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

By Michael B. Medland | Go to book overview
Save to active project



Before students are taught the SM system strategies, they must be able to behave appropriately within an existing set of classroom activities. The SM behaviors required of these activities need to be carefully planned so they can be quickly taught and reinforced. This chapter illustrates how to plan classroom activities and their activity SM behaviors. Within these activities students first apply the SM system strategies and later plan and implement activities to solve their own or curriculum-related problems.


Activity SM behaviors are part of a classroom plan. A classroom plan outlines the identification, organization, and functioning of activities. 1

The Identification of Classroom Activities

Activities are those classroom events in which students participate and which contribute to their instruction. For example, Figure 4.1 presents a list of activities for a typical first-grade classroom. Each activity involves students and contributes in some way to their instruction. Figure 4.1 identifies the activities and their overall organization. It does not indicate the organization of individual activities or how they function.

There are two types of classroom activities. Regular activities, like those in Figure 4.1, are events that the classroom regularly cycles through. Special activities are those events that occur when there is a sudden or uncommon change in conditions. Besides events such as fire drills, assemblies,


Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this page

Cited page

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Self-Management Strategies: Theory, Curriculum, and Teaching Procedures


Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 296

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?