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

By Michael B. Medland | Go to book overview

PREFACE

Our larger educational goal is to teach students to control their future so that they and later generations can live responsible, productive, and happy lives. Self-Management Strategies presents a plan to achieve part of that goal. It illustrates how to teach students to manage themselves individually and in groups. Although the plan increases the immediate demands placed on educators, it reduces them in the long term. When students can manage themselves many of the managerial tasks performed by educators are eliminated. As students take on a larger responsibility for their learning the focus becomes one of instructing students in the other skills necessary to achieving our larger educational goal.

The plan for teaching self-management skills consists of three components. The first is theoretical: A language is needed to unambiguously reference behavior and its evolution. Beginning with the foundations provided by the analysis of behavior, this text unites behavioral and instructional theory. The second is curricular: Self-management behavior needs to be clearly defined. The curriculum presented is a technical repertoire that allows students to control themselves and to influence their environment. It provides students with the greatest degree of adaptability within a cooperative framework. The third is technological: Teaching procedures are needed to ensure that all regular classroom students will gain self- management competence. Seven procedures are presented. By combining them as illustrated teachers can evolve complex student self-management behavior.

To help with the task of teaching self-management skills this text is organized into four parts. Part 1 introduces a language for discussing the classroom and then applies it to analyze that environment, including the

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