This article explores the integration of learning and teaching theories, emphasizing the regulation of learning and teaching processes. It analyzes cognitive, affective, and regulative activities students use to learn, and discusses how teachers can regulate these activities through various strategies. The article also examines the interaction between student-regulation and teacher-regulation, highlighting the potential for congruence and friction. Congruence leads to positive learning outcomes, while friction can be constructive or destructive. The article suggests that process-oriented teaching, which focuses on promoting congruence and constructive friction, is essential for effective learning. It emphasizes the need for teaching strategies that support students' self-regulated learning, allowing them to take more responsibility for their learning processes. The article also discusses the importance of aligning teaching strategies with students' learning styles and abilities, and the potential benefits of shared control between teachers and students. Overall, the article advocates for a teaching approach that supports students' development of self-regulated learning skills, leading to more effective and meaningful learning experiences.This article explores the integration of learning and teaching theories, emphasizing the regulation of learning and teaching processes. It analyzes cognitive, affective, and regulative activities students use to learn, and discusses how teachers can regulate these activities through various strategies. The article also examines the interaction between student-regulation and teacher-regulation, highlighting the potential for congruence and friction. Congruence leads to positive learning outcomes, while friction can be constructive or destructive. The article suggests that process-oriented teaching, which focuses on promoting congruence and constructive friction, is essential for effective learning. It emphasizes the need for teaching strategies that support students' self-regulated learning, allowing them to take more responsibility for their learning processes. The article also discusses the importance of aligning teaching strategies with students' learning styles and abilities, and the potential benefits of shared control between teachers and students. Overall, the article advocates for a teaching approach that supports students' development of self-regulated learning skills, leading to more effective and meaningful learning experiences.