Self-Management Strategies: Theory, Curriculum, and Teaching Procedures

By Michael B. Medland | Go to book overview
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Our educational goal is to teach students so they can, individually and in groups, solve the problems that confront them when we are not around. Extensive knowledge is required to accomplish this goal. This text provides a critical piece of that knowlege -- teaching students self-management skills. To do this, the text provides the answers to three questions: What is self-management (SM)? How is it taught? And, what knowledge base supports its teaching?

The objective of this chapter is to overview the text by presenting an initial picture of SM, the reasons for teaching it, the underlying assumptions, and a first glimpse at the theoretical and technological knowledge necessary to build the required teaching procedures.


Self-management is not inherently difficult to identify or define. It is a set of behaviors, or skills, that facilitate the individual or group to begin, continue, and end the performance of a task. Thus, SM behavior is behavior that helps other behavior -- the task behavior. For example, if Zelda's task is to read within a group, she must minimally gather her book, find a place in the group, follow along, answer questions, and take her turn. None of these has anything to do with reading, but they all facilitate its performance. The same is true if Jose has to perform a chemistry experiment. He would have to retrieve the materials, put on the safety equipment, insure that others are out of danger, follow the directions in the manuals and turn in the results to the teacher. For both Zelda and Jose, all the listed behav


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Self-Management Strategies: Theory, Curriculum, and Teaching Procedures


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