Kathryn Stover

SOS: Helping Students Become Independent Learners

1. Discuss three advantages of using a self-directed behavior strategy rather than

using a teacher-directed behavior strategy.

Self-directed behavior strategies free up the teacher’s time by directly involving

the student in the more time-intensive step of monitoring his or her behavior. It
provides immediate feedback for the student, and it encourages the student to
be responsible for monitoring his or her behavior.

2. Give two examples of behaviors for which self-regulation would be an

appropriate choice for a teacher to use. Explain why they are appropriate.

A student that gets into trouble every day in class because she is often staring
out the window and daydreaming instead of listening to the teacher. The
student can control the behavior and it can easily be observed. The off-task
problem behavior also occurs frequently.
A student constantly raises his hand in class in response to his teacher’s
questions. The teacher would like to reduce the number of times the student
raises his hand during class. The student is a good candidate for self-regulation
strategies because he can control his behavior and his behavior can be easily
observed. The off-task problem behavior also occurs frequently.

3. Give two examples of behaviors for which self-regulation would not be an

appropriate choice for a teacher to use. Explain why they are not appropriate.

A student gets into fights on 3 or 4 times a week would not be a good candidate
for self-regulation. For self-regulation to be effective, the behavior must occur
several times during a short period of time. The student behavior can be
considered impulsive so it can occur at any time.
A student that gets frustrated easily in class and refuses to complete
assignments would not be a good candidate for self-regulation. The student’s
behavior must occur several times in a short period of time. The behavior does
not happen often enough for self-regulation to work.

4. Discuss the advantages of each of the four strategies highlighted in this module.

Self-instruction utilizes teachers’ time efficiently, provides students with an

element of control over their learning, and it requires a minimal amount of time
to maintain skills once they are developed. Self-instruction strategies are
powerful, flexible, and effective.
Self-reinforcement produces substantial improvements in performance. The
strategy actively involves students in their learning environment. It serves to
Kathryn Stover

teach a skill beneficial to independent adult living. Self-reinforcement creates

greater changes than teacher-imposed rewards.
Goal setting offers structure by specifying a target goal. It provides feedback on
progress and motivates performance.
Self-monitoring provides more immediate feedback to students than is possible
when teachers evaluate behavior. It engages students and produces positive
results. Self-monitoring facilitates communication between students and their
parents. Self-monitoring clearly depicts improvement over time in behavior for
both the student and the teacher.