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

By Michael B. Medland | Go to book overview

15
SYSTEM STRATEGY: SUPERVISING

If today's students are to become the skilled supervisors needed in tomorrow's world, we must teach them a supervising strategy. If this teaching begins at an early age, the chance of making that strategy an automatic and integrated part of their behavior increases. The long-term consequence is a citizenry who can keep tasks moving forward whether working individually or in groups. This chapter analyzes the supervising strategy and presents the procedures to teach it.


ANALYSIS OF SUPERVISING

Chapter 3 defined supervising by a student or group as behavior that interacts with and occurs throughout an activity to facilitate task behavior. Figure 15.1, an expanded posting, outlines the discriminations (as questions) and operations (as statements) of the supervising strategy steps. 1 The class names can be adjusted for students with different vocabulary skills. The components of each step are examined.


Decide on Supervising

Not all activities need to be supervised. When one wants to learn, perform a new task, or work in a group, supervision is usually needed. Once the need has been established (1a), the supervisor next discriminates what supervision is needed (1b). The smart supervisor adjusts to those being supervised and the task being performed. At minimum, a supervisor always monitors task progress. To help students make these two discriminations (1a and 1b), a few guidelines are presented later. These can be used once students have a foundation in supervising. Thus, this strategy step is the last one taught and forms the basis for refining supervision.

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