skills of learners can be assessed by a variety of ways which include scaffolding, think aloud and observations. Teachers must build metacognitive teaching as part of their normal teaching activities and not take metacognitive teaching and learning as extra duties or activities [9].
