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

By Michael B. Medland | Go to book overview

7
QUESTIONS

To operate independently and adaptively on and with the environment, students must be taught to look ahead, to reason about, and to plan their futures. In combination with statements, questions make it possible to teach the inductive thinking behavior that assists them in doing so. This chapter illustrates how questions function, analyzes inductive behavior, and presents a question-based procedure for teaching students inductive thinking. The examples of this chapter are limited to inductive thinking needed by students to manage themselves within a classroom plan. Chapters 13 through 19 expand such behavior into the SM system strategies.


THE FUNCTION OF QUESTIONS

In the most inclusive sense, questions function to set the occasion for behavior and, thus, precede it (Chapter 1). 1 Because a self-manager (as speaker) and task performer (as listener) often live within the same skin or group, an individual or group can set the occasion for a vast range of their own behavior. 2 But they must be taught how to do so.

Questions can set the occasion for two inclusive types of behavior: remembering and reasoning about the discriminations, operations, or procedures that can be identified or performed. Reasoning divides into two inclusive procedures: deductive and inductive. SM behavior is concerned with inductive behavior which has a remembering behavior component.


INDUCTIVE BEHAVIOR

As a procedure, inductive behavior has five components. 3 They include:

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