Teaching Students How To Use Self Management

Self-management is a robust technique whereby students of all ages and ability levels learn how to control their learning and social behaviors. When students effectively self-manage, teachers spend more time on instruction and less time reminding students how to behave, which benefits teachers and students. Additionally, students learn independence when they self-manage. This guide presents a 10-step instructional sequence for teaching students three types of self-management: self-monitoring, self-evaluation, and self-reinforcement. Each type can be taught to a whole class, small groups, or individual students (grades K-12). Any type can be used with both learning and social behaviors. Through this simple 10-step process, students learn what self-management is, why to use it, how to apply it, and when to use it. Instruction includes role-playing, modeling, and demonstrating mastery during guided practice and in the actual setting. Instruction takes about one hour, spread across multiple sessions. After instruction, follow-up is necessary to reinforce students’ use of self-management and confirm that accurate self-management occurs.

Self-management is a robust technique whereby students of all ages and ability levels learn how to control their learning and social behaviors. When students effectively self-manage, teachers spend more time on instruction and less time reminding students how to behave, which benefits teachers and students. Additionally, students learn independence when they self-manage. This guide presents a 10-step instructional sequence for teaching students three types of self-management: self-monitoring, self-evaluation, and self-reinforcement. Each type can be taught to a whole class, small groups, or individual students (grades K-12). Any type can be used with both learning and social behaviors.Through this simple 10-step process, students learn what self-management is, why to use it, how to apply it, and when to use it. Instruction includes role-playing, modeling, and demonstrating mastery during guided practice and in the actual setting. Instruction takes about one hour, spread across multiple sessions. After instruction, follow-up is necessary to reinforce students' use of self-management and confirm that accurate self-management occurs.

Self-regulated learning is recognized as one of the most essential skills that students should possess in this information age. Nevertheless, most students are accustomed to the conventional teacher-centered way of learning, thus, they are not competent at self-regulated learning. A Self-Management Tool was developed to guide and enhance students' usage of self-regulated learning strategies. The tool comprises three components; Information-Management Tool, Personal-Management Tool and a Teacher's Manual. A quasi-experimental study was conducted to test its effectiveness and the details of this empirical research were documented in this monograph. The monograph is divided into six chapters, with detailed descriptions on the research methodology. The Self-Management Tool was found to be effective in improving students' self-regulated learning. The findings have significant research and educational implications. Recommendations for future research are included in the final chapter of the monograph. Universiti Sains Malaysia, Penerbit Universiti Sains Malaysia

The book illustrates how to teach students to manage themselves individually and in groups in order to control their future and to assume a larger responsibility for their learning. The book presents a three part plan: theoretical, curricular, and technological.

This booklet was developed to help in the design and implementation of self-management systems for elementary-classroom students with developmental disabilities. Self-management components addressed in the booklet are self-monitoring, self-evaluation, and self-reinforcement. Chapters provide: (1) the definitions and rationale for teaching self-management techniques; (2) instructional principles that underlie the phases of designing and implementing self-management interventions, including supervising the use of self-management, charting students' performance of desired behavior, reinforcing students' appropriate use of self-management, altering self-management techniques when necessary, using combinations of behavior management techniques, and involving students in the development of self-management components; (3) phases for design and implementation, including selecting the behavior for self-management, preparing to teach self-management, teaching the student self-management using a 10-step process, and evaluating the student's performance; (4) three classroom scenarios in which teachers follow the instructional guidelines to implement self-management systems with their students; (5) ways to promote generalization of self-management techniques; and (6) a summary of the benefits and procedures for teaching self-management to students with developmental disabilities. (Contains 35 references.) (CR)

This text utilizes a three stage approach to classroom behaviour management to assist teachers to avoid behaviour problems, manage those that cannot be avoided and resolve those that cannot be managed.

This book provides a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management.

This guide is filled with practical advice and effective instructional techniques for teachers of grades K-8 to help build classroom environments and relationships where student behavior is cooperative and on-task.