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

By Michael B. Medland | Go to book overview

6
STATEMENTS

Your statements help students begin, continue, and end the tasks that confront them. Yet, statements have been left largely unanalyzed. This chapter provides that analysis. It details statement function, types, components, and a procedure to design them for classroom use. Once designed, statements can be implemented using the skills presented in Chapter 8. During implementation, an appreciation of this chapter's work develops -- a positive, warm climate pervades the classroom because students know where they have been, where they are, and where they are going. Your talk is second nature and all it needs is a little polish, some clear direction.


THE TYPES AND FUNCTIONS OF STATEMENTS

Statements perform a number of vital functions, each of which is related to the principles of behavior and technology presented in Chapter 1. The three types of statements are condition, reward, and combination. 1Table 6.1 illustrates the relationship between the statements and five principles of behavior and technology. By combining the principles related to each type of statement, their functional definitions emerge.

Condition statements precede and set the occasion for the desired behavior. Reward statements follow condition-matching behavior and increase the probability of the behavior occurring during matching conditions. Combination statements function as both condition and reward statements. The function of each type of statement includes both principles of behavior and technology.

But the picture is not complete. Statements operate over time to perform these functions, and thus form contingent relationships with the behavior. They interact with the ongoing stream of student behavior to

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