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    This document discusses strategies to help two students, Zach and Alexandria, who have trouble staying on task in class. It suggests they may have ADHD or a learning disability. The teacher, Ms. Torri, is advised to clearly outline procedures, consider seating arrangements, allow for activity breaks, and reward positive behavior. Self-directed strategies are recommended over teacher-directed ones as they teach responsibility and empower students. Goal-setting and independent worksheets are given as examples that promote self-regulation, while arguing peers and phone use in class are not suitable. The four highlighted strategies - self-monitoring, self-instruction, goal-setting, and self-reinforcement - each have advantages for helping students learn independently. Setting goals and

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    This document discusses strategies to help two students, Zach and Alexandria, who have trouble staying on task in class. It suggests they may have ADHD or a learning disability. The teacher, Ms. Torri, is advised to clearly outline procedures, consider seating arrangements, allow for activity breaks, and reward positive behavior. Self-directed strategies are recommended over teacher-directed ones as they teach responsibility and empower students. Goal-setting and independent worksheets are given as examples that promote self-regulation, while arguing peers and phone use in class are not suitable. The four highlighted strategies - self-monitoring, self-instruction, goal-setting, and self-reinforcement - each have advantages for helping students learn independently. Setting goals and

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    This document discusses strategies to help two students, Zach and Alexandria, who have trouble staying on task in class. It suggests they may have ADHD or a learning disability. The teacher, Ms. Torri, is advised to clearly outline procedures, consider seating arrangements, allow for activity breaks, and reward positive behavior. Self-directed strategies are recommended over teacher-directed ones as they teach responsibility and empower students. Goal-setting and independent worksheets are given as examples that promote self-regulation, while arguing peers and phone use in class are not suitable. The four highlighted strategies - self-monitoring, self-instruction, goal-setting, and self-reinforcement - each have advantages for helping students learn independently. Setting goals and

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views6 pages

    Ricks Iris2

    Uploaded by

    api-377713383
    This document discusses strategies to help two students, Zach and Alexandria, who have trouble staying on task in class. It suggests they may have ADHD or a learning disability. The teacher, Ms. Torri, is advised to clearly outline procedures, consider seating arrangements, allow for activity breaks, and reward positive behavior. Self-directed strategies are recommended over teacher-directed ones as they teach responsibility and empower students. Goal-setting and independent worksheets are given as examples that promote self-regulation, while arguing peers and phone use in class are not suitable. The four highlighted strategies - self-monitoring, self-instruction, goal-setting, and self-reinforcement - each have advantages for helping students learn independently. Setting goals and

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    of 6

    Running head: IRIS SOS Ricks !

    Caleb Ricks

    IRIS Module SOS

    ITL 604

    25 May 2019
    IRIS SOS Ricks !2

    Why do you suppose Zach and Alexandra cannot stay on task and are so easily distracted?

    I believe Zach and Alexandria cannot stay on task and are easily distracted because they both

    have a learning disability. As the module suggests, Ms. Torri has noticed that both Zach and

    Alexandria are performing at grade level and are intelligent. The issue, however, is their

    performance in the classroom. According to Slavin (2018), students with learning disabilities can

    have normal to gifted intelligence but may experience hyperactivity, difficulty with self-

    motivation, over-reliance on teachers and peers to complete assignments, and disorganization. Of

    course, we as teachers do not have the knowledge or experience to diagnose learning disorders,

    but from what I gather from Slavin (2108), Zach and Alexandria may have ADHD, which

    “includes impulsive actions, attention deficits, and sometimes hyperactive behavior.” To me, this

    would make the most sense because Zach and Alexandria have difficulty completing assignments

    and staying focused, not understanding the material.

    What might Ms. Torri consider to help her students stay on task and also help her regain

    some lost instructional time?

    Continuing with the idea that Zach and Alexandria have ADHD or another learning disability, I

    believe that Ms. Torri should approach the situation in the way she would for a student who has

    ADHD. Slavin (2108) suggests multiple steps in helping students with ADHD stay on task.

    These steps include: clearly outlining classroom procedures, establishing seating arrangement to

    prevent distractions from assignments, provide opportunities for hyperactive students to be

    active, and ensuring to reward positive behavior without punishing behavior caused by ADHD

    (Slavin, 2018).
    IRIS SOS Ricks !3

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

    teacher-directed behavior strategy.

    Self-directed behavior strategies provide students with the responsibility to monitor and regulate

    their own behavior rather than having the teacher monitor student behavior. Not only does this

    free up the teacher’s time and allow the teacher to assist students rather than monitoring

    behavior, but it also teaches students the valuable skill of self-monitoring. This teaches the

    students responsibility, empowers the student by making them the leaders of their own actions,

    and encourages self-control.

    Give two examples of behaviors for which self-regulation would be an appropriate choice

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

    One example of self-regulative behaviors that could be used in the classroom would be goal

    setting. For example, if I as a teacher made it a class goal that by the end of the week, every

    student would have their rough draft of an essay complete, then this will allow students to self-

    regulate their progress. Those who finish early may move onto the next step, such as editing.

    Because students will be self-regulating, this will allow me to move about the room and assist

    students who are struggling with their writing either individually or in small groups. A second

    example of self-regulation would be for students to complete worksheet pages from a workbook

    that correlates to a text that we have read in class. This will provide students the opportunity to

    work independently and to complete the expected assignments and tasks before moving on to the

    next assignments or questions.


    IRIS SOS Ricks !4

    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.

    In order for self-regulation to be successful, a teacher needs to be aware of his/her individual

    students behaviors. Obviously, students who argue often with their peers or students who have a

    habit of being in their phones during class may not be best at self-regulating. A student who often

    gets into fights with other students shows that he does not have the proper discipline to regulate

    his problem behavior and therefore would make a poor self-regulating student. Also, if a student

    is constantly being punished for not completing her assignments due to daydreaming or

    socializing with peers during class, then this student would also be a poor candidate for self-

    regulation as she would remain unfocused during class.

    Discuss the advantages of each of the four strategies highlighted in this Module.

    Self-monitoring is a self-regulation strategy that teaches students to assess their own behavior

    and record the results. Self-monitoring allows students to receive immediate feedback regarding

    their behavior and to track the progress of their behavior over time. Self-instruction requires

    students to teach themselves an activity by talking themselves through it. Self-instruction allows

    students to have control over their own instruction and does not take a long time for students to

    develop the necessary skills for self-assessment, making it a time-efficient activity. Goal-setting

    offers students a sense of structure for their learning and motivates students by providing a

    marker to strive for. Lastly, self-reinforcement actively involves students in their learning

    environments and has been proving to increase student success.


    IRIS SOS Ricks !5

    What techniques will help Alexandra and Zach become independent learners, and how can

    they gain those skills?

    I believe that self-reinforcement may be a successful technique that would help Alexandra and

    Zach become independent learners. Because they have difficulty staying in task and completing

    the assignments, setting a goal for both of the students, such as having the assignment complete

    by the end of the week, will provide a goal to strive for. I would then select a reinforcer for each

    student to strive for, such as a “free homework pass” or extra credit. I would then have the

    students evaluate their work through self-correction and then reward the reinforcer. 

    IRIS SOS Ricks !6

    References

    Slavin, Robert E. (2018). Educational psychology (12th ed.). New York, NY: Pearson.

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